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The hierarchy of movement
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1. … the content of physical skills.
2. … a progression in the acquisition of physical skills with fundamentals the easiest and
specialized skills the most difficult.
3. … the repeated teaching and reviewing of the same movement in one sport after
another as one movement is often the basis for many specialized skills.
4. … the transfer of movements and movement knowledge from activity to activity. The
performer is no longer asked to learn a skill such as throwing before learning every
sport in which it is included.
5. … the learner to be aware of how and when skills transfer to new activities that they
may wish to pursue at a later date.
6. … a system for “learning to learn” or “learning to teach oneself” physical skills. It is a
a system to be used in teaching oneself new movements.
4.5. Have a dictation.
Movement education strives to make the individual aware of the movement of the entire body and to become intellectually as well as physically involved. The challenge set by a problem in movement is first perceived by the intellect and then solved by the body moving through space, reacting to any obstacles within that space and to the limitations and existing restrictions. Learning accrues as the individual accepts and attempts to solve increasingly difficult problems. Inherent in this process is the concept of individual differences. Numerous ways to solve a stated problem may exist, and one’s abilities and capacities.
4.6. Translate the following into English:
Рух може виконуватися, и так часто відбувається стосовно інших людей.
Існують такі можливості. Відсутність іншого об’єкту, який рухається (mover) створює ситуацію, коли виконувач абсолютно незалежний у рухах. При роботі з партнером один може ініціювати рух іншого, виконувати рух разом, протистояти рухам іншого
4.7. Give a talk on “General Factors that Effect Movement” and answer the
questions.
V. Retell the oral topic:
| MOVEMENT CONCEPTS Movement represents the key concern of physical educators. Movement is the central focus of this field of endeavor. Physical educators strive to help human beings to move efficiently, to increase the quality of their performance, to enhance their ability to learn, and to promote their health. Movement may be affected by biomechanical, physiological, sociological, and psychological factors. Since movement represents the keystone of physical education and sport, it is important that professionals in this field understand some of its dimensions. Understanding of movement concepts such as body awareness (What can the body do?), spatial awareness (Where does the body move?), qualities of movements (How does the body move?), and relationships (With whom or what does the body move?) helps physical educators construct meaningful movement experiences to obtain their stated objectives. Such experiences allow their students to understand the capabilities of the body with respect to movement. It is also important that trainees receive instruction in fundamental motor skills. Fundamental motor skills include locomotor skills such as running and jumping, nonlocomotor skills such as bending and stretching, and manipulative skills such as throwing and kicking. These fundamental skills serve as a foundation for the development of more complex and specialized skills that are utilized in sports and other physical education activities, work, and life situations in which human beings are involved in movement. One approach that may be used to help individuals develop an understanding of movement concepts and attain proficiency in fundamental motor skills is movement education. Movement education provides persons with a variety of problem-solving situations carefully designed to help them to explore the body’s movement abilities and to develop movement skills. |
UNIT XII