MOVEMENT EDUCATION

by Dr. Liselott Diem

SOURCE: EDUCATION PANORAMA Recommended by:

VOLUME IX, Nº. 1 JAMES B. ROBERTSON

SPRINGFIELD COLLEGE
SPRINGFIELD,

MASSACHUSSETTS

Translated by:

ANDREA CANIL MARAZZI

NOTE. The author presented this article in July l966 at a Congress in Seoul, Korea. Mrs. DIEM is the President of
the Sports School in Cologne, Germany.

And the President of the INTERNATIONAL ASSOCIATION OF PHYSICAL EDUCATION AND SPORTS FOR GIRLS
AND WOMEN.

In the field of Physical Education primary schools are insufficiently equipped in the world. In Germany, for example, 50%
of schools lack gymnasiums for activities during rainy or cold days. They also lack pools and sports fields near school
buildings and there are no enough equipment for climbing, hanging, etc. In general, primary schools are less equipped
and don’t have qualified teachers in Physical Education as High Schools. Why should this be like this?

GUIDELINES and IDEALS

It is generally accepted that the age of 6-10 years is ideal for learning motor skills, movement differentiation, improved
coordination, experimentation with different movements and basic skills acquisition, It is a fact that children like
to experiment, and thus get to know very well, through motions, individually or collectively, running, jumping, climbing,
dancing, etc. They test their skills, knowledge or lack of knowledge, abilities or needs; are expressed individually by
executing various movements and thus increase their self-understanding. At the beginning of school education, 6
years, the child has great spontaneity, desire to act, eager to exercise through group play, and eager to learn
techniques how this is done, and he wants to know how is all this done. In this way he begins to set standards
and performance variations.
The best age for swimming, skiing, ice skating is 6-8 years. The same age is crucial to learn techniques with balls. In
short, from 6 to 10 years, the first four years of primary school are the best years for the development of the motor
qualities, and learn how to move.
Unfortunately, the primary school teacher is not prepared for these tasks.
The negative point is that the teacher has not developed it by herself and does not have these feelings and these
techniques, because during her training she did not have different opportunities to learn qualities of body
movements. She is only formed in recreative games instead of training methods defined and precise and therefore she
was never confronted with the challenging and creative challenge of encouraging children in that direction. Worldwide,
this is the reason why the teaching of basic physical education is so restricted. Highly qualified teachers are especially
needed for these age groups and are rarely available.
It is interesting to see how the Olympic programs now try to influence basic school programming. They
strongly encourage all countries to consider better methods of education and motivate us to take an advantage
of children's impressionability to sports education. These olympic tendencies and challenges must be accepted by
us adequately and we should provide an impetus for the initiation and adoption of better standards in physical
education. For example, I can be a better musician if I get the opportunity to hear music, free and widely-
intensive and thus learn to differentiate early-rhythms and sounds can gain a better understanding of the language if
they are learned early on specific modules .

The basic processes are learned unconsciously in early childhood through observation, touch, experimentation,
imitation and creativity.
If children are restricted during the first years of life in the various motor experiences they will be at risk in
its total human development. For example, a lack of movement can impede the ability of speech. There were
found cases of children whose speech had been affected by motor restriction and returned to the stage
of crawling. These children could learn to talk then with special education. There are also evidences that if children have
no freedom of body movement they will lose confidence and begin to fear the new instances, educational situations. In
most cases children will find explanations for their delay (like some adults in similar situations) will be impaired and
consequently, throughout all their life, see themselves fully and completely and, thus, obtain the highest degree of self-
realization.
To emphasize: the body movements are like languages: they are an expression learned naturally and must
be acquired in every aspect of their performance through the senses, feelings, observations, attempts,
experimentation and creativity. This prossess will be given in most children and unconsciously and spontaneously. In
addition, the motions carried greater individual expression, an increase of self-control, a greater personal
understanding, an individual progressive increased responsibility, greater independence and better personal fulfillment
by becoming a complete person.
But this development can only be guaranteed if there are adequate and competent leadership assintence and if you
have the necessary infrastracture.
Movement education means and includes the following basic elements:

1) The study of specific phases of learning.

2) The teaching of games, tasks and exercises are suitable for each phase.
3) The acquisition of knowledge and understanding towards greater individual fulfillment through motor
experiences and technical performance.

SPECIFIC EXAMPLES OF THE STAGES OF LEARNING

The phases of learning for each child begin with the first day of life and include prenatal life. The fact is that before birth,
the baby is moving powerfully and coordinating his head, bending and stretching his fingers and toes, moving arms
and legs. An active MOTHER also helps the initial development of her child. Muscle contractions and relaxation applied,
provides time for a natural birth, painless childbirth. This participatory approach during childbirth, appears of great
benefit for the mother and son, both physically and emotionally.

1) The first year is the phase of self-elevation.

During the first week of life, the child tries to raise its head, the third of the weight of his body. In the prone position, this
attempts to lift the best weight training for the development of the posterior muscles and the best aid to the
subsequent self-elevation. THE CHILD BORNS WITH STRONG MUSCLES, SO AFTER THE PRONE POISITION IT IS
A NATURAL HELP to train his skills. IN HIS BACK POSITION, THE CHILD DOES NOT HAVE THESE EARLY
OPPORTUNITIES TO HELP HIMSELF AND EXERCISE, as he does in the bath.
The prone position allows free movement of arms and legs of the weight of his body. He tries this elevation, and
this constitutes the weight training to develop the back muscles and the best support to the posterior muscles. The child
is born with strong back muscles, so that the prone position is a natural aid to train his skills. In the back position the
child doesn’t have these early self-help opportunities, as it happens during his bath, the prone position allows free
movement of arms and legs and this leads to a rapid adaptation to the environment, games and fundamentals of
swimming. The first months of the child's life are critical to the overall development of many motor skills, as well
as enhancing emotional stability. This will help increase self-control and self-confidence.

2) Second and third year of self-projection-phase.

Gradually the child learns to master his own body weight. He tries to take his parents’ hand and he pushes all moving
objects, he tries to climb the stairs, he resists, he rolls in the ground, he hangs from the bars, etc. In all these efforts, the
child learns by trial and error to spontaneously control his energy and strength.
3) Three to six years. Phase of increased coordination of the fingers.

The child advances to more difficult physical tasks and enriches all his skills with more than one movement. He starts
playing with other children, he increases his powers of observation, imitation and decision. He consciously begins
to differentiate the concepts of fast-slow, difficult-easy, soft-heavy. These experiences lead him to improve his
own movements in space and time variations.
The teacher in basic school levels should be aware of these stages of development and movement patterns, in order to
build on the foundations of previous motor experiences and thus enrich and strengthen the individual motor skills. The
teacher must also know the individual limitations of motor development related to age. After the third of life the child
wants to run, jump, contour, hang, balance, roll, etc. Here's an ideal opportunity for a wider expressive and experimental
variety.
Given some lesser-known features of this phase, psychologists have found adequate competition and they are inspired
by some defined goals. Unfortunately, this natural desire for the children has not yet been recognized and used in a
meaningful way. There is an increased emphasis on indirect recreational experience not directed.
A learning process is aimed at teaching to swim. This ideal activity should start with children of the age of three in
swimming in not deep and shallow warm waters. This early experience avoids the unnecessary fear and the
long learning process in the deep pools. At this age, the child should not learn techniques. He must learn to feel
comfortable in the water.

4) Six to eight years. Phases of learning and experimentation of the basic or elementary techniques.

In this period the child compares and mimes more specific motor elements. He tries to jump up quickly, into deep
silence, trying to support his body over an obstacle, he tries to climb a rope or an iron bar, he tries to swing from rope to
rope, resting on his hands, throwing a ball to a teammate on the move, he tries to flex and extend his body, he
runs varied abilities or skills, etc. The teacher will ask: Who is capable of? Who can? Later, the question is: Why? And
possibly she suggests that it may be better to try as Mary did, and not like David intended to do. The teacher will ask
David, after Mary did it: How do you feel now and what is the best way? The students learn to think about one thing, by
reflection.

5) Eight to ten years. Second phase of learning. Phase of best distinctions and combinations of movements.

In the field of language the child progresses in the use of simple words to complete phases in a logical and creative
manner. A similar process occurs with combinations of movements when running and turning, jumping and spinning,
throwing and catching. All basic movements should be practiced not only in various combinations but also in different
situations, with big, small, heavy and light balls and the use of different equipment for climbing and suspension, running
barefoot on sand, grass or on slippery surfaces. Running up and down. New situations give new impulses for
coordination, for the adaptation of his own movements at different rhythms. The ball games or races, within the group,
provide an opportunity to react and adapt to changes in motion in terms of space, time and pace.

6) Ten to twelve years. The best age to progress in executions.

These are the years for competitive experiences with objective measures for mutual cooperation and team spirit in the
group activities, for learning activities and basic rescue equipment, etc. These concepts or notions, perfected in their
respective areas, can be transferred also to social situations. In this age the initiation of sports, relay races and
dancing are valuable group activities for learning the principles of cooperation.

7) Twelve to fifteen years. At this stage the beginning of the execution of movements in a coordinated
and creative movement crystallize with a personal style dominated by technology.

At this stage, rather than learning something new, the student becomes aware of his personal responsibility in relation
to motor behavior patterns and, consequently, for his own life.

The value of physical education is the quality or ability to transfer these principles of movement learned
in school, professional life and to take personal responsibility in maintaining habits of mental and physical health and the
continuation of movement.
A good physical education is not adequately measured by the amount of exercise but by the sum of experiences that
can be applied to life, work and recreation.
Its value lies in the creation of a motor intelligence, the desire to know the how and why, and the body function and
movement so necessary for a full and intense life.

TEACHING PROCESS
The teacher does not give exercises; she provides opportunities for experimentation. So, the game is the first step of
the process. Children (and adults) should receive plenty of recreational activities so as to learn the techniques to know
themselves.

The game provides freedom of action. It must be decided which direction to take in order to catch a playmate, and
solve passing situations with peers.
The second step is the motion task: Who is able to run and turn? Who can score? These questions are expected to be
answered in a especial way, in order to obtain a certain goal. But the road is free for the child to make his own choice of
how to achieve that goal. Only if the road is free we can talk about "homework" if there is only one way to get around,
there is no task, as the exercise is established or determined before.
The exercise is presented. The teacher has chosen different tasks to be performed. Every child must learn the best
technique to perform the task efficiently. This process shows three different phases:

1) Naive phase. This means that the student has no notion or technical objectives of the
different games. They play for entertainment, according to an innate impulse, but he unconsciously learns something
about himself. He tries to run, jump, throw and catch. All movements are spontaneous and personal.

2) Reflective phase. This means that the student has been encouraged and motivated
to reflect on his own actions and those of his peers. He might be asked: Why is Mary faster than me in the
climbs? How can I improve my shot at the basket? The questions using “WHY” and “HOW” will give a pregressive
introspection of the learning process.

3) Self-learning phase. Means that the student is ready to train himself, he repeats Mary’s
particular skill until he obtains perfectionl.

In short, all the stages and steps are repeatedly mentioned during the learning of each motor skill. It is very important to
note that the phases are ludic at early age by the hand of the learning stages. Only properly trained teachers who
understand and know all these steps and phases of learning can guide and direct children properly. The man, as an
intelligent been, learns through many experiences of his life, and can also do it through
movement. The whole personality can be directed (guided) and a greater self-realization can be acquired, achieved
through movement education.
Finally, the whole process of physical education towards greater self-realization, 4 dimensions should be
emphasized specifically, I AM ____, possibilities to know my physical abilities, through knowledge of the
functional internal and external effects, through training and healthy living; for example, I am flexible, I am strong, I
am coordinated, I have no strength or possess all or some of these capabilities but before all that: I AM.

I CAN ____ by the knowledge of my motor experiences which I can detect other skills and abilities, Example: I CAN
RUN, I CAN JUMP AND SPIN, I CAN SWIM. This recognition will raise the selfesteem and self-awareness and
facilitate additional experience I can. I can play in group. I can dance with a partner.
I WILL BE ABLE TO ........ through the understanding and knowledge of a successful learning process, repeating
andvigorous training and through the accomplishments that give me satisfaction. I will jump and I will climb higher, I will
run lighter, I will play with more skills and concentration. This desire opens the avenues of initiatives and lead to greater
achievements; that I can use my own point of view and my own fantasy to reach or achieve an effective and an estethic
movement. I create a new dance,I do a new exercise on any apparatus, I believe a new strategy of any game with balls.
It should be understood that especially the two dimensions of self-realization: I will be able – (I invent – I create) can be
put into action if the child has acquired basic skills, the same as the art manifestations (expressions) and language
skills.