Movement Education
This presentation will address the goals of movement education, my
approach to incorporating it into HPE teaching, and why I feel it is the
most beneficial method for teaching effectively.
I will draw on research and the syllabus to provide a more rounded
rationale for this teaching approach.
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Using a movement education approach
Movement education is about creating meaningful lifelong
physical activity habits that students will use and develop well
after their HPE learning is completed.
Movement is placed at the forefront of learning, and is
incorporated into the foundations of lessons. Students are
encouraged to express themselves through movement.
Teaching a thorough understanding of theoretical movement
concepts enables students to apply background knowledge to
their movements so as to fine tune their skills and become
more accomplished.
There are four movement concepts: body, space, effort, and
relationships (Abel & Bridges, 2010).
Why Movement Education?
Movement education hones problem solving skills
as students are encouraged to think creatively
about how to move the most efficiently to achieve a
goal (Abel & Bridges, 2010).
Cross Curricular Benefits
Teaching movement education
is something that students
have found to benefit their
holistic learning. Students have
been able to apply this
knowledge to other key
learning areas such as English
(Molenda & Bhavnagri, 2009).
This is because movement
enables the practice of fine
motor skills and fundamental
movement patterns (Abels &
Bridges, 2010).
Strengths of movement education
Many research undertakings have determined that there are links
between academic performance and the movement of young
children. It has been discovered that children need to move and
use bodily movements to consolidate the learning of basic
concepts (Gehris et. al., 2015).
They also use movement to build social skills, self confidence,
fine motor skills, spatial awareness, and to exercise human
emotion control (Gehris et. al., 2015). These are all fundamental
skills that all individuals are required to use from young ages. It is
thus crucial for students to be able to develop these skills.
Furthermore, the PDHPE syllabus states communication, decisionmaking, interacting, moving, and problem solving as key elements
to address withing school teaching (NSW BOSTES, 2013).
According to Gehris (2015), these are what the movement
education approach aims to work on.
Continued
Movement education encourages problem
solving to be innovative and deeply thought
out. Using a variety of problem solving skills is
a syllabus outcome linked to decision making
and is a required outcome for all stages (NSW
BOSTES, 2013).
References
Abels, K., & Bridges, J. M. Teaching Movement Education-Google Edition: Foundations for
Active
Lifestyles. Human Kinetics.
Gehris, J. S., Gooze, R. A., & Whitaker, R. C. (2015). Teachers' perceptions about children's
movement and learning in early childhood education programmes. Child: care,
health and
development, 41(1), 122-131.
Molenda, C. F., & Bhavnagri, N. P. (2009). Cooperation through movement education and
childrens
literature. Early Childhood Education Journal, 37(2), 153-159.
NSW Board of Studies. (2013). NSW Syllabus for the Australian curriculum: Personal
Development, Health and Physical Education K-6. Sydney: Author.
