FRANCOIS DELSARTE1.

He is one of the pioneers of movement education that developed

applied aesthetics.
EXPRESSIVE MOVEMENT2. A movement that communicates ideas in dance or other forms
of artistic expression and relate to the emotion that will inspire that movement.
SPIRIT3. Delsarte contributed ideas of connection among mind, body and _____?
RUDOLF VON LABAN4. He is considered as the true pioneer of movement education.
FUNCTIONAL MOVEMENT5. A movement that has a purpose in addition to helping with
the task.
WEIGHT, SPACE, TIME, FLOW6. Rudolf Von-Laban identified this as the bedrock of what
now called movement education.
LISELOT DIEM7. He Founded an International college in Germany which trains the teachers a
natural approach to teaching children.
FUNCTIONAL MOVEMENT8. Laban makes a distinction between expressive movement and
_____?
MOVEMENT EDUCATION9. Is a form of teaching which aims to educate and aid in the
development of students’ motor skills through physical movement?
WEIGHT, SPACE, TIME, FLOW10. These are the four cornerstones of movement that Laban’s
identified in early 1900s.
EDUCATION ABOUT MOVEMENT11. It refers to a concept of movement education that is
form of enquiry that manifests in many versions of physical education primarily concerned with
rationalism.
Early 1900s12. In what year does Rudolf Von Laban founded movement education.
RUDOLF VON LABAN13. He believed that the body was an instrument of expression.
EDUCATION THROUGH MOVEMENT14. Form of movement is concerned with
instrumentality.
PARALLELISM OF MOVEMENT15. The simultaneous motion of two body parts in the
same direction or succession.
TRUE1. Locomotor includes walking, running, jumping, hopping, leaping, skipping, sliding,
and galloping.
_____2. CURLING is form into a round or curved stage, to become curved or rounded.
_____3. NON-Locomotor skills combine bending and stretching, twisting, and turning, pushing
and pulling, and swinging and sway.
TRUE4. Balancing is the state of having your weight spread equally so that you do not fall.
TRUE5. Non-locomotor movements are also sometimes called axial movements
_____6. BENDING is to curve out of a straight line or position, to move your body so that it is
not straight, moving the muscles around a joint where two body parts meets.
TRUE7. Manipulative Skills are those skills in which a person learns to handle objects with
precision in accordance with speed and control.
TRUE8. Skipping is to move along lightly, stepping from one foot to the other with a hop or
bounce.
_____9. SLIDE is moving along continuous contact with a smooth or gliding motion.
TRUE10. To put your arms, legs, and other parts, in positions that make the muscles long and
tight is called stretching.
_____11. FINE motor skills require a high degree of control or precision on the small muscles.
_____12. GROSS motor skills require a high degree or precision of large muscles in the body.
TRUE13. Running, climbing, jumping are example of Gross motor skills.
TRUE14. Walking is a transfer of weight from one foot to the other.
_____15. HOP is leaving the floor from one or two feet and landing on one foot.
MODULE1: MOVEMENT EDUCATION
- A stand of teaching or education which aims to educate individuals to develop their motor skills
through physical movement.
- It aims to help individuals improve their motor skills.
- Movement Education was founded by Rudolf von Laban in the early 1900s.
- Movement education occurred in the late 1800s in the field of dance. The concept really
didn't gain popularity and become known as movement education until the 1960s, 1970s,
and into the 1980s.
 THE THREE CONCEPT OF MOVEMENT EDUCATION
- 1. Education ‘about’ Movement – this is the form of enquiry that manifests in many
versions of physical education primarily concerned with rationalism. As a discipline to be
examined, it investigates human movement in all its differing forms. Some examples
include anatomy, exercise physiology, sociology, anthropology, and philosophy.
- 2. Education ‘through’ Movement – this form of movement is concerned with
instrumentality. In other words, it uses the activity/movement in physical education as a
way of meeting another aim/goal or objective, to an end. For example, teaching the
fundamental motor skill of throwing is seen as a function of performing well in a range of
competitive sports. These are likely to encompass objectives such as competition,
positive health, and fitness, and skill development, freedom from illness, cognitive
development, social relationships, and moral education. If these aims are met through
participation in physical activity/movement, then irrespective of the claims that are made
about them towards meeting these objectives they have a place in education if they
explicitly have a focus on the educational as well.
- 3. Education ‘In’ Movement – those activities of movement/physical activity are
worthwhile in and of themselves from the perspective of the moving agent. The
importance of it educationally is that moving allows the agent to actualize himself/herself
in distinctive, pleasing, and bodily related contexts as a process of understanding their
own embodied consciousness. These perspectives are subjective and a ‘good-in-
themselves’ as well as being ‘good-for-me’.

Creators of a New Idea: Movement Education in the 1800s to 1900s

- The early pioneers of movement education were influenced by the idea of the body being
an expression of movement.
Three of the most historically influential individuals:
 Francois Delsarte
 Liselott Diem
 Rudolf Von Laban

1. FRANCOIS DELSARTE
- Frenchman who lived in the 19th century
 Developed what he termed 1.Applied aesthetics and 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 2.Expressive movement should relate to the emotion that inspire that
movement.
 Introduced the idea of 3.Paralleism in movement the simultaneous motion of two body
parts in the same direction and succession.
 9 Laws of Motion:
- Altitude, Force, Motion, Sequence, Direction, Form, Velocity, Reaction, Extension

2. LISELOTT DIEM In the mid- to late 1930s

- She and her husband founded an internationally known college in Germany,
DUETSCHE SPORTHOCHSCHULE kόln, to train teachers in sport and physical
education.
- The college taught a “natural approach to teaching children to move effectively in all
kinds of situations.”
- The teacher role was to provide an environment that would encourage children to explore
movement freely in their own way.
 Teachers equipment:
- Balls, Wands, Ropes, Boxes, Benches
- Allow children to develop a wide variety of movement responses individually eith
partners, or within small groups.
- Teachers were encouraged to college children by asking questions such as “who can do
this?” and “How can this be done differently?”

3. RUDOLF VON LABAN (1879-1958)

- Considered by most as the true pioneest of movement education.
 Critical contribution:
- Theory of Movement focusing specially on the concept of effort.
- He believed that the body was an instrument of expression.
 Made a distinction between:
- Expressive movement and Functional movement
 Expressive movement- communicate ideas in dance or others forms of artistic
expression.
 Functional movement- movements that serve as a purpose in everyday life. eq. sports
and games
 Identified 4 factors of movement
- Weight, Space, Time, Flow
- Became the bedrock of movement education
DEVELOPMENT OF A CURRICULAR APPROACH: 1960S, 1970S, AND 1980S

The intent of those working at this time was to provide a framework that teachers could use to
apply these movement concepts broadly in the following three learning domains:
Cognitive

Psychomotor

Affective

The 1960s and 1970s witnessed a growth in the field of movement education. Gilliom (1970),
Kirchner (1977), Logsdon and colleagues (1977, 1984), Maulden and Layson (1965), Maulden
and Redfern (1969), Russell (1975), Stanley (1977), and many others brought movement
education to the forefront of elementary physical education.
MOVEMENT CONCEPTS

Stanley (1977) and Logsdon and colleagues (1984) identified the four major movement
concepts as body (representing the instrument of the action), space (where the body is moving),
effort (the quality with which the movement is executed), and relationships (the connections
that occur as the body moves—with objects, people, and the environment). Logsdon and
colleagues (1984) suggested that how much children gain from their physical education learning
experience is related to how well the teacher can understand, interpret, and implement the
movement content. They suggested that the teacher's goal should be to develop enough
knowledge about movement to help learners become skilled in executing all aspects of the
movement content.

FITNESS OVERSHADOWS MOVEMENT EDUCATION

The fitness boom of the 1970s resulted in a base of research that contributed a solid scientific
basis to the study of movement. Movement education was not getting this kind of support and
therefore was not met with the same level of enthusiasm in this era. As other curriculum models
were introduced that were easier to understand and appealed to the fitness and activity focus of
the time, movement education faded from popularity.

IMPORTANCE OF MOVEMENT EDUCATION TO HUMAN MOVEMENT

BENEFITS OF MOVEMENT EDUCATION

There are many benefits regarding Movement Education, Dr. Karen Weiller Abels stated,
“Children in movement education programs do much more than merely learn skills; they learn to
apply movement elements and create solutions to both simple and complex movement problems,”
(Abels).
 MODULE 2: COMPONENTS OF BODY MOVEMENTS:
LOCOMOTOR NON-LOCOCMOTOR & MANIPULATIVE

The Fundamental Body Movements

You may not think much about simple body movements like walking, bending, or
kicking a ball; however, fundamental body movements are the building blocks necessary for
more complex physical activities. Playing sports, exercising, and dancing all require a command
of simple, fundamental body movements.
For that reason, students should master these movement concepts during early childhood
development and elementary school physical education. Studies show that students are more
likely to stay active when fundamental body movements are mastered at that age. When
fundamental body movements are not mastered at a young age, students are unable to participate
in certain physical activities as they grow older. For example, a student who never learns to
dribble a ball cannot later participate on the middle school basketball team.

There are three main categories of fundamental body movements:

Locomotor skills includes walking, running, jumping, hopping, leaping, skipping, sliding, and
galloping.

Non-locomotor skills combine bending and stretching, twisting, and turning, pushing and
pulling, and swinging and sway.

Manipulative skills include throwing, catching, kicking, and striking.

_____________________________________________________________________________

LOCOMOTOR MOVEMENTS
Locomotor refers to body movements that move the body from one place to another,
usually identified b weight transfers on the feet. They cause the body to travel. There are eight
main locomotor movements. They are categorized as either even or uneven movements. Even
rhythm movements consist of equal, unvarying actions. These movements include:
Walking
Running
Hopping
Leaping
Jumping

WALKING/STEP- transfers of weight from one foot to the other.

RUN- same as walk except the body leaves the ground between weight changes.
HOP- leaving the floor from one or two feet and landing on one foot.
LEAP- same as run except the body is suspended in air between weight changes.
JUMP- leaving the floor from one or two feet and landing on both feet.
Keep in mind that we're referring to the physical education definition of these movements.
Students sometimes confuse the movements and terminology. A hop is technically defined as a
springing from one foot and landing on that same foot. A leap is a springing from one foot but
landing on the other foot. Leaping movements are commonly used when people jump over
objects, like jumping over a rain puddle.
Uneven rhythm movements consist of unequal actions. They also sometimes incorporate
alternating actions. These movements include:
Skipping
Galloping
Sliding

SKIP- move along lightly, stepping from one foot to the other with a hop or bounce.
GALLOP- a combination of a step and a leap
SLIDE- to move along continuous contact with a smooth or gliding motion.

Note that a gallop is defined as stepping forward and pushing up with one foot, while the
other foot follows. The student lands on the trailing foot. You might think of it as a rudimentary
skip that toddlers do. A slide is similar, but the lead foot glides forward or sideward while the
other foot follows. The lead foot does not step or push off into the air. Sliding movements are
used in skating and skiing.

Importance of Locomotor Skills

Locomotor skills include walking, running, skipping, hopping, galloping, leaping,
jumping, and sliding and they are the foundation of human movement. Generally, children are
ready to practice walking at around 12 months, they can start running/hopping/jumping at 24
months, and galloping/sliding/skipping at 36 months. It’s very important that you practice
locomotor skills with your child because it helps with coordination.
Play is a great way to practice these critical skills.
Here are a few tips on what to look for and how to reinforce the proper development of
locomotor skill:
Walking: look for smooth, straight steps with arms swinging gently in opposition of feet.
Galloping: one foot leading and the other foot following behind.
Jumping: feet should be close together, pushing off with both feet and landing on toes. This is a
good time to try jumping rope.
Hopping: with one foot on the ground, push with the toes. Landing should be fairly quiet.
Side-sliding: move sideways with one foot leading (a sideways gallop).
Leaping: go over an object leading with one foot and land on two feet.
Skipping: march with knees high; each time the knee is in the air, hop on the other foot –
step/hop, step/hop, step/hop.

______________________________________________________________________________
NON-LOCOMOTOR MOVEMENTS
What is non-locomotor?
What are the examples of non-locomotor?
What is the importance of non-locomotor in movement?
 Non-locomotor movements are also sometimes called axial movements. They are
movements of certain body parts, or even the whole body, without causing the body to travel.
For example, swinging your arms back and forth. Notice that non-locomotor movements are
often combined with locomotor movements, such as walking and swinging your arms.

Non-locomotor/Stability Skills:
Stationary movement or a movement that occurs in one place.
Enable to maintain stability and control when in different positions and when moving, the body
remains in place and moves around its horizontal a vertical axis.
Mostly used in gymnastics.
Fundamental Movement skills for maintaining balance on spot or when moving.

Examples of NON-Locomotor Skills

Stretching
Twisting
Bending
Swaying
Balancing
Curling
Sideward Rolling
Forward Rolling
Backward Rolling
STRETCHING- to put your arms, legs, and other parts, in positions that make the muscles long
and tight.
TWISTING- to bend or turn into a shape or position, to turn in a circular motion with your
hand.
BENDING- to curve out of a straight line or position, to move your body so that it is not
straight, moving the muscles around a joint where two body parts meets.
SWAYING- is a pendular movement above an axis, a slow movement right to left or back and
forth.
BALANCING- the state of having your weight spread equally so that you do not fall.
CURLING- to twist or form into a round or curved stage, to become curved or rounded.

MANIPULATIVE SKILLS

Are those skills in which a person learns to handle objects with precision in accordance with
speed and control.
These largely involves physical activities with the use of hand and body coordination to execute
a task.
Manipulative skills start developing from childhood and it is important for parents or teacher to
train children strongly in it.
A manipulative skill is one in which a child handles an object with the hands, feet, or other body
parts. Manipulative skills are basic to the development of sport skills.
Ex. Jump-rope activities develop specialized motor skills, particularly visual–tactile
coordination. Rope-jumping activities in this chapter progress from individual movements using
rope patterns to long-rope jumping with turners to individual rope-jumping challenges. Rhythmic
gymnastics activities combine rhythmic and manipulative skills using a piece of manipulative
equipment while moving to accompaniment.

TYPES OF MANIPULATIVE SKILLS

FINE MOTOR SKILLS

Are minor set of motor skills that are related to manipulation of small objects.
They require less energy. It requires a high degree of control or precision on the small
muscles. Some examples of fine motor skills are writing, drawing, sketching, cutting.

GROSS MOTOR SKILLS

Involved big motor skills. They require levels of judgement and coordination.
These activities are known as large motor skills which require a high degree or precision
of large muscles in the body. Examples of gross motor activities are running, climbing, jumping.