PATHFIT NOTES

 Definition of Movement Education and

Physical Education
 Movement education is instruction that
teaches children how to improve their motor
skills by using physical movement. As part
of physical therapy, movement education is
often used to help students and children gain
a better understanding of the body's motion
and improve their ability to move in daily
activities.
 Physical education is a course taught in
school that focuses on developing physical
fitness and the ability to
 perform and enjoy day-to-day physical
activities with ease.
 Physical education is a course taught in
school that focuses on developing physical
fitness and the ability to
 perform and enjoy day-to-day physical
activities with ease.
 Physical education is a course taught in
school that focuses on developing physical
fitness and the ability to
 perform and enjoy day-to-day physical
activities with ease.
 Physical education is a course taught in
school that focuses on developing physical
fitness and the ability to
 perform and enjoy day-to-day physical
activities with ease.
 Physical education is a course taught in
school that focuses on developing physical
fitness and the ability to
 perform and enjoy day-to-day physical
activities with ease.
 Physical education is a course taught in
school that focuses on developing physical
fitness and the ability to
 perform and enjoy day-to-day physical
activities with ease.
 Physical Education is "education through
the physical". It aims to develop students’
physical competence and knowledge of
movement and safety, and their ability to use
these to perform in a wide range of activities
 associated with the development of an active
and healthy lifestyle. It also develops
students’ confidence and generic skills,
especially those of collaboration,
communication, creativity, critical thinking
and aesthetic appreciation. These, together
with the nurturing of positive values and
attitudes in PE, provide a good foundation
for students’ lifelong and life-wide learning.
 History of the Philosophy of Movement
Education
 The philosophy of movement education,
often referred to as physical education or
physical culture, has a rich history that spans
centuries. This educational approach
emphasizes the importance of physical
activity and movement in human
development and well-being. Here is a brief
overview of the history of the philosophy of
movement education:
 Ancient Civilizations: Physical education
has ancient roots, dating back to
civilizations such as Greece and Rome. In
 ancient Greece, physical fitness and athletic
training were integral parts of education.
The philosopher Plato even stressed the
importance of physical education in his
writings.
 Ancient China and India: Similar emphasis
on physical activity and movement can be
found in ancient Chinese and Indian
cultures. In China, practices like Tai Chi and
Qigong promoted physical and mental well-
being. In India, yoga and other physical
disciplines were developed to maintain
balance and harmony in the body and mind.
 Renaissance Europe: During the
Renaissance period in Europe (14th to 17th
centuries), there was a renewed interest in
the human body and physical health. This
era saw the emergence of anatomical studies
and a growing awareness of the importance
of physical exercise.
 19th Century: The 19th century marked
significant developments in the philosophy
of movement education. Figures like
 Friedrich Jahn in Germany and François
Delsarte in France promoted gymnastics and
physical culture as essential components of
education. These ideas spread to other parts
of Europe and North America.
 20th Century: In the early 20th century,
educators such as Rudolf Steiner (founder of
the Waldorf education system) and Maria
Montessori incorporated movement and
physical activities into their educational
philosophies. This era also saw the
development of various physical education
programs in schools.
 Modern Physical Education: In the latter
half of the 20th century and into the 21st
century, physical education evolved to
encompass a broader philosophy of
movement education. It emphasizes not only
physical fitness but also motor skill
development, teamwork, sportsmanship, and
the promotion of a lifelong love for physical
activity. This approach recognizes the
interconnectedness of the mind and body
 and the role of movement in cognitive
development.
 Contemporary Trends: Today, the
philosophy of movement education
continues to evolve, with a growing
emphasis on inclusive and equitable
physical education, the integration of
technology in fitness and movement
tracking, and a focus on holistic well-being.
There is also a greater awareness of the need
to address issues such as childhood obesity
and sedentary lifestyles through quality
physical education programs.
 In summary, the philosophy of movement
education has a long and diverse history,
shaped by various cultures, thinkers, and
educational movements. It has evolved from
early emphasis on physical fitness to
encompass a broader understanding of the
role of movement in human development
and well-being. Today, movement education
continues to adapt to the changing needs and
priorities of society.
 Proponents of Movement Education
 Francois Delsarte - Frenchman
 Developed what he termed applied
aesthetics & focused his work in the arts.
  Contributed critical ideas of
connections among the mind, body, and
spirit.
  Also saw movement as a union of
time, space, and motion.
  Believed that expressive
movement should relate to the emotion that
inspired that movement.
  Introduced the idea of parallelism
in movement
  Francois Delsarte 9 Laws of
Motion
o Developed what he termed applied
aesthetics & focused his work in the
arts.
o Contributed critical ideas of connections
among the mind, body, and spirit.
o Also saw movement as a union of time,
space, and motion
 o Believed that expressive movement
should relate to the emotion that
inspired that movement.
o Introduced the idea of parallelism in
movement
o Francois Delsarte 9 Laws of Motion
altitude, force, motion, sequence,
direction, form, reaction, velocity,
and extension.
 Liselott Diem
o She and her husband founded an
internationally known college in
Germany, Deutsche Sporthochschule
Köln
o The college taught a natural approach to
teaching children to move effectively in
all kinds of situations”.
o The teacher’s role was to provide an
environment that would encourage
children to explore movement freely in
their own way.
o Liselott Diem Teacher’s equipment
 o Allow children to develop a wide
variety of movement responses
individually, with partners, or within
small groups.
o Liselott Diem Teachers were
encouraged to challenge children by
asking questions.
o Rudolf von Laban
o Rudolf von Laban
 Rudolf von Laban
o Considered by most as the true pioneer
of movement education.
o Rudolf von Laban Critical contribution:
Theory of Movement.
o He believed that the body was an
instrument of expression.
o He made a distinction between:
Expressive movement and Functional
Movement
o He identified 4 factors of movement:
Weight, Space, Time, and Flow.
 Concepts and Elements of Movement
Education
 There are four movement concepts (body,
space, effort, and relationships) that are the
essence of the movement education
framework. Presentation of the MEF can be
represented in an overall manner by a ladder
o Body- awareness and skills
Locomotor activities- Definition
of Locomotor activities Children
learn to apply attributes such as
curved, zigzag, large/ small, far/
near, etc. to their movement.
Overall children learn about
where the body moves/ space
awareness. Locomotor activities
are: -Walking -Skipping -Running
Non-Locomotor- bending,
twisting, curling, and swaying
motions involving a wide range of
body joints. Introduce each skill
with discussion of the mechanics
 of the skill, such as weight
transfer and arm-leg opposition.
Manipulative activities- Definition
of Manipulative activities
Children learn to apply attributes
such as slow, fast, light, strong,
etc. to their movement. Overall
children learn how and with what
effort the body moves.
Manipulative activities are: -
Catching -Dribbling -Kicking
Nonmanipulative activities -
Definition of Nonmanipulative
activities Children learn to apply
attributes such as around, along
side, mirroring/ matching, etc. to
their movement. Overall children
learn about relationships between
people and objects
Nonmanipulative activities are: -
Jumping/ Landing -Twisting -
Turning.
o Space- in which the body moves
 o Effort- quality of body movement
o Relationships- the relationships
among body parts, individuals,
groups, and objects

LESSON2
 Health Related
 Body Composition
o Body composition can be expressed as
the relative percentage of body mass
that is fat and fat-free tissue using a two-
compartment model. It can be measured
with both laboratory and field
techniques that vary in terms of
complexity, cost, and accuracy.
Anthropometric methods are: Body
mass index, Circumferences and
Skinfold measurements.
Hydrodensitometry weighing,
 plethysmography are some methods
used in lab
 Flexibility
o Flexibility is the ability to move a joint
through its complete range of motion. It
is important in the ability to carry out
ADLs and in athletic performance. It
depends on a number of specific
variables including distensibility of the
joint capsule, adequate warm-up, and
muscle viscosity. Flexibility is joint
specific, thus, no single flexibility test
can be used to evaluate total body
flexibility. Goniometers, inclinometers,
electrogoniometers, the Leighton
flexometer and tape measures are some
common devices to measure flexibility
in degrees. Sit and reach test is one of
the flexibility tests.
 Muscular Strength
o It is the muscle's ability to exert force at
high intensities over short periods of
time. Static or isometric strength can be
 assessed by using various devices such
as dynamometer and tensiometers. 1
repetition maximum (1- RM), the
greatest resistance that can be moved
through the full range of motion in a
controlled manner with good posture, is
the standard for dynamic strength
assessment.
 Muscular Endurance
o It is the ability of muscle group to
execute repeated contractions over a
period of time sufficient to cause muscle
fatigue, or to maintain a specific
percentage of the maximal voluntary
contraction for a prolonged period of
time. Absolute muscular endurance is
the total number of repetitions at a given
amount of resistance is measured.
Relative muscular endurance is the
number of repetitions performed at a
percentage of the 1 -RM (e.g: 75%)
which is in both pre- and post-testing.
 Cardiorespiratory Endurance
o Cardiorespiratory fitness is related to the
ability to perform large muscle,
dynamic, moderate to high intensity
exercise for prolonged periods. The
performance depends upon the
functional state of the respiratory,
cardiovascular, and skeletal muscle
systems. The criterion measure of
cardiorespiratory fitness is determined
by maximal oxygen uptake (VO2max).
[3]
The best measure of cardio-respiratory
fitness is VO2 max, volume (V) of
oxygen used when a person reaches his
or her maximum (max) ability to supply
oxygen (O2) to muscle tissue during
exercise.