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