1
Q
what is movement concepts
A
- helps students to see “totality of human movement “
- used consistently in gymnastics, dance and games
- allows for instructor ti revisit key features of movement throughout units/activities
- helps build & organize movement skills & understanding
- used to help students describe & discuss their physical activity
2
Q
what are movement concepts
A
body
space
effort
relationships
3
Q
what the body does
A
- actions - curl bend stretch
- actions of parts - lead/follow, apply/recieve
- activities - locomotor, non locomotor, manipulative
- shape of body
- continutiy/ non
4
Q
what space is
A
where body is moving areas- personal and general directions - forwards, backawards, side pathways - straight, curved levels - high, medium, low
5
Q
what is effort
A
how the body is moving quality of movement time - sudden, fast, slow weight - fine/firm flow - free, bound force - strong, light
6
Q
what is relationships
A
who the body is moving with
body parts - in front / along side/ behind
individuals/ groups - lead/ follow, around, between through
7
Q
what is transfer of learning and why is it important to instructions
A
- influence of having learned one skill or ability on learning other skills and abilities
- important because it can design your curriculum & how you sequence skill/concept development to benefit from transfer of learning
8
Q
what are the 3 types of transfer
A
- bilateral - what you learn with one hand or foot transfers to the other
- intertask - what you learn in one skill or task transfers to another or task
- intratask - what you learn from practice of a skill in one condition transfers to practice of that task in another condition (extension task)
9
Q
3 steps in facilitating transfer
A
- more the practice situation resembles to game situation the more likely transfer will occur
- more a skill is learned, the more likely there will be a positive transfer to the game situation
- transfer can be facilitated by the teacher encouraging students to use information they already know & abilities they already have & by making task expectations clear.
