Movement Concepts November 19, 2008

Consider your fundamental motor skill presentation Write a reflection on it NOW, considering: – Effective use of language appropriate for age group – Effective use of demonstration without suppressing creativity – Effective use of tone of voice to create excitement or suspense – What would you do differently next time? – Describe ONE thing you learned from other presentations – SUBMIT this class

 Leaders required, & beyond  NCCP Certification included:  Introduction to Community Coaching  Community Coaching  Dates TBA (costs covered with season commitment )  DO NOT worry if you are not a skier – all you need is enthusiasm and a willingness to learn!  Contact me for further information

 Extra Sessions  Wednesday AM, 10:30-11:30  Wednesday PM, 8:00-9:00  Level I Certification opportunity  $15.00 to register  $10.00 for manual

 Introduction to Competition  Nov. 22 nd & 23 rd  Contact Mel  $65.00

 Participation (20%) – 9 assessments  Assignments (15%) – 9 assessments  Teaching (15%) – 4 assessments  LP (20%) – 1 assessment  Final Exam (30%)  Short answer – describe, explain, discuss  Situational examples – analyze, evaluate, relate  Objective – identify, recognize, define  Sample questions posted next week

 Fundamental movement skills form the basis for more complex skills  TWO major aspects:  Learning the skills  Learning the concepts (vocabulary of movement)  (YOU have addressed the learning of skills, e.g. Hopping, galloping, twisting, etc.)

1. Define the problem 2. Increase variety & depth of movement 3. Build sequences and combine movement patterns 4. Incorporate cooperative partner and small- group activity

 What to do?  Where to move?  How to move?  With whom or what to move?

 Present the problem as a question???  Setting limits  Use contrasting terms – make a list!

 Emphasize transition (FLOW)  Choice or limits  Demonstrations - SHOW ME or “ME SHOW”

 Make problems realistic  Allow opportunity for discussion & decision- making  Keep groups small (e.g. 3-4)

 25% ACTIONS (what)  75% CONCEPTS (where, how, relationships)  How we modify the concepts determines the actions

 Body Awareness - WHAT  Space Awareness - WHERE  Movement Quality - HOW  Relationships - WITH

 “I am learning WHAT my body does”  SHAPES  BALANCE or WEIGHT BEARING  TRANSFER OF BODY WEIGHT  FLIGHT (traveling, manipulating, stabilizing)

 “I am learning WHERE my body moves”  GENERAL or PERSONAL  DIRECTIONS  LEVELS  PATHWAYS

 “I am learning HOW my body moves”  TIME – speeds, rhythm  FORCE – degree of force; creating force, absorbing force, weight transfer  CONTROL - flow (combinations, transitions, single movements)

 “I am learning about the relationships my body creates WITH myself, other movers, and objects”  ROLES  LOCATIONS  BODY PARTS, BODY SHAPES

 In the primary grades, student-centred approaches such as this movement approach will enable students to discover what, when and how their bodies move  Rudolf Laban – “Movement Education” (Remember Mosston – guided discovery, free exploration, divergent teaching styles?)

 One more teaching task!!!teaching task  ELECTRONIC submission on the day you teach ELECTRONIC  SELF & PEER evaluation SELFPEER  LIST of Alternative Team Games, suitable for Junior/Intermediate grades & beyond LIST