Chapter 2 Flashcards
when was the LTAD model published
2013
- initiated a shift in coaching and PE
- fit kids, healthy kids
individual/ developmental differences
- universality
- variability
universality
-known patterns of behaviors; years of research (development) ex) percentile charts
variability
-every individual develop at their own pace based on movement experiences/ opportunity
(illness, injury, disability
what does individual/developmental differences mean in our teaching
- include everyone so each student can take part
- ex) modifying equipment, making different stations (difficulty) for child to choose & impact challenge themselves
what is our role in engaging students
- where does the responsibility lie? teacher or coach
- ex) join them, interest, thinking on their level
empowering success
- fundamental movement skills & knowledge of skills
- team work- communication, social, cooperation
- cognitive- problem solving
- body knowledge and awareness
- enjoyment of moving in different ways & different contexts
roots of dance in PE setting
- rhythmic activities- folk dance, dance games
- gymnastics- tumbling, working with props
- rhythmic forms- often include music in some way
history of delsarte (19th century)
romantic era- focus on emotion and expression of thought
- delsarte-focused on:
- connection of the mind, body and spirit
- movement as a union of time, space, and motion
- movement towards and away from center was critical to all movement (proximal-distal development)
delsarte proposed nine laws of motion which encompassed
- altitude
- force
- motion
- sequence
- direction
- form
- velocity
- reaction
- extension
history of jacques emile dalcroze (1910)
- rhythmic movement
- emphasized music & rhythmic expression
- developed to help musicians improve musicality: move with music
- natural sense of movement
Margaret D’houbler
- u of wisconsin
- challenged the way americans thought not only dance dance and female physicality but also higher ed for women
Rudolf Laban (1879-1958)
- professional modern dancer and choreographer
- choreographed professional dance productions as well as “masss dances”
- pioneer of movement education
labans contribution
- theory of movement which included a focus on the concept of effort
- the body is an instrument of expression
expressive movement vs functional movement (laban)
expressive: communication of the idea through artisitic expression
functional: used in the tasks of everyday life as well as for the purpose of sport and games
labans concepts
weight, time, space, flow
developmental approach 1960, 70, 80
- cognitive-psychomotor- affective learning domains incorporated
- move towards creating a framework move specific to PE
Logsden and colleagues
- importance of the role of the teacher in PE/movement experience
- how much children gain is equal to the knowledge and understanding of the teacher
labans 16 movement themes
- body awareness
- force and time
- spatial awareness
- adapting to partnerships
- use of limbs of the body
- isolated actions
- occupational rhythms
- shape of movement
- combinations of the eight basic actions/efforts
- orientation in space
- shapes and efforts performed by different parts of the body
- elevation (from ground)
- awareness of the group in group work
- group formations
- expressive qualities or mood of movements
the frame work helps use answer 4 main questions
- what do we move- body
- where do we move- space
- how do we move- effort
- what are the connections with whom or what we move- relationships
the four main movement concepts
body awareness
spactical awareness
effort qualities
relationships awareness
body
-body parts
-body shapes (pin, wall, ball, screw)
-actions of the body ( apply force, transfer of weight)
: non-locomotor, locomotor, manipulative
body: body parts
-head, neck, chest, toes, hands, back, belly, mouth
body: body shapes
-narrow, wide, round, twisty, symmetrical, asymmetrical
body: body actions
-weight, bearing, receive force/weight, leading an action
body: whole body actions
- nonlocomotor: stretch, curl, bend, twist
- locomotor: walk, skip, crawl, hop
- manipulative: throw, roll, strike, catch, carry
space
- location in space
- dimensions of space
- pathways and extensions
- planes of movement
space: location in space
- personal space: encompasses the three planes and bubbles moves with the mover (sport & life)
- general space: the total space being used such as gym, class (sport: use board in hockey, life driving)
space: dimensions of space
- direction: forward/backward, sideways, up/down, clockwise, counterclockwise
levels: high, medium, low
space: pathways and extensions
-straight, curved, zig zag, dotted, spiral narrow, wide
space: planes of movement
- saggital: forward/backward -throwing. flexion (fwd) extension (bk) (right and left sides)
- frontal: jumping jacks (front and back sections) abduction and adduction
- transverse (horizontal) spinning (top and bottom) movement include inward and outwards
space: extensions
- small: near body
- large: far from body
effort
- moving though space using a appropriate amount if effort=more effective movement
- knowing how much effort to put on an object (ball, dart) makes the difference between (under/over throwing, hitting the target or not. in life: opening a door
time
the speed of a movement
- fast (sudden)
- slow (sustained)
- acceleration or deceleration- indicates a change in the pace of a movement
force
-amount of tension in a movement
-hard: strong
-soft (light)
-involves knowing how much tension is required by an object
balloon vs baseball
flow
bound: stoppable- jumping jacks
free: ongoing- moving randomly
focus
direct: focused & penetrating, challenging energy lineraly to a single point
indirect: expanding focus, broad
relationships
- people
- position
- timing
- goal
- environment
people
solo: one child demo a movement for class
alone in a mass: individual moving in their own way
individual to group: 1 individual working opposite of a group ex) tag
group to group: 2 individuals teams working opposite to eachother ex) team sports
partners
-even /uneven groups
-ccoperation , interperonal skills
how to select partners: numbering, divide
formations
-triangle, circle, sqaure, scatter, x formation
positional relationships to others
- above/below (static)
- over/under (dynamic)
- inverted (upsidedown)
- beside (next to)
- surround (circle around something)
timing 3 subcategories
simultaneous-all at the same time
alternate- taking turns
successive- in canon/one after the next (the wave)
-question and answer
simultaneous
- mirroring (face each other)
- matching (side by side)
- contrasting (opposite movement)
- unison (together)
question and answer
- act/react (one at a time responding to each other
- lead/follow (one person leads)
timing; environment
- static
- dynamic
- objects and equipment can either be dynamic or static
what is the goal of timing
-what is the purpose of the movement
core content areas of movement education
- educational games
- educational gymnastics
- educational dance
educational games
- the focus us on manipulative skills-required for skill games play
- manipulative skills are combined with nonlocomotor and locomotor and
- space, effort, relationship concepts
educational gymnastics
- different from typical gymnastics, children explore movement rather that perform specific movements
- encourages children to develop kinesthesia and body awareness
- exploration of movement
- uses problem solving approach
educational gymnastics example
- create a routine that moves diagonally across the gym include:
1. a balance
2. travelling in pathway of your choice
3. perform a spring like step
4. strike an ending with another balance pose
educational dance
-key factor: quality of movement, connects to specific emotions and/or themes
critical elements
- the critical elements presented are the most essential elements
- provide a foundation for developing a movement “word bank”or vocab
- becomes a resources for learning future movement/skills
structuring a school year
- early in the year: focus on development vocab
- intro and review movement concepts categories and elements
movement education perspective
exploratory in nature:
-child centered
-cognitive and motor dual approach to teaching movement
focus on problem solving
-teaches poses a movement problem
-includes a specific parameter
-children find a way to solve the problem within given parameters
contribution to learning: physical, affective, cognitive development
