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Movement ConceptsNovember 19, 2008
• Consider your fundamental motor skill presentation
• Write a reflection on it NOW, considering:– Effective use of language appropriate for age group– Effective use of demonstration without suppressing
creativity– Effective use of tone of voice to create excitement or
suspense– What would you do differently next time?– Describe ONE thing you learned from other
presentations– SUBMIT this class
Leaders required, 08-09 & beyond
NCCP Certification included:
Introduction to Community Coaching
Community Coaching
Dates TBA (costs covered with season commitment
)
DO NOT worry if you are not a skier – all you
need is enthusiasm and a willingness to learn!
Contact me for further information
Extra Sessions
Wednesday AM, 10:30-11:30
Wednesday PM, 8:00-9:00
Level I Certification opportunity
$15.00 to register
$10.00 for manual
Introduction to Competition
Nov. 22nd & 23rd
Contact Mel
(melaniec@nipissingu.ca)
$65.00
Participation (20%) – 9 assessmentsAssignments (15%) – 9 assessmentsTeaching (15%) – 4 assessmentsLP (20%) – 1 assessmentFinal Exam (30%)
Short answer – describe, explain, discuss Situational examples – analyze,
evaluate, relate Objective – identify, recognize, define Sample questions posted next week
Fundamental movement skills form the
basis for more complex skills
TWO major aspects:
Learning the skills
Learning the concepts (vocabulary of
movement) (YOU have addressed the learning of skills, e.g. Hopping, galloping, twisting,
etc.)
1. Define the problem
2. Increase variety & depth of movement
3. Build sequences and combine
movement patterns
4. Incorporate cooperative partner and
small-group activity
What to do?
Where to move?
How to move?
With whom or what to move?
Present the problem as a
question???
Setting limits
Use contrasting terms – make a list!
Emphasize transition (FLOW)
Choice or limits
Demonstrations - SHOW ME or “ME
SHOW”
Make problems realistic
Allow opportunity for discussion &
decision-making
Keep groups small (e.g. 3-4)
25% ACTIONS (what)
75% CONCEPTS (where, how,
relationships)
How we modify the concepts determines
the actions
Body Awareness - WHAT
Space Awareness - WHERE
Movement Quality - HOW
Relationships - WITH
“I am learning WHAT my body does”
SHAPES
BALANCE or WEIGHT BEARING
TRANSFER OF BODY WEIGHT
FLIGHT
(traveling, manipulating, stabilizing)
“I am learning WHERE my body
moves”
GENERAL or PERSONAL
DIRECTIONS
LEVELS
PATHWAYS
“I am learning HOW my body moves”
TIME – speeds, rhythm
FORCE – degree of force; creating
force, absorbing force, weight
transfer
CONTROL - flow (combinations,
transitions, single movements)
“I am learning about the relationships my
body creates WITH myself, other movers,
and objects”
ROLES
LOCATIONS
BODY PARTS, BODY SHAPES
In the primary grades, student-centred
approaches such as this movement
approach will enable students to
discover what, when and how their
bodies move
Rudolf Laban – “Movement Education”(Remember Mosston – guided discovery, free exploration,
divergent teaching styles?)
One more teaching task!!!
ELECTRONIC submission on the day
you teach
SELF & PEER evaluation LIST of Alternative Team Games,
suitable for Junior/Intermediate grades & beyond
Recommended