This is the 3rd podcast in a 4-part Movement Education Model series recorded by Ross Chakrian. This particular podcast provides an example lesson on the movement education model and explains how it differs from a traditional approach to the topic of skills.
[0:03] Hey everyone, today on the PE Express podcast we're going to explore the third of four different sessions related to the movement education model within elementary physical education. Let's go.
[0:31] For those of you who haven't already checked it out, be sure to listen to the 1st and 2nd podcast in this series to give you a better understanding of the foundations, concepts and elements of the movement education model. Today we are going to compare how a model movement education lesson differs from a traditional skill topic approach lesson and give you some examples of what these differences look like using the instructional content from balancing. With a balancing lesson using the traditional thematic approach, your lesson introduction might look like this: “Today we are going to practice balancing. When we balance ourselves, we want to keep our bodies as still as possible by doing two things, tightening our muscles and keeping our eyes fixed on something stationary. Now I'm going to do some balancing and want you to try copying me into your space. So while this type of course can certainly be standards-based and aligned with SHAPE America's grade level results, it does not leave much room for students to develop thinking, skills, creativity or voice and a higher order choice. This is where the movement education model can be particularly suited if you are looking to promote these kinds of values in your classroom.
Example of Ed motion model
[1:45] When teaching with the movement education model, consider it based on the idea of asking, not telling. This is really the opposite of a traditional approach to the topic of skills where you do a demonstration explaining the clues and then give the students time to practice. It's a little more conducive to a reproductive type approach in education. Movement education is a much more student-centered approach, and it's more on the side Mosston's Productive Teaching Styles, such as guided discovery and divergent discovery. So, in movement education, teachers present a movement problem for students to solve in relation to the essential question of the day of the lessons using one or more concepts that we looked at in the last podcast, such as the body. , space, effort or relationships.
[2:36] So this is what a lesson introduction emphasizing the concept of the body might look like when using the movement education model. “Today we're going to use our body to try to solve a movement problem, it's how can we use different parts and positions of the body to allow us to balance in different ways. In your space, see if you can create a balance that you can maintain using just five body parts touching the floor. First, think about what parts of the body you think you can use to do this and what your body position will need to look like to create it. When you hear the Tamborine, keep your body as still as you can. So, based on the information you just heard, you can then use different questions to allow students to explore more potential solutions to the same problem through divergent findings, upon which this whole model of movement education is based. .
[3:26] Another task I could give my students from there might be, “Great. Now show me a different way to balance using five body parts touching the ground. Remember, first think about what parts of the body you think you can use to do this and what your body position will need to look like to create it. When you hear the Tamborine, keep your body as still as possible.
[3:47] Or even a different one from there. “Great, here's another challenge. How can you balance using five body parts touching the ground, two of them being your elbows? Think first and plan it. When you hear the Tamborine, keep your body as still as possible.
[4:02] And one last task that I could give them. “Fantastic. Think about what the word wide means. How can you maintain balance using five body parts touching the ground while creating a wide shape with your body? Remember, think first and plan. When you hear the Tamborine, hold your body as still as possible.
[4:21] So now that you're more familiar with what a movement education model lesson looks like and how it differs from a traditional approach-type skill-themed lesson, be sure to tune in to the next podcast of this series for how to use assessment strategies. as part of movement education.
Stand on any gymnasium floor and look up – way up. At first glance, it doesn’t take much to imagine the level of sophistication in some of the equipment located overhead, not to mention the process of safely installing it. But with today’s technology and automation being built into so many of these products that are used on a daily basis, the question that often comes up is how to manage it all.
Many choose to have manual systems and equipment in place for reasons such as simplicity or with budget in mind. While there is nothing wrong with this type of operation and equipment, in terms of operational optimization, many are trending in the opposite direction.
With everything from BASKETBALL BACKSTOPS that fold up into the ceiling or off to the side, to gym divider curtains, scoreboards and even volleyball systems, the modern gymnasium is becoming a connected one. With most of these products coming with independent electric controls, innovative solutions to manage them are now on the forefront.
Located along the Rideau Canal, one of our most recent projects brought us into Canada’s national capital to work on another gym partition that needed replacing.
Originally founded as an all-girls school in 1928, IMMACULATA HIGH SCHOOL opened with an initial enrollment of just 85 at the site of the former Christie mansion. The following year, enrollment nearly doubled, and a new building was quickly constructed, and the school’s first commencement followed.
It wasn’t until 1978 that male students were enrolled at the school as enrollment swelled to nearly 1, 000 students towards the end of the 1980s. After 65 years of education, the school officially moved to its current location along the canal and currently serves as home to the school’s sports team, the Immaculata Saints.
In search of a new set of rugby goals for one of their biggest athletic parks, the City of Toronto once again came knocking at our door. Having done a few projects together in the past, they are a group that we truly always enjoy sérieux closely with. When the time comes to outfit an outdoor visite, we are always flattered to make the short list of potential partners. In early 2020, the city was in search of a new set of rugby goals for EGLINGTON FLATS, located in the York region. Constructed on the Humber River Floodplain in 1954, today the park is heavily focused on sports, with six soccer fields, four field hockey pitches, a football field, winterized sport tennistique petits and of course, the rugby field.
While we all certainly enjoy watching something come to fruition, there is something extra special about being involved in the revitalization of something as well. Over the years, we’ve been blessed to be involved in a number of these variétés of projects ranging from local community centres and schools all the way to nationally recognized institutions such as Queen’s University.
We’ve been granted access to stripped out gymnasiums and open athletic fields to style and eventually install state-of-the-art athletic equipment and infrastructure. From simple bleachers, to basketball systems to complete grandstands designed to accommodate tens of thousands of fans, these projects have and always will hold a special place in our hearts.