1. Chapter 18 Relationships

2. Chapter 18 Key Points Refers to with whom or with what the body moves Entails three components: 1. Relationships of body parts 2. Relationships with people 3. Relationships with objects and/or people

3. The Relationship Movement Concept The Concept of Relationships With Whom or With What the Body Moves Relationships of Body Parts Round (curved) Twisted Narrow Symmetrical Wide Nonsymmetrical Relationships with people Leading/following Groups Mirror/matching Partners Unison/contrast Solo Relationships with objects and/or people Between groups Alone in a mass Over/under Meeting/parting On/off Surrounding Near/far Around In front/behind Alongside

4. Movement Concepts in Physical Education Space Awareness (where the body moves) Location Directions Levels Pathways Extensions Effort (how the body moves) Time Force Flow Relationships (with whom, or what the body moves) Of body parts With objects and/or people With people

5. Chapter 18 Key Points The Wheel – A graphical illustration of the inter-relationship of the Movement Concepts and Skill Themes and their sub-components – Outer ring describes idea – Middle ring gives categories within the idea – Inner ring defines the category components

6. Movement Analysis Framework: The Wheel

7. Chapter 18 Key Points Teaching Relationships With self Begin teaching simplest concept for children to understand, i.e. self-relationships (e.g. body parts, body shapes). Once children have developed functional understanding of the relationship among body parts, shift emphasis to relationships with different objects or with others With objects Develops an understanding of vocabulary such as on, off, along, over, under, around, surrounding.

8. Chapter 18 Key Points Teaching Relationships (cont) With others Develops an understanding of vocabulary such as near, far, in front, behind, alongside Usually combined with the study of other concepts and skills, including concepts of alone in a mass, solo, partners, groups and between groups Tasks should be presented to children in a progressive way: Solo/alone  partners  3 or 4 collaborative task  groups

9. Chapter 18 Key Points Some teaching points: We want children to have a functional understanding, i.e. to KNOW what relationship concept means When combining “relationship + skill”, it is important to: Observe demonstration of child’s understanding of the concept not his/her skill performance Shift focus to observing skill, when child demonstrates mastery of concept

10. Chapter 18 Key Points Some teaching points (cont) Relationships and Games Child should be at control level of skill before being introduced to concept of relationships with objects during game contexts Child should have developed a skill well enough to successfully work with partner/in small groups before introducing relationships with others