1 m's magnificent ME
- 1. 1M’s Magnificent Movement Education Kim McMiles 17272070
- 2. Movement Education (ME) is an approach to teaching and learning Health and Physical Education (HPE). It is based around using dynamic games and activities that are student centered and non- competitive in order to develop students’ fundamental movement skills (FMS). What is Movement Education? (Board of Studies, 2007; Sevimli-Celik & Johnson, 2016) According to the Australian Curriculum (2012), teaching movement education will help children ‘to acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in a variety of physical activity contexts and setting’. The engagement in movement based learning will help children to develop their personal, social, cultural, environmental and physical and health practices and outcomes (ACARA, 2012).
- 3. Why is Movement Education Important for Your Child Studies have shown that Movement Education (ME) facilitates the social, physical and psychological development of both children and adolescents. ME “works with the whole child, physically, socially and academically” (Kogan, 2004, p. 1). It builds on skills that become the foundation for more complex skills. ME can ultimately affect the quality of your childs’ adult life (Houbenstricker & Seefelt, 1986; Buschner, 1994). Through ME students can learn to think, feel and utilise their senses and imagination. • Ability is engendered towards expression of feelings and communication (Fowler, 1981). • In the primary years, focusing on these skills in conjunction with the socio-emotional and intellectual development of students can benefit their lifetime habits and health. Through ME your child can learn to think, feel and utilise their senses and imagination. Their ability is engendered towards expression of feelings and communication (Fowler, 1981). In the primary years, focusing on these skills in conjunction with the socio-emotional and intellectual development of students can benefit their lifetime habits and health (Board of Studies, 2007).
- 4. Teachers Role Our class will be using a student-centered approach where I will be utilizing stories and music that evokes imaginative play and giving your child the opportunity to explore their physical and motor development. By providing your child with choices in ME it will enhance their learning as the activities will relate to their interest. It will also focus on analysis and teaching of basic movements, as conceptualised by Rudolf Laban (Fowler, 1981). I will be teaching in the developmental sequential order of your child - 1. Initial 2. Formative 3. Mature. This will also assist in evaluating your child. Strengths as a Teaching Approach Through teaching in the developmental sequence of your child they will be engaged in activities that are stage appropriate to their skill level and therefore result in maximum participation. ME will be developed through exposure to basic skills to build knowledge and understanding of activities. This will be implemented through the 8 Strands of the PE Curriculum (below) and applying the Fundamental Movements Skills (FMS) listed on the next page: * Active lifestyle * Dance Games and Sport * Growth and Development *Gymnastics * Interpersonal Relationships * Personal Health Choices * Safe Living What Will Our Class Be Doing This Year
- 5. Movement Education consists of Learning the 12 Fundamental Movement Skills (FMS) Movement skills does not come by itself, it is rather learned and practiced and acquired through a long process of engagement and participation. However, to ensure that all students are participating in physical education we have to make sure that they are getting the right knowledge and encouragement from their early years of schooling. This will be true firstly, by providing them with the knowledge and explanation of physical literacy. Fundamental Movement Skills Movement skills does not come by itself, it is rather learned and practiced and acquired through a long process of engagement and participation. However, to ensure that all students are participating in physical education we have to make sure that they are getting the right knowledge and encouragement from their early years of schooling. This will be true firstly, by providing them with the knowledge and explanation of physical literacy.
- 6. Rationale Understanding and the acquisition of movement education is essential for teaching in general and for health and physical education in particular. • By helping students to learn about movement education and about the basic fundamental skills , we are helping them to be creative, confident and interactive community members not only across school years but in all aspects of life. In addition to this, movement will enhance the pupils cognitive and social and behavioural skills .
- 7. Abels, A., & Bridges, J. (2010). Teaching Movement Education Foundations for Active Lifestyles. Retrieved from http://www.humankinetics.com/excerpts/excerpts/what-are-the-origins-of-movement-education Board of Studies, NSW (2014). NSW Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus Clark, J. E., & Metcalfe, J. S. (2002). The mountain of motor development: A metaphor. Motor development: Research and reviews, 2, 163-190. Dyson, B. (2014). Quality physical education: A commentary on effective physical education teaching. Research Quarterly for Exercise and Sport, 85(2), 144-152 Fairclough, S., & Stratton, G. (2005). ‘Physical education makes you fit and healthy’. Physical education's contribution to young people's physical activity levels. Health education research, 20(1), 14-23 Fishburne, G. J., & Berg, S. P. (2005). Building Strong Bones & Muscles. Human Kinetics. Lynch, T. (2015). Health and physical education (HPE): Implementation in primary schools. International Journal of Educational Research, 70, 88-100 Morgan, P., & Hansen, V. (2007). Reco.mmendations to improve primary school physical education: Classroom teachers' perspective. The journal of educational research, 101(2), 99-108 Pringle, R. (2010). Finding pleasure in physical education: A critical examination of the educative value of positive movement affects. Quest, 62(2), 119-134. Rehor, P. R. (2004). Does the present teacher preparation curriculum in health and physical education meet the present needs of Australian youth? References