MODULE 1 : INTRODUCTION TO MOVEMENT EDUCATION

 Shape
MOVEMENT EDUCATION - movement education is about teaching how your body alters its form and why
movement through four key concepts: body, space, effort, and
relationships. Shape forms: body’s stationary shapes
Modes of shape change: how your body interacts with its
Objectives of the course Movement Education environment. Modes include “shape flow,” or your body’s connection
- aims to educate and aid in the development of student’s motor skills to itself; “directional,” or your body’s direction within its environment;
through physical movement. and “carving,” or your body’s interaction with the size of the
- aims to educate individuals to develop their motor skills through environment
physical movement. Shape flow support: how your core or torso changes shape to support
- aims to help individuals improve their motor skills. As well as to the rest of your body
increase brain function and physical fitness in students
 Space This explains the way your body fills the space around it,
Significance of Movement Education particularly in a way that is harmonious. Aspects include:
- teaches children how to improve their motor skills by using physical
movement. Kinesphere: the physical space around your body and how you
- used to help students and children gain a better understanding of respond to it
the body's motion and improve their ability to move in daily activities. Spatial intention: the ways that you, the mover, use different
directions
HISTORY OF MOVEMENT EDUCATION
CREATORS OF A NEW IDEA: MOVEMENT EDUCATION IN THE 1800S 1960s and 1970s witnessed a growth in the field of movement
TO EARLY 1900S education.
- The early pioneers of movement education were influenced by the
idea of the body being an expression of movement. MOVEMENT CONCEPTS
Stanley (1977) and Logsdon and colleagues (1984) identified the four
THREE OF THE MOST INFLUENTIAL INDIVIDUALS : major movement concepts as :
body (representing the instrument of the action)
❖ Francois Delsarte space (where the body is moving)
- a Frenchman who lived in the 19th century. effort (the quality with which the movement is executed)
- Developed what he termed applied aesthetics relationships (the connections that occur as the body moves—with
- believed that expressive movement should relate to the emotion objects, people, and the environment)
that inspired that movement.
-he introduced the idea of parallelism in movement—the 1990s and early 2000s - The essence of movement education has been
simultaneous motion of two body parts in the same direction and in brought back
succession.
9 Laws of Motion : Benefits of Movement Education
Altitude, Force, Motion, Sequence , Direction, Form, Velocity, Reaction, ✓ Contributes to the physical, cognitive, social and emotional
Extension development of children.
❖ Liselott Diem ✓ Engaging in a socially active learning environment fosters
- In the mid- to late 1930s, Professor Liselott Diem and her husband, teamwork and cooperation.
Carl, founded an internationally known college in Germany, Deutsche ✓ Positive learning experiences in physical education can
Sporthochschule Köln, to train teachers in sport and physical contribute to exploring leisure and recreational activities, eg.
education. bowling, rock ice-skating.
- The college taught a “natural approach to teaching children to move ✓ Encouraging students to progress promotes self-esteem and
effectively in all kinds of situations” maintains motivation.
-The teacher's role was to provide an environment that supported and ✓ Competency in FMS builds strength, endurance and flexibility
fostered this focus. ✓ Foundation for leading a physically active that reduces the
- Teacher’s equipment health risks of obesity, diabetes and heart
*Balls
*Wands The Role of Movement in :
*Ropes Physical development - It's movement that gives us healthy joints,
*Boxes strong bones, physical strength, good circulation.
*Benches Cognitive development - physical activity can have a positive impact
-Teachers were encouraged to challenge children by asking questions on brain function and can help to improve cognitive processes such as
such as “Who can do this?” and “How can this be done differently?” attention, focus, and memory.
Social development - The way we socially interact, develop social
❖ Rudolf Von Laban behaviors, and enhance cognitive functioning is through movement.
- true pioneer of movement education.
- critical contribution : theory of movement
- believed that the body was an instrument of expression
MODULE 2
Basics of Laban Movement Analysis Theory Fundamental Movement Patterns
Laban categorized movements using Eukinetics, or Efforts, and Motor Skills - Motor skills are the muscle movements we use in our
Choreutics, or Space Harmony. His work was carried on and situated everyday lives. The motor skills start developing at birth and continue
into these categories: to develop until late childhood or early adulthood.
 Body 2 types of Motor Skills
what the physical form itself is doing. Gross Motor Skills – involves skills that require coordination of large
muscle groups of the body
 Effort Fine Motor Skills – involves the coordination of small muscles of the
Motion factors body
➢ space (or direction) is either direct or indirect; Fundamental Movement Skills FMS
➢ time (or speed) is either quick or sustained; - are the basic movements traditionally associated with human
➢ weight is either heavy or light; physical activity
➢ flow is either bound or free - are specific sets of gross motor skills that involve different body
parts. These skills are the building blocks for more complex skills
Eight Efforts acting techniques are: that children will learn throughout their lives
Dab: direct, quick, light, bound Fundamental Movement Skills (FMS) that parents should expect to
Float: indirect, sustained, light, free see in their children at different ages and stages;
Press: direct, sustained, heavy, bound 0-2 YRS OLD: GRASPING, ROLL OVER, SITTING, CRAWLING, CRUISING,
Wring: indirect, sustained, heavy, bound WALKING
Glide: direct, sustained, light, free 2 – 4 YRS OLD: THROWING, CATCHING, KICKING
Punch: direct, quick, heavy, bound 4 – 6 YRS OLD: HOPPING & JUMPING
Slash: indirect, quick, heavy, free
Flick: indirect, quick, light, free
Variations of movements: means you do the same foundational
movement but slightly change it. An example of movement would be
front squats, back squats and sumo squats. These are all squats, but
they are slightly different versions of the same movement

Integrating fundamental movement patterns into lessons and

activities:
- Curriculum Design – Physical Education curricula should
incorporate a well-balanced mix of locomotor, non-
Fundamental movement patterns FMPs are patterns that allow the
locomotor and manipulative skills.
body to be coordinated in those simple, basic movement of lateral
motion, weight transfer, forward motion, up and down motion, and - Offer at least two facilitated activities targeting fundamental
coordinating upper and lower body movements. movement skills everyday. Teachers can do activities that
Physical literacy describes the ability of a person to instruct the body can help their students to improve their fundamental skills
to perform an action accurately and with confidence and to recognize (ex. Running relay, circuit relay)
the physical, social, cognitive and emotional attributes required to do - Incorporate at least one of the following throwing, catching,
so effectively. striking or kicking activities everyday

7 FUNDAMENTAL MOVEMENT PATTERNS MODULE 3 MOTOR SKILL DEVELOPMENT

1. Gait walking, jogging or sprinting is called gait, which Motor Skill Development - Is the process by which a person learns how
requires lunging, pulling, and twisting motions to propel the to use and manipulate the muscles to move the body in the desired
body forward. way.
2. Squat movement pattern where you plant both feet on the
ground, then bend your legs to lower your body. - It is a development that begins with simple movements as a
3. Lunge single leg exercise movement that require one leg to infant, which build upon one another and progress through
step forward and bend while the other leg remains childhood and adolescence.
stationary.
4. Pull motion is the opposite of pushing, in that you are Two Different Types of Motor Development
pulling a weight towards your body, or pulling your center of
mass toward an object. 1.Gross Motor Development - involves skills that require the
5. Push exercise requires pushing external weight away from coordination of the large muscle groups of the body, such as the arms,
your body, or your center of mass away from the ground. legs and trunk.
6. Bend movement pattern where you bend your torso by
hinging your hips. 3 TO 6 MONTHS - Raises arms and legs when placed on the stomach
- Rolls over
7. Twist there are 2 primary types of twisting, or rotational
- Supports on head when in a sitting position
movements: Rotational & Anti-rotational
6 to 12 MONTHS -Crawls -Pulls self from a sitting to standing position
-Sits without support
AGE 1 - Climbs onto low furniture
- Climbs stairs with assistance
- Pulls or pushes toys with wheels
- Walks with one hand held
AGE 2 - Jumps using both feet simultaneously
- Runs very stiffly on toes
- Walks upstairs without bonister
AGE 3 -Runs without falling
-Throws a ball to an adult standing 5 ft. away
TYPES OF FMPs: AGE 4 -Catches a ball with arms and body
LOCOMOTOR: involve transporting the body in any direction from -Runs smoothly with changes in speed
one point to another -Walks upstairs by alternating feet
NONLOCOMOTOR: movements are movements that do not require AGE 5 -Catches a ball with two hands
the body to move from one point to another -Hops on one foot
MANIPULATIVE SKILLS: skills require controlling objects such as balls, -Performs jumping jacks and toe touches
bat, rocket and many more. AGE 6 -Kicks rolling ball
-Jumps over object 10 inches high
METHODS OF MOVEMENT ANALYSIS -Rides a bicycle with training wheels
Movement Phases: A sport movement, especially for ballistic actions -Throws with accurate placement
such as hitting, throwing and kicking, generally contain three main
phases: 2. Fine Motor Development - Is concerned with the coordination of
- Preparation, Execution, Follow-through the smaller muscles of the body, including the hands and wrists. Fine
motor skills use the small muscles of both of the hands and the eyes
for performance.
-For the first few months, babies spend a majority of time using their
eyes rather than their hands to explore their environment. -At four
months, babies will begin to reach out for toys with their arms and
hands more frequently.
-At 3 years of age, children can pick up the the tiniest objects between
their thumb and forefinger for some time, but they are still clumsy at it.
-By 7 years of age, children's hands have become steadier.
-At 8 to 10 years of age, children can use their hands independently
with more ease and precision.
-At 10 to 12 years of age, children begin to show manipulative skills
similar to the abilities of adults. Causes delay in fine motor skills
Free Body Diagrams: Visual diagram of the expected or predicted
-Premature birth that causes muscles to develop more slowly. -Poor
movement pattern; it is usually drawn as a simple stick figure.
hand eye coordination.
Deterministic Models: is a concept map that describes the
-Struggle in developmental coordination disorder (DCD).
biomechanical factors determining a movement or action.
Why do we use movement analysis?
INFANTS- infants are absorbing all of the information around them as
To reduce injury & to improve performance
they learn to control their movements. Child care providers can
actively support the physical, cognitive, and language development of
SEQUENCES OF FUNDAMENTAL MOVEMENTS
the infants in their care.
- Structured arrangements of basic physical actions that help
Physical Development - encourages physical development in infants
develop coordination, motor skills and physical literacy. by giving them time to practice raising their heads and upper bodies,
Example: Jumping, skipping & climbing which will eventually develop into crawling.
Language Development- long before young children begin to form Task analysis involves breaking down complex skills into smaller,
speech, infants soak in the sights and sounds around them that are manageable steps. To effectively break down complex skills, follow
essential to language development. these steps:
Brain Development- Some opportunities for stimulating brain 1.Identify the Skill: Clearly define the skill you want to
development include crossing infants' arms and legs over the midlines teach.Understand its components and prerequisites.
of their bodies. 2. Divide into Steps: Break down the skill into sequen Each step should
TODDLERS - It is important for caregivers working with toddlers to represent a discrete action or sub
realize that every child has an individual rate of growth and 3.Sequence the Steps: Organize the steps in a logical 3. Sequence.
development. Consider the natural flow of the skill and ensure that each step leads
Physical Development- As toddlers' bodies grow taller and their arms to the next.
and legs become stronger, balance and coordination improve. 4. Specify Conditions: Determine the conditions under which each
Brain Development- the brain itself and the connection in the brain step is performed. Consider environmental factors, cues, and timing.
grow rapidly in toddlers. These connections help toddlers build not 5.Simplify Language: Use simple and concise language to 5. Describe
only the skills needed to be active but also cognitive and social skills. each step. Avoid ambiguity or jargon that might confuse learners.
Language Development- as toddlers learn new words, they need 6. Provide Visuals: Visual aids like diagrams, pictures, or videos can
context to accompany those words and you may find that you need help learners understand each step visually.
context to understand the words they using. PRESCHOOLERS AND 7.Practice Each Step: Introduce and practice each step separately
OLDER CHILDREN Many people believe young children are naturally before integrating them. Mastering individual
active enough. Children may seem to be always on the move. steps builds confidence.
Physical Development- children develop more complex gross motor 8.Combine Steps: As learners become proficient in each
skills that usually involve several stages. step,Gradually combine them to perform the complete skill.
Brain Development- the brain continues to grow and develop and 9. Provide Feedback: Continuously provide constructive feedback.
experiences sports of developing connections. Correct mistakes early to prevent the reinforcement of incorrect
Language Development- children learn new words at an amazing rate. actions.
They will use words they are familiar with to expand, increase and 10.Practice and Repetition: Regular practice and repetition 10. Help
explore their vocabulary. reinforce the skill. Over time, the skill becomes more fluid and
automatic.
FACTORS INFLUENCING SKILL ACQUISITION AND MASTERY STAGES
OF MOTOR LEARNING Incorporating Differentiation And Modification for diverse Learners
1.Cognitive Stage - People must come to some basic understanding of Incorporating differentiation and modification strategies is essential
the task. for creating an inclusive and effective learning environment that
- Learners often commit large errors in performing the new task. caters to the diverse needs of learners. Differentiation refers to
- Learners may be aware of their errors but need specific instruction tailoring instruction to meet the varying needs of students, while
on how to improve. modification involves adjusting the curriculum or assessment methods
2.Associative Stage - Learners begin to refine the skill they have been to make them accessible to all students. Here’s how you can effectively
trying to master during the cognitive stage. incorporate these strategies:
- Learners go beyond the basic mechanics of the skill develop some 1.Understand Your Students:-Get to know your students’ learning
awareness of the mistakes they were making. 3.Autonomous Stage - styles, preferences,Strengths, challenges, and cultural backgrounds.
Skill becomes almost "automatic". This Information will help you tailor your approach accordingly.
- Able to "just do" the activity while concentrating on certain 2.Flexible Instruction: -Offer a variety of learning materials, formats,
specialized and highly refined aspects of the skill. and Activities to cater to different learning styles. This could Include
visual, auditory, kinesthetic, and tactile activities.
Strategies for promoting skill progression and refinement Structured 3. Tiered Assignments: -Create assignments that have different levels
Play - Providing children with structured play opportunities, such as ofbComplexity, allowing students to choose tasks that match their
organized sports, dance classes, or playground activities, can help abilities and interests.
them develop both gross and fine motor skills. 4. Small Group Instruction: -Group students based on their learning
Playground and Outdoor Activities - Activities on playgrounds, like needs. Provide Targeted instruction to each group, addressing their
climbing, swinging, and sliding, contribute to the development of gross specific Challenges and strengths.
motor skills. 5. Varied Assessments: -Use a mix of assessment methods, such as
Fine Motor Activities - Incorporating fine motor activities like drawing, quizzes,Projects, presentations, and discussions, to allow students To
cutting, and building with blocks can help children refine their hand- demonstrate their understanding in different ways.
eye coordination and dexterity. Arts and Crafts - Engaging in arts and 6. Universal Design for Learning (UDL): -Design lessons and materials
crafts activities involving cutting, pasting, and manipulating small that are accessible to a wide range of learners from the start, reducing
objects helps children enhance their fine motor skills and creativity. the need for extensive modifications.
Yoga and Balance Training - Activities that improve balance, such as 7. Scaffolding: Provide structured support and guidance as students
yoga or balance games, contribute to the development of core work through challenging tasks, gradually reducing support as they
strength and coordination. gain confidence.
Progressive Challenges - Gradually increasing the complexity of 8. Individualized Learning Plans (ILPs): -Develop ILPs for students with
activities or tasks can motivate children to continuously improve their special needs, outlining specific accommodations, modifications, and
skills. goals.
Outdoor Exploration - Encouraging outdoor exploration, such as 9. Technology Integration: -Use technology tools to personalize
hiking, nature walks, or bike riding, exposes children to different learning experiences, provide additional resources, and accommodate
terrains and sensory experiences, enhancing their overall motor skills diverse learning preferences.
10. Collaborative Learning: Encourage peer interactions and group
MODULE 4 : INSTRUCTIONAL STRATEGIES IN MOVEMENT work, where Students can learn from each other’s strengths and
EDUCATION Perspectives.
11. Reflection and Self-Assessment: -Teach students to reflect on
Instructional Strategies An instructional strategy describes the their own learning styles and preferences, encouraging them to take
instructional materials and procedures that enable students to achieve ownership of their learning journey.
the learning outcomes. Learning outcomes are what the student 12. Continuous Feedback: -Provide timely feedback to students,
should know, or be able to accomplish at the end of the course or highlighting their Strengths and suggesting areas for improvement.
learning unit. 13. Professional Development: - Stay updated on best practices in
Movement education Movement education is instruction that teaches differentiation and modification through workshops, conferences, and
children how to improve their motor skills by using physical movement. educational literature.
14. Parent Communication: -Involve parents and guardians in the
Effective teaching methods and strategies for movement education process by discussing individual students’ needs and progress.
include incorporating hands 15. Embrace Diversity: - Create an inclusive classroom culture that
On activities, providing clear instructions, breaking down complex values and celebrates diverse backgrounds, perspectives, and abilities.
movements into smaller steps, using visual aids, offering constructive
feedback, fostering a positive and inclusive environment, and MODULE 5 INCLUSIVE MOVEMENT EDUCATION
encouraging student engagement through games and challenges. Inclusive Education - all children in the same classrooms, in the same
Additionally, adapting teaching techniques to individual learning styles schools values diversity and the unique contributions each student
and abilities can enhance the overall effectiveness of movement brings to the classroom. In a truly inclusive setting, every child feels
education. safe and has a sense of belonging
Exceptional Learners - abilities or disabilities that distinguish them FORMATIVE ASSESSMENT ●Is a series of assessment that contribute
from other students. to the summative assessment.
Learning Disability (LD) - students with specific deficits in reading, NORM REFERENCED ASSESSMENT ●Is when students are compared
math, writing, listening, and other abilities with one another.
Fourteen (14) federal categories of disability CRITERION REFERENCED ASSESSMENT ●Comparing a student’s
• Specific Learning Disabilities (SLD/LD) performance to predetermined criteria or standards.
• Speech or Language Impairments IPSATIVE REFERENCED ASSESSMENT ●Compares a student’s current
• Mental Retardation performance in the same activity.
• Emotional Disturbance (EBD)
• Multiple Disabilities PROVIDING CONSTRUCTIVE FEEDBACK TO ENHANCE SKILL
• Hearing Impairments DEVELOPMENT
• Orthopedic Impairments
4 CHARACTERISTICS ABOUT CONSTRUCTIVE FEEDBACK
• Other Health Impairments (ADD/ADHD)
1. Prepare your feedback – Consider the timing and setting, aiming to
• Visual Impairments
provide feedback promptly after the trainee's performance in a private
• Autism and conducive environment for a meaningful discussion.
• Deaf-blindness 2. Use the sandwich method- The sandwich method for feedback is a
• Deafness widely used and successful approach consisting of three components:
• Traumatic Brain Injury praise, critique, and encouragement.
• Development Delay (i.e. Children: ages 3-9). 3. Listen and invite feedback- This approach aids in understanding
SPECIAL EDUCATION - Educational services to meet the needs of their challenges, needs, and expectations for effective issue resolution
exceptional students, ranging from special provisions made by regular 4. Follow up and monitor progress- Giving constructive feedback is a
teachers to around-the- clock care skill that can be learned and improved with practice and reflection.
MAINSTREAMING - the act of including people who have particular
difficulties or needs in the same schools or places of work as everyone SELF-ASSESSMENT AND REFLECTION FOR SELF-ASSESSMENT AND
else REFLECTION FOR STUDENTS’ MOVEMENT SKILLS
INCLUSION - integrates all students with disabilities into regular
classrooms, with the support of special education services as MOVEMENT SKILLS- Are fundamental to physical education and
necessary personal development.
FULL INCLUSION - placement in the general education classroom for SELF-ASSESSMENT AND REFLECTION - Are valuable tools that
all students with disabilities empower students to enhance their movement skills, gain.
HOW CAN YOU TEACH ALL LEARNERS IN YOUR CLASSROOM?
Collaborative consultation - an arrangement whereby regular IMPORTANCE OF MOVEMENT SKILLS:
classroom teachers collaborate with other education professionals to 1.Physical Fitness and Health- Proficiency in movement skills
meet needs of exceptional students. contributes to overall physical fitness and well-being.
Effective relationships - with parents of exceptional students enable 2. Participation in Sports and Recreational Activities- Strong
teachers to acquire valuable information and support. movement skills enable active participation in sports and leisure
Assistive technologies and resources - (speech synthesizers, television activities.
captioning, etc.) available to help exceptional students learn and 3. Building Confidence and Self-esteem Mastery of movement skills
communicate in “inclusive classrooms” boost confidence and self-esteem.
TIPS FOR CREATING INCLUSIVE MOVEMENT ACTIVITIES 4. Set Realistic Learning Goals -Establish achievable targets for skill
• Guidelines for an activity should be thoroughly enhancement.
explained beforehand 5. Reflect on Learning Style -Understand their preferred learning
• Any part of an activity can be modified methods.
• Use many different types of cues throughout the 6. Act on Feedback: -Use feedback from teachers and peers to
movement session enhance performance.
• Open-ended prompts allow students to explore
movement within their own range and ability. EXAMPLES OF SELF-ASSESSMENT:
• A partner can be assigned 1.Career Skills Inventory- Assessing professional skills for career
readiness.
• encourage them to respond to the movement
2. SWOT Analysis-Evaluating strengths, weaknesses, opportunities,
prompts and music on their own while sitting or
and threats.
lying down 3. Learning Styles Quiz- Determining the most effective learning
• offer an alternative so that they are still included approach.
DIVERSE LEARNERS - is a multi-faceted landscape wherein students
face complex intersections of identity and experience. BENEFITS OF SELF-REFLECTION- SELFREFLECTION FOSTERS
CURRICULUM ADAPTATIONS FOR DIVERSE LEARNERS SELFAWARENESS AND CRITICAL THINKING. IN THE CONTEXT OF
MULTI-SENSORY MATERIALS - can help students who have difficulty MOVEMENT SKILLS:
learning through traditional methods 1.Enhancing Self-awareness- Develop a deeper understanding of one's
INDIVIDUALIZED INSTRUCTION - the learning needs of individual abilities and areas for growth.
students it takes the student’s learning style, strengths, and 2. Identifying Areas for Growth-Recognize aspects that require
weaknesses improvement.
DIFFERENTIATED INSTRUCTION - It recognizes that students learn at 3. Promoting Critical Thinking-Encourage thoughtful analysis of one's
different rates and have different learning styles. actions and their impact.
ASSISTIVE TECHNOLOGY - helps students with disabilities or learning
difficulties to access the curriculum to provide access to written BECOMING SELF-AWARE: TO BECOME SELF-AWARE, INDIVIDUALS
materials, to work at their own pace, and support the development of MUST:
skills. 1.See Themselves Honestly- Acknowledge strengths and weaknesses
MODIFIED ASSIGNMENTS - provide students with alternative ways to without bias.
demonstrate their learning it can be used to support students who 2. Identify and Control Emotions-Manage emotional responses
struggle with traditional assignments or assessments effectively.
FLEXIBLE GROUPING - allows students to work with others who have 3. Realize Strengths and WeaknessesUnderstand personal capabilities.
similar learning needs or styles. 4. Embrace a Growth Mindset-Cultivate a mindset focused on
ACCOMMODATIONS FOR TESTING - help students with disabilities or continuous improvement
learning difficulties to demonstrate their knowledge and skills.
Module 7 ; Technology and Innovation in Movement Education
MODULE 6: ASSESSMENT AND FEEDBACK IN MOVEMENT 1. Integrating Technology Tools and Resources
EDUCATION • The incorporation of technology tools has transformed the
landscape of movement education.
MOVEMENT EDUCATION ●Is a form of instruction aimed at improving • Fitness trackers to motion sensors, technology offers real-time
Children’s motor skills through physical movement. feedback, data analysis, and personalized workout plans.
ASSESSMENT IN PHYSICAL EDUCATION ●plays a vital role in • Fitness apps and wearable devices enable learners to monitor their
understanding students’ progress and needs. progress, set goals, and adjust routines accordingly.
SUMMATIVE ASSESSMENT IN PE ●it provides an overview of student’s • Instructional videos and tutorials - allowing individuals to practice
performance levels and is often associated with examination grades. various movement techniques at their own pace.
- Increase student engagement, which in turn helps boost Emotional Release: Dance can serve as a cathartic outlet for emotions.
achievement. When words are insufficient or inadequate to express feelings,
- It offers the flexibility to pause, rewind, or skip throughout the video movement can bridge the gap.
to have a review in every particular area. Storytelling: Dance can be a narrative art form, allowing individuals or
Examples: groups to tell stories through movement. Choreography can be used
- Pedometers - measure the number of steps and provide an estimate to convey a specific plot or theme, much like a theatrical performance.
of distance walked. Self-Exploration: Through dance, individuals can explore and connect
- Heart rate monitor (HRM) - allows one to measure heart rate in real with their inner selves. It provides a means to delve into one's
time or record the heart rate. emotions, identity, and experiences. This self-exploration can lead to
- MapMyFitness – founded by Robin Thurston and Kevin Callahan personal growth and a deeper understanding of oneself.
(February 8, 2007) Austin, Texas. Communication: Dance can facilitate communication between
- MyFitnessPal – developed by Mike Lee & Albert Lee (September individuals who may not share a common language. It transcends
2005). linguistic and cultural boundaries, making it a universal form of
2. Gamification and Interactive Platforms expression
• Gamification is bringing elements of video games into the classroom. Body Language: Creative movement and dance involve body language,
• Introducing challenges, rewards, and competition, gamified which can convey subtleties and nuances that words often cannot. The
approaches motivate learners to engage more actively. way you move, the gestures you make, and your physical presence all
• Interactive platforms enhance motor skills, coordination, and contribute to the messages you convey.
cognitive engagement. Cultural Expression: Many cultures have rich traditions of dance that
are deeply tied to their history, beliefs, and identity. These dances
9 Elements of Gamifications serve as a form of cultural expression and preservation.
• Rules Creativity and Innovation: Dance encourages creativity and
• Goals innovation. Dancers are constantly exploring new movements, styles,
• Strategy and choreographic approaches to express themselves in unique ways.
• Achievement Freedom of Expression: Unlike some other art forms, dance can be
• Mastery highly individualistic. There are no strict rules, allowing for a wide
• Fun range of creative expression. Dancers have the freedom to develop
• Collaboration their own styles and movements.
• Progress
• Appreciation DESIGNING MOVEMENT-BASED ACTIVITIES THATENCOURAGE
3. Exploring Virtual Reality (VR) and Augmented Reality (AR) CREATIVITY
Applications Designing movement-based activities that encourage creativity
Virtual Reality (VR) - users are controlled by the system involves thoughtful planning and consideration of various factors.
- can be assessed with smartphone Here are some key things to keep in mind when creating such activities:
- enhances a fictional reality. Clear Objectives: Define specific goals and objectives for the activity.
- VR immerses learners in simulated environments, enabling them to Age and Abilities: Consider the age group and skill level of your
practice movements and scenarios that might otherwise be participants. Tailor the activities to be age-appropriate and adaptable
challenging to experience for varying levels of physical ability
Ex: Google Lens Safety Precautions: Prioritize safety by ensuring that the environment
Augmented Reality (VR) - users can control their presence in the real is free from hazards, providing appropriate supervision, and offering
world clear instructions on how to perform movements safely.
- requires a headset device - enhances both the virtual and real- world Open-Ended Challenges: Create activities that have no single "correct"
- AR overlays digital elements onto the real world, allowing learners to answer or way of doing things. Encourage participants to explore and
interact with virtual objects in their physical surroundings. experiment, fostering a sense of curiosity.
Ex: Pokemon Go Freedom of Expression: Allow participants the freedom to express
BENEFITS: themselves without judgment. Avoid imposing strict rules or
1. Engagement - the integration of technology in movement education constraints that limit creativity.
captures learners ' attention and sustains their interest through Variety of Movement Styles: Incorporate a range of movement styles,
interactive and novel experiences including dance, yoga, improvisation, and games, to cater to different
2. Personalization - allows for personalized training programs that preferences and abilities.
cater to individual fitness levels, preferences, and goals Use of Props and Materials: Integrate props, art supplies, or costumes
3. Data – Driven Improvement - allowing learners to monitor progress to enhance creativity and encourage participants to interact with their
and adjust their training plans for optimal results environment in unique ways.
4. Accessibility - online resources and virtual experiences make Collaborative Opportunities: Design activities that promote
movement education accessible to a wider audience collaboration and group work. Collaborative movements can lead to
5. Innovation - Incorporating VR and AR fosters innovative teaching novel and imaginative outcomes.
methods, enhancing movement education ' s effectiveness and Accessibility and Inclusivity: Ensure that your activities are accessible
adaptability. to individuals with disabilities and consider any necessary
CHALLENGES: accommodations to make participation inclusive.
1. Technology Literacy - learners may face challenges adapting to new Feedback and Encouragement: Offer constructive feedback and
technologies positive reinforcement to participants, highlighting the creativity in
2. Over – Reliance - might diminish the importance of physical practice their movements.
and real-world experiences
3. Cost and Access INTEGRATING DANCE AND RHYTHM INTO MOVEMENT EDUCATION
4. Privacy and Data Securit Integrating dance and rhythm into movement education can enhance
the overall learning experience, promote physical fitness, and foster
MODULE 8 : CREATIVE MOVEMENT AND DANCE creativity and self-expression. Here are some key principles and
strategies for incorporating dance and rhythm into movement
Creative Movement is a fun and exciting way for individuals to explore education:
movement through music while learning to channel energy, Start with the Basics: Begin by teaching students the fundamentals of
strengthen their bodies, stimulate imagination and promote creativity dance and rhythm, such as basic dance steps, counting beats, and
Include activities like free-form movement, improvisation, guided understanding musical patterns.
imagery, and body awareness exercises. These activities are often less Incorporate Various Dance Styles: Introduce students to a variety of
structured than traditional dance and focus on personal expression dance styles, such as ballet, hip-hop, contemporary, jazz, or cultural
rather than specific dance techniques or choreography. dances.
Creative dance is a specific subset of creative movement that focuses Use Music as a Teaching Tool: Select ageappropriate music that aligns
on the use of dance techniques and principles to foster self-expression with the dance style being taught.
and creativity. While it encourages personal expression, it typically Encourage Creative Expression: Provide opportunities for students to
incorporates more dance-specific vocabulary and principles compared choreograph their own dance routines or movements
to general creative movement Incorporate Props and Accessories: Props like scarves, ribbons, hula
hoops, or rhythm instruments can add an extra layer of fun and
Exploring creative movement and dance as forms of expression. engagement to movement education.
Creative movement and dance are powerful forms of expression that Partner and Group Activities: Engage students in partner or group
allow individuals to convey emotions, tell stories, and communicate dance activities to promote teamwork and cooperation.
without words.
Teach Body Awareness: Help students develop a strong sense of body 8. COMPLEX SPORTS AND ACTIVITIES: -Introduce more complex
awareness by focusing on posture, balance, and alignment. sports and physical activities based on individual interests and abilities.
Progressive Learning: Structure the curriculum in a progressive These may include team sports, martial arts, or gymnastics.
manner, starting with basic movements and gradually building 9. ADAPTATION AND SPECIALIZATION: -Encourage individuals to
complexity. adapt their skills to specific sports or activities they are passionate
Incorporate Technology: Use technology, such as video tutorials or about. Specialization allows for mastery in chosen areas.
dance-related apps, to supplement learning. 10. STRENGTH AND CONDITIONING: -As individuals progress,
Promote Inclusivity: Ensure that your dance and movement education incorporate strength and conditioning exercises to enhance overall
classes are inclusive and welcoming to students of all abilities and physical fitness. This step is crucial for injury prevention and
backgrounds performance improvement.
11. PERSONAL GOALS: -Finally, encourage individuals to set personal
MODULE 9 : DESIGNING DEVELOPMENTALLY APPROPRIATE goals for physical development. These goals could be related to
MOVEMENT LESSONS AND UNITS specific sports achievements, fitness milestones, or personal
challenges.
12. LIFELONG PHYSICAL ACTIVITY: -Emphasize the importance of
maintaining physical activity throughout life. Encourage a lifelong
commitment to staying active for health and well-being.

ALIGNING MOVEMENT EDUCATION WITH PHYSICAL EDUCATION

STANDARDS
- is crucial to ensure that students receive a well-rounded and
comprehensive physical education experience.
1. REVIEW THE PHYSICAL EDUCATION STANDARDS:
- Familiarize yourself with your state or national physical education
standards. These standards outline the knowledge and skills students
are expected to acquire at each grade level.
2. IDENTIFY KEY CONCEPTS AND OBJECTIVES:
- Break down the standards into key concepts and objectives. What
specific movement-related knowledge and skills do these standards
emphasize?
3. MAP MOVEMENT EDUCATION CONCEPTS:
- Map the concepts and objectives of your movement education
program to the standards. Ensure that your movement lessons cover
the same or similar content areas as the standards.
4. ESTABLISH GRADE-LEVEL PROGRESSION:
- Create a progression plan that outlines how movement education
concepts will be taught and developed at each grade level. Consider
the developmental abilities and needs of students at different stages.
5. DEVELOP LESSON PLANS:
-Design lesson plans that align with the standards and progression
plan. Each lesson should clearly connect to specific standards and
objectives
6. ASSESS STUDENT LEARNING:
-Develop assessment tools and strategies to evaluate students'
progress in meeting the standards. This might include observation
checklists, skill assessments, or written tests.
7. DIFFERENTIATE INSTRUCTION:
-Recognize that students have varying abilities and learning styles.
Differentiate instruction to accommodate all learners, providing
support for those who need it and challenges for those who excel.
8. INTEGRATION WITH OTHER SUBJECTS:
-Explore opportunities to integrate movement education with other
subjects such as science (e.g., studying biomechanics), math (e.g.,
measuring distances and angles), or cultural studies (e.g., learning
traditional dances from different cultures).
SEQUENCING AND PROGRESSING MOVEMENT SKILLS
9. PROFESSIONAL DEVELOPMENT:
-is essential in ensuring that individuals develop their physical abilities
-Stay updated with current research and best practices in physical
effectively and safely. This progression typically follows a logical order,
education and movement education. Attend workshops and
building on foundational skills before introducing more complex
collaborate with other educators to improve your teaching methods.
movements. Below is a general guide on sequencing and progressing
10. COMMUNICATE WITH STAKEHOLDERS:
movement skills:
-Share your alignment plan with administrators, parents, and
colleagues. Transparent communication helps ensure everyone is on
1. FOUNDATIONAL MOVEMENTS: -Start with basic movements that
the same page regarding the importance of movement education and
form the building blocks of physical activity. These include activities
its alignment with standards.
like walking, running, and basic balance exercises.
11. CONTINUOUS IMPROVEMENT:
2. COORDINATION AND BALANCE: -Once basic movements are
-Regularly assess the effectiveness of your movement education
established, focus on improving coordination and balance through
program in meeting the physical education standards. Make
activities like hopping, skipping, and jumping.
adjustments and improvements as needed.
3. LOCOMOTOR MOVEMENTS: -Progress to more complex locomotor
12. ADVOCATE FOR SUPPORT:
movements like galloping, sliding, and leaping. These involve
-Advocate for resources and support to enhance your movement
combinations of basic movements and coordination.
education program. This might include securing equipment, training
4. OBJECT CONTROL SKILLS: -Introduce skills that involve manipulating
for yourself and other educators, and promoting the value of physical
objects, such as catching and throwing a ball. This step adds
education
complexity by combining movement with object control.
5. RHYTHMIC MOVEMENTS: -Explore rhythmic movements like
dancing, marching, and clapping to enhance timing, rhythm, and
synchronization.
6. FINE MOTOR SKILLS: -Develop fine motor skills through activities
such as drawing, finger painting, and using small tools. This
complements gross motor skill development.
7. SPATIAL AWARENESS: -Teach spatial awareness, which includes
understanding personal space and moving in relation to others.
Activities like group games and partner exercises can help.