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Movement ed > Chapter 2 > Flashcards

Chapter 2 Flashcards

1
Q

when was the LTAD model published

A

2013

  • initiated a shift in coaching and PE
  • fit kids, healthy kids
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2
Q

individual/ developmental differences

A
  • universality

- variability

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3
Q

universality

A

-known patterns of behaviors; years of research (development) ex) percentile charts

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4
Q

variability

A

-every individual develop at their own pace based on movement experiences/ opportunity
(illness, injury, disability

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5
Q

what does individual/developmental differences mean in our teaching

A
  • include everyone so each student can take part

- ex) modifying equipment, making different stations (difficulty) for child to choose & impact challenge themselves

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6
Q

what is our role in engaging students

A
  • where does the responsibility lie? teacher or coach

- ex) join them, interest, thinking on their level

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7
Q

empowering success

A
  • 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
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8
Q

roots of dance in PE setting

A
  • rhythmic activities- folk dance, dance games
  • gymnastics- tumbling, working with props
  • rhythmic forms- often include music in some way
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9
Q

history of delsarte (19th century)

A

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)
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10
Q

delsarte proposed nine laws of motion which encompassed

A
  • altitude
  • force
  • motion
  • sequence
  • direction
  • form
  • velocity
  • reaction
  • extension
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11
Q

history of jacques emile dalcroze (1910)

A
  • rhythmic movement
  • emphasized music & rhythmic expression
  • developed to help musicians improve musicality: move with music
  • natural sense of movement
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12
Q

Margaret D’houbler

A
  • u of wisconsin

- challenged the way americans thought not only dance dance and female physicality but also higher ed for women

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13
Q

Rudolf Laban (1879-1958)

A
  • professional modern dancer and choreographer
  • choreographed professional dance productions as well as “masss dances”
  • pioneer of movement education
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14
Q

labans contribution

A
  • theory of movement which included a focus on the concept of effort
  • the body is an instrument of expression
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15
Q

expressive movement vs functional movement (laban)

A

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

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16
Q

labans concepts

A

weight, time, space, flow

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17
Q

developmental approach 1960, 70, 80

A
  • cognitive-psychomotor- affective learning domains incorporated
  • move towards creating a framework move specific to PE
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18
Q

Logsden and colleagues

A
  • 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
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19
Q

labans 16 movement themes

A
  1. body awareness
  2. force and time
  3. spatial awareness
  4. adapting to partnerships
  5. use of limbs of the body
  6. isolated actions
  7. occupational rhythms
  8. shape of movement
  9. combinations of the eight basic actions/efforts
  10. orientation in space
  11. shapes and efforts performed by different parts of the body
  12. elevation (from ground)
  13. awareness of the group in group work
  14. group formations
  15. expressive qualities or mood of movements
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20
Q

the frame work helps use answer 4 main questions

A
  1. what do we move- body
  2. where do we move- space
  3. how do we move- effort
  4. what are the connections with whom or what we move- relationships
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21
Q

the four main movement concepts

A

body awareness
spactical awareness
effort qualities
relationships awareness

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22
Q

body

A

-body parts
-body shapes (pin, wall, ball, screw)
-actions of the body ( apply force, transfer of weight)
: non-locomotor, locomotor, manipulative

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23
Q

body: body parts

A

-head, neck, chest, toes, hands, back, belly, mouth

24
Q

body: body shapes

A

-narrow, wide, round, twisty, symmetrical, asymmetrical

25
Q

body: body actions

A

-weight, bearing, receive force/weight, leading an action

26
Q

body: whole body actions

A
  • nonlocomotor: stretch, curl, bend, twist
  • locomotor: walk, skip, crawl, hop
  • manipulative: throw, roll, strike, catch, carry
27
Q

space

A
  • location in space
  • dimensions of space
  • pathways and extensions
  • planes of movement
28
Q

space: location in space

A
  • personal space: encompasses the three planes and bubbles moves with the mover (sport & life)
  • general space: the total space being used such as gym, class (sport: use board in hockey, life driving)
29
Q

space: dimensions of space

A
  • direction: forward/backward, sideways, up/down, clockwise, counterclockwise
    levels: high, medium, low
30
Q

space: pathways and extensions

A

-straight, curved, zig zag, dotted, spiral narrow, wide

31
Q

space: planes of movement

A
  • saggital: forward/backward -throwing. flexion (fwd) extension (bk) (right and left sides)
  • frontal: jumping jacks (front and back sections) abduction and adduction
  • transverse (horizontal) spinning (top and bottom) movement include inward and outwards
32
Q

space: extensions

A
  • small: near body

- large: far from body

33
Q

effort

A
  • moving though space using a appropriate amount if effort=more effective movement
  • knowing how much effort to put on an object (ball, dart) makes the difference between (under/over throwing, hitting the target or not. in life: opening a door
34
Q

time

A

the speed of a movement

  • fast (sudden)
  • slow (sustained)
  • acceleration or deceleration- indicates a change in the pace of a movement
35
Q

force

A

-amount of tension in a movement
-hard: strong
-soft (light)
-involves knowing how much tension is required by an object
balloon vs baseball

36
Q

flow

A

bound: stoppable- jumping jacks
free: ongoing- moving randomly

37
Q

focus

A

direct: focused & penetrating, challenging energy lineraly to a single point
indirect: expanding focus, broad

38
Q

relationships

A
  • people
  • position
  • timing
  • goal
  • environment
39
Q

people

A

solo: one child demo a movement for class
alone in a mass: individual moving in their own way
individual to group: 1 individual working opposite of a group ex) tag
group to group: 2 individuals teams working opposite to eachother ex) team sports

40
Q

partners

A

-even /uneven groups
-ccoperation , interperonal skills
how to select partners: numbering, divide

41
Q

formations

A

-triangle, circle, sqaure, scatter, x formation

42
Q

positional relationships to others

A
  • above/below (static)
  • over/under (dynamic)
  • inverted (upsidedown)
  • beside (next to)
  • surround (circle around something)
43
Q

timing 3 subcategories

A

simultaneous-all at the same time
alternate- taking turns
successive- in canon/one after the next (the wave)
-question and answer

44
Q

simultaneous

A
  • mirroring (face each other)
  • matching (side by side)
  • contrasting (opposite movement)
  • unison (together)
45
Q

question and answer

A
  • act/react (one at a time responding to each other

- lead/follow (one person leads)

46
Q

timing; environment

A
  • static
  • dynamic
  • objects and equipment can either be dynamic or static
47
Q

what is the goal of timing

A

-what is the purpose of the movement

48
Q

core content areas of movement education

A
  • educational games
  • educational gymnastics
  • educational dance
49
Q

educational games

A
  • the focus us on manipulative skills-required for skill games play
  • manipulative skills are combined with nonlocomotor and locomotor and
  • space, effort, relationship concepts
50
Q

educational gymnastics

A
  • different from typical gymnastics, children explore movement rather that perform specific movements
  • encourages children to develop kinesthesia and body awareness
  • exploration of movement
  • uses problem solving approach
51
Q

educational gymnastics example

A
  • create a routine that moves diagonally across the gym include:
    1. a balance
    2. travelling in pathway of your choice
    3. perform a spring like step
    4. strike an ending with another balance pose
52
Q

educational dance

A

-key factor: quality of movement, connects to specific emotions and/or themes

53
Q

critical elements

A
  • the critical elements presented are the most essential elements
  • provide a foundation for developing a movement “word bank”or vocab
  • becomes a resources for learning future movement/skills
54
Q

structuring a school year

A
  • early in the year: focus on development vocab

- intro and review movement concepts categories and elements

55
Q

movement education perspective

A

exploratory in nature:
-child centered
-cognitive and motor dual approach to teaching movement
focus on problem solving
-teaches poses a movement problem
-includes a specific parameter
-children find a way to solve the problem within given parameters
contribution to learning: physical, affective, cognitive development

Movement ed (4 decks)

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