Applied Methods: Movement Education

1. Historical and theoretical factors in movement education and fundamental movement patterns
  1.1. Origin and historical development of movement education
  1.2. Concept and scope of fundamental movement patterns
  1.3. Movement framework:
    1.3.1. Movement concepts
    1.3.2. Movement elements
    1.3.3. Movement categories

2. Physical literacy and dynamic system considerations in movement education
  2.1. Individual dimensions: affective, cognitive, and psychomotor
  2.2. Task complexity and structure
  2.3. Environmental considerations

3. Fundamental movement patterns
  3.1. Static positions
  3.2. Landings
  3.3. Locomotions
  3.4. Rotations
  3.5. Springs
  3.6. Swings
  3.7. Projections
  3.8. Reception

4. Fundamental movement concepts of Laban’s movement analysis
  4.1. Weight
  4.2. Time
  4.3. Flow
  4.4. Body awareness
  4.5. Personal space
  4.6. General space

5. Equipment selection and safety consideration
  5.1. Making sensible and practical equipment selections required for instructional strategies enhancing movement education while maintaining a safe learning environment (e.g. mats of different size and height, parachute, air-filled shapes, footprint trainers, balance boards, balance ropes, pathways foam floor balance beams, plastic river stones, bilibo domes, mini crawl tunnels, hip, hoops, steeple course sets, youth agility course, fast track scooters, etc.)
  5.2. Planning for outdoor environments
  5.3. Movement education in the classroom

6. Instructional strategies and professional development
  6.1. Culturally sensitive teaching considerations
  6.2. Teaching approaches:
    6.2.1. Inquiry-based
    6.2.2. Play-based
  6.3. Class management strategies
  6.4. Progressions and sequencing
  6.5. Principles of effective instruction
  6.6. Assessment and observational skills