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+ Movement Education A Guide and Explanation to the Approach

Pdhpe movement education ppt

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Page 1: Pdhpe movement education ppt

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Movement EducationA Guide and Explanation to the Approach

Page 2: Pdhpe movement education ppt

+ What Is Movement Education? The origins of Movement Education date way back to the 1970s where Rudolf

von Laban pioneered the framework, identifying its four key factors of movement as: weight, space, time and flow (Abels & Bridges, 2011; Peter & Walter, 2010).

Later developments of the framework saw its movement concepts as a means for teachers to foster learning in the cognitive, psychomotor and affective domains (Weiller Abels, 2010).

The four movement concepts can be further described as: body (the action), space (where the body moves), effort (the quality of the movement), and relationships (what the body comes into contact with as it moves) (Weiller Abels, 2010; Peter & Walter, 2010).

The framework is most effective when teachers focus on extensively developing their knowledge about movement in order to best help their students in becoming skilled with all components of movement (Weiller Abels, 2010).

It is considered to be the most basic framework for physical education (PE) as it delivers all the basics that teachers require to implement the foundation for teaching PE (Weiller Abels, 2010).

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+ What Is Movement Education? (cont…)

It focuses not only on nurturing motor skills, but also the development of movement knowledge. Furthermore, movement education encourages learners to develop a movement vocabulary and to classify movement, which in turn can be used to learn, enhance and execute many different types of movements (Weiller Abels, 2010).

It emphasises that students should be able to demonstrate basic movement concepts and patterns in order to be ‘physically literate’ and competent in confidently participating in more demanding physical activities (Lubans, Morgan, Cliff, Barnett & Okely, 2010; Peter & Walter, 2010).

The framework focuses on taking place in a highly social and inclusive setting where its key values centralise on the success, activity and contributions of all students (Weiller Abels, 2010).

It encourages students to become more independent and responsible for their learning, allowing opportunities for solving movement problems, creative thinking and making choices about what they learn (Peter & Walter, 2010).

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+ Why Choose Movement Education?

Movement Education is a highly versatile framework for almost any teacher as it is extremely adaptable to suit any stage or year level and any developmental stage (Weiller Abels, 2010).

The core of its framework: learning basic movements is the common denominator of all content featured in physical education (Peter & Walter, 2010).

The vocabulary involved can be beneficial and utilised throughout the entire teaching and learning process including introductions, assessment, feedback and conclusions. Additionally, the vocabulary can foster clearer and more effective communication between students and the teacher, creating a more harmonious learning environment (Weiller Abels, 2010).

It requires children to go a step beyond simply learning the necessary skills. It extends by prompting them to apply movements and theorise solutions to complex movement problems (Weiller Abels, 2010).

It provides chances for students to make decisions about their learning that enhances their engagement, interest and confidence in the content (Peter & Walter, 2010).

The framework develops a range of skills including locomotor (walk, hop, jump), and manipulative (throw, roll, strike) (Abels & Bridges, 2011; Lubans et al., 2010).

It promotes life-long participation in physical activity and promotes better individual health and wellbeing (Sevimli-Celik & Johnson, 2015).

It develops both physical and cognitive skills and abilities (Sevimli-Celik & Johnson, 2015).

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+ Relation To The PDHPE Syllabus The implementation of the Movement Education Framework links well with the

content, objectives, skills and outcomes in the PDHPE K-6 syllabus as listed below:

Objectives: * “To develop students’ skills in: moving with competence and confidence.”* “To develop students’ knowledge and understanding about: the composition, performance and appraisal of movement.”(BOSTES, 2007, p. 8)

Skills (development of 5 essential skills):* Communicating, Decision Making, Interacting, Moving and Problem Solving (BOSTES, 2007).

Outcomes:* Active Lifestyle – eg. “ALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health” (BOSTES, 2007, p. 26). * Games and Sports – eg. “GSS1.8 Performs fundamental movement skills with equipment in minor games” (BOSTES, 2007, p. 28).

Content:* Active Lifestyle – eg. “Ways to be active – skill development activities” (BOSTES, 2007, p. 36). * Games and Sports – eg. “Manipulative skills – rolling, stopping, throwing…” (BOSTES, 2007, p. 36).

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+ How Could It Be Implemented? Teachers need to apply the framework’s general objectives:

success for all, activity for all, and contribution by all (Abels & Bridges, 2011).

Provide opportunities and encouragement for students to take ownership of their learning by making independent movement decisions and using problem solving skills (Peter & Walter, 2010).

Give explicit instructions when guiding a movement activity and ask prompting questions consistently to promote higher order thinking and enhancement of skills (Abels & Bridges, 2011).

Set lots of group work experiences to foster positive social relationships and constructivist learning pathways where students learn from their peers (Woolfolk & Margetts, 2013).

Allow for maximum success in simultaneous cognitive and physical development by using “a process of discovery, techniques of problem solving, and the view of many answers being correct responses” (Abels & Bridges, 2011).

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+ ReferencesAbels, K. W., & Bridges, J. (2011). Movement Education Framework (MEF) Made EZ!. Strategies, 25(2),

8-10.

Board of Studies, NSW. (2007). Personal development, health and physical education K-6: Syllabus.

Sydney, Australia: Author.

Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental movement

skills in children and adolescents: Review of associated health benefits. Sports Medicine, 40(12),

1019-1035.

Peter, M., & Walter, O. (2010). Developing movement as inclusive pedagogy. Support for

Learning, 25(1), 38-46.

Sevimli-Celik, S., & Johnson, J. E. (2015). Teacher preparation for movement education: increasing

pre- service teachers’ competence for working with young children. Asia-Pacific Journal of

Teacher Education, 1-15.

Weiller Abels, K. (2010). Teaching movement education. Human Kinetics.

Woolfolk, A., & Margetts, K. (2013). Educational Psychology (3rd ed.). Frenchs Forest, Australia:

Pearson Australia.