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BPE7 - BPED2 (3rd Lesson - 2nd Term)

The document outlines the movement education framework which includes four key concepts: body, space, effort, and relationships. Each concept has categories and subcategories that further define elements of movement. The body concept focuses on the body and its parts and includes categories like body shapes and actions. The space concept focuses on where the body moves and includes categories like location and pathways. The effort concept describes the quality of movement and includes categories like time and force. Finally, the relationships concept focuses on the connections between movers and includes categories like people, position, and timing.

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Terry Jane Javelina
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59 views12 pages

BPE7 - BPED2 (3rd Lesson - 2nd Term)

The document outlines the movement education framework which includes four key concepts: body, space, effort, and relationships. Each concept has categories and subcategories that further define elements of movement. The body concept focuses on the body and its parts and includes categories like body shapes and actions. The space concept focuses on where the body moves and includes categories like location and pathways. The effort concept describes the quality of movement and includes categories like time and force. Finally, the relationships concept focuses on the connections between movers and includes categories like people, position, and timing.

Uploaded by

Terry Jane Javelina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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MOVEMENT

EDUCATION

BPED 2
MOVEMENT CONCEPTS
The term movement concept is the most general of
the organizational terms used in this book and in
NASPE standard 2. In this case, they refer to body,
space, effort, and relationships. Movement concept
collectively refers to all of the movement elements.
 NASPE Standard 2: Demonstrates understanding of
movement concepts, principles, strategies, and tactics as
they apply to the learning and performance of physical
activities.
2
MOVEMENT CATEGORIES

The term category is used within a concept to


create smaller groupings of similar terms
(e.g., actions of the whole body). When
needed, the categories are organized into
smaller groups called subcategories (e.g.,
locomotor) and, even smaller, subdivisions
(e.g., springlike actions).
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MOVEMENT EDUCATION FRAMEWORK
CONCEPTS CATEGORIES AND SUBCATEGORIES MOVEMENT ELEMENTS

• BODY Body parts Head, eyes, mouth, shoulders, elbows,


hands, wrists, fingers, hips, knees, feet…
Body shapes Narrow, wide, round, symmetrical and
asymmetrical
Actions of body parts Weight bearing, receive force or weight,
apply force, lead the action, and weight
transfer
Actions of the Non-locomotor Stretch, curl, twist, turn, spin, swing, push,
whole body pull, gesture, balance…
Locomotor Walk, cartwheel, crawl, run, leap, hop,
skip, jump, slide, rolling…
Manipulative Throw, kick, volley, catch, dribble, and
carry

4
MOVEMENT EDUCATION FRAMEWORK
CONCEPTS CATEGORIES AND SUBCATEGORIES MOVEMENT ELEMENTS

• SPACE Location Self-space and general space


Direction Forward, backward, sideways, up, down,
clockwise, and counter-clockwise
Level Low, medium, high
Pathway Straight, curved and zigzag
Plane Sagittal, frontal and transverse
Extension Small and large
• EFFORT Time Fast, slow, and acceleration
Force Hard and soft
Flow Bound and free
Focus Direct and Indirect

5
MOVEMENT EDUCATION FRAMEWORK
CONCEPTS CATEGORIES AND SUBCATEGORIES MOVEMENT ELEMENTS

• RELATIONSHIP People Solo, alone in a mass, partners, even


groups, uneven groups, individual to
group, group to group
Position Above/below, over/under, inverted,
mount/dismount, in front of/behind,
beside, alongside, near to/far from
Timing Simultaneous Mirror, match, contrast, and unison
Alternate Take turns
Successive Movement sequence, canon,
question/answer, act/react, and lead/follow
Goal Cooperative, collaborative, and
competitive
Environment Static and Dynamic

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MOVEMENT ELEMENTS

The movement elements in the category


actions of the whole body (non-locomotor,
locomotor, and manipulative) are what
NASPE describes as motor skills in
standard 1.
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MOVEMENT CONCEPTS:

Learning about the body may be the most basic and


important of all the movement concepts. The body
is the instrument of movement that gives meaning to
the other concepts (e.g., space, effort, and
relationships). The body concept focuses on the entire
body or its parts. It has four categories: body parts,
body shapes, actions of body parts, and actions of the
whole body.
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MOVEMENT CONCEPTS:

Learning about space will help children become


efficient movers. For example, learning to dribble
at a low level is important to successful
performance as a basketball guard. The space
concept focuses on where the body moves. It has
six categories: location, direction, level, pathway,
plane, and extension.
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MOVEMENT CONCEPTS:

While utilizing space concepts provides more


efficient movement, appropriate effort application
yields more effective movement. For example, a
child who uses the correct amount of tension (hard-
soft) will be more likely to hit their target rather
than under- or overthrowing it. The effort concept
describes the quality of movement. It has four
categories, time, force, flow, and focus.
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MOVEMENT CONCEPTS:
 The focus of the relationships movement concept should be on the types of
connections that can occur when moving. Thus, the “who” or “what” of a
movement is secondary to the connections between and among the movers
or objects in this concept. Common things that have these connections are
body parts, individuals, groups, rules of how to move or play, objects,
boundaries, equipment, and aspects of the various arts (e.g., writing, music,
pictures, lighting, and nature).
 The following five categories of the relationships concept provide cohesion
of the material presented in this concept: people, position, timing, goal and
environment. These categories describe and emphasize the types of
connections between and among the “who” and the “what” of movement.
11
THANK YOU FOR LISTENING!

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