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Chapter 18

Chapter 18. Relationships. Chapter 18 Key Points. Refers to with whom or with what the body moves Entails three components: Relationships of body parts Relationships with people Relationships with objects and/or people. The Relationship Movement Concept.

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Chapter 18

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  1. Chapter 18 Relationships

  2. Chapter 18 Key Points • Refers to with whom or with what the body moves • Entails three components: • Relationships of body parts • Relationships with people • Relationships with objects and/or people

  3. The Relationship Movement Concept The Concept of Relationships With Whom or With What the Body Moves Relationships of Body Parts • Round (curved) • Twisted • Narrow • Symmetrical • Wide • Nonsymmetrical Relationships with people • Leading/following • Groups • Mirror/matching • Partners • Unison/contrast • Solo Relationships with objects and/or people • Between groups • Alone in a mass • Over/under • Meeting/parting • On/off • Surrounding • Near/far • Around • In front/behind • Alongside

  4. Movement Concepts in Physical Education Space Awareness (where the body moves)• Location• Directions• Levels• Pathways• Extensions Effort (how the body moves) • Time• Force• Flow Relationships (with whom, or what the body moves) • Of body parts• With objects and/or people• With people

  5. Chapter 18 Key Points • The Wheel • A graphical illustration of the inter-relationship of the Movement Concepts and Skill Themes and their sub-components • Outer ring describes idea • Middle ring gives categories within the idea • Inner ring defines the category components

  6. Movement Analysis Framework: The Wheel

  7. Chapter 18 Key Points Teaching Relationships • With self • Begin teaching simplest concept for children to understand, i.e. self-relationships (e.g. body parts, body shapes). Once children have developed functional understanding of the relationship among body parts, shift emphasis to relationships with different objects or with others • With objects • Develops an understanding of vocabulary such as on, off, along, over, under, around, surrounding.

  8. Chapter 18 Key Points Teaching Relationships (cont) • With others • Develops an understanding of vocabulary such as near, far, in front, behind, alongside • Usually combined with the study of other concepts and skills, including concepts of alone in a mass, solo, partners, groups and between groups • Tasks should be presented to children in a progressive way: Solo/alone  partners  3 or 4 collaborative task  groups

  9. Chapter 18 Key Points Some teaching points: • We want children to have a functional understanding, i.e. to KNOW what relationship concept means • When combining “relationship + skill”, it is important to: • Observe demonstration of child’s understanding of the concept not his/her skill performance • Shift focus to observing skill, when child demonstrates mastery of concept

  10. Chapter 18 Key Points Some teaching points (cont) • Relationships and Games • Child should be at control level of skill before being introduced to concept of relationships with objects during game contexts • Child should have developed a skill well enough to successfully work with partner/in small groups before introducing relationships with others

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