Kin 150 - March 18, 2025, part 2

Applying Laban's Movement Framework in Elementary Physical Education

Key Components: Body, space, effort, relationships.
Purpose: To organize and enhance elementary physical education lessons.
Example of Students:
- Pat: Attends a poorly organized physical education program lacking direction and effective practices.
- Alex: Participates in a well-structured physical education program focused on meeting national standards and improving skills through continual assessment.
Metaphor of Buses: Represents different approaches to physical education.

Core Components of Curriculum:
- Program's Purpose: Aligns with the national standards (NASPE).
- Core Ideology: A stable philosophy necessary for consistency in objectives and activities.
- Learning Goals: Broad aims (psychomotor, cognitive, affective) guiding student performance and instruction.
Importance of Purpose:
- John Dewey (1938) emphasized intelligent activity and reflective thinking in educational goals.
- Avoids haphazard activity-focused programming.

Definition: A guiding philosophy comprising core values and purpose.
Importance: Helps filter objectives and learning experiences to remain aligned with teaching goals.
Example Core Ideology Values:
- Utilize Laban's framework in curricular content.
- Integrate health-enhancing activities.
- Provide meaningful, challenging, and enjoyable learning experiences.
Realistic Goals Importance: Align goals with student capabilities, avoiding an all-encompassing approach.

Four Aspects of Movement Framework:
- Body: Focuses on body movements and skills (locomotor, non-locomotor, manipulative).
- Space: Dynamics of where movement occurs and how students interact with personal/general space.
- Effort: How a body moves (time, weight, flow).
- Relationships: Interaction among body parts and with others.
Application in Content Areas:
- Games, Gymnastics, Dance: Integrated approach to ensure comprehensive learning.
- Themes: Skills revisited across units to build a solid foundation.

Importance of Integration:
- Activities should reinforce and complement each other for cumulative learning.
Example Task: Catching skills taught across various units revisiting space, effort, and relationships through practical applications.
No Isolated Learning: Movement concepts taught within specific contexts instead of isolation to enhance relevance.

Games Road:
- Develop game-play through combining body skills with space, effort, and relationship skills.
- Key Skills: Sending objects, gaining possession, traveling.
- Use of spatial strategies in game situations.
Gymnastics Lane:
- Encourages individualized approaches to skill acquisition.
- Body Skills: Balance, weight transfer, rolling, and movements adjusted per ability.
- Emphasis on safety and efficient body management.
Dance Avenue:
- Utilizes movement as expression, not just memorizing steps.
- Comprehensive experiences including using different traveling methods and understanding flow and rhythm.

Blending Fitness Concepts: Each content area incorporates fitness teaching (cardiovascular endurance, muscular strength).
Goal: Students achieve and maintain health-enhancing fitness levels.

Educator's Role: Understanding and implementing the movement framework effectively.
Adjustments: Ability to observe, analyze, and communicate to enhance student learning.
Professional Development: Reflection on teaching practices, understanding of children’s skills, and continuous adaptation of teaching methods.

Types of Assessment:
- Pre-assessment: Establishes skill level before starting a new unit.
- Formative Assessment: Ongoing feedback and adjustment during the learning process.
- Summative Assessment: Evaluative measure at unit's end, assessing overall achievement.
Use of Rubrics: Provide clear expectations for performance and competency levels.

Metaphor of the Buses: Highlights the importance of structured, cohesive, and purpose-driven physical education programming compared to chaotic activity-based approaches.