Movement Concepts

Question 1

what is movement concepts

Answer 1

• helps students to see “totality of human movement “
• used consistently in gymnastics, dance and games
• allows for instructor ti revisit key features of movement throughout units/activities
• helps build & organize movement skills & understanding
• used to help students describe & discuss their physical activity

Question 2

what are movement concepts

Answer 2

body
space
effort
relationships

Question 3

what the body does

Answer 3

• actions - curl bend stretch
• actions of parts - lead/follow, apply/recieve
• activities - locomotor, non locomotor, manipulative
• shape of body
• continutiy/ non

Question 4

what space is

Answer 4

where body is moving 
areas- personal and general 
directions - forwards, backawards, side 
pathways - straight, curved 
levels - high, medium, low

Question 5

what is effort

Answer 5

how the body is moving 
quality of movement 
time - sudden, fast, slow 
weight - fine/firm 
flow - free, bound 
force - strong, light

Question 6

what is relationships

Answer 6

who the body is moving with
body parts - in front / along side/ behind
individuals/ groups - lead/ follow, around, between through

Question 7

what is transfer of learning and why is it important to instructions

Answer 7

• influence of having learned one skill or ability on learning other skills and abilities
• important because it can design your curriculum & how you sequence skill/concept development to benefit from transfer of learning

Question 8

what are the 3 types of transfer

Answer 8

1. bilateral - what you learn with one hand or foot transfers to the other
2. intertask - what you learn in one skill or task transfers to another or task
3. intratask - what you learn from practice of a skill in one condition transfers to practice of that task in another condition (extension task)

Question 9

3 steps in facilitating transfer

Answer 9

1. more the practice situation resembles to game situation the more likely transfer will occur
2. more a skill is learned, the more likely there will be a positive transfer to the game situation
3. transfer can be facilitated by the teacher encouraging students to use information they already know & abilities they already have & by making task expectations clear.