Principles of Motor
Control and Learning of
Exercise, Sports and
Dance
BY: DIVINA B. BANGAYAN
Course Description
Thiscourse covers human information
processing in relation to the development
of motor skills. The student should be able
to apply structure, present and evaluate
effective learning situations when
teaching human movement
PHYSICAL EDUCATION
STRANDS
Motor and Health and Sports- Knowledge Knowledge Aesthetic
Sports Skills Fitness related and of Sensitivity
Values and practice of Movement
Attitudes Safety
Areas of Activity
Generic Skills
KS1 #Fundamental Movement
Values and
Attitudes
Physical Fitness
Aquatic Spots
KS2
Swimming &
Gymnastics
Ball Games
Activities
Activities
Athletics
Outdoor
General
KS3
Dance
Others
KS4
Overall Aims in PE
Defining Fundamental Movement
Movement- the act of maintaining or changing the position/s of body part/s. Some movement
are simple (e.g. walking). Some movements are complex (e.g. turning a somersault).
Fundamental Movement- a movement that is simple and basic for participating in or performing
different types of physical activities (e.g. walking, running, jumping, catching). Children develop
fundamental movement as they grow.
Fundamental Movement Skills: Refined fundamental movements for efficiency or expressive
purposes. They need to be learned
Defining Fundamental Movement
Locomotor skills -Fundamental Movement skills for travelling from one place to another
Stability Skills-Fundamental Movement skills for maintaining balance on spot or when moving
Manipulative Skills-Fundamental Movement skills for controlling objects
Fundamental Movement activities-Activities which are conducive to the development of
fundamental movement Skills.
FUNDAMENTAL MOVEMENT
Stability Skills
• Straight-sideward
Manipulative Skills
Locomotor Skills • Underarm throwing
rolling • Overarm throwing
• Walking • Sideward rolling • Catching
• Galloping • Forward Rolling • Underarm rolling
• Skipping • Backward Rolling • Bouncing
• Airborne turning • Catching and rolling ball
• Step-hopping
• Twisting • Passing and Catching
• Sliding • Striking
• Running • Stretching
• Shooting
• Dodging • Curling • Batting
• Hopping • Jumping and landing • Punting
• Leaping • Balancing • Kicking
• Standing high jump • Snap stop/Direction • Dribbling (with foot)
changing • Trapping (a rolling ball)
• Standing long jump
CONCEPT OF MOVEMENTS
Vital to the achievement of the philosophy, aims and
objectives of physical education is movement. Movement for
some reason seem to set the brain working. It is closely
connected with the mind and the spirit. It is inherent in any kind
of growth activity. The act of growing is movement. Mentally,
Spiritually, and Physically, people need to move. People move
in their own unique way and fashion. In Physical education,
movement experiences help students to express themselves.
They learn to move for many purposes, gaining success,
satisfaction, and positive attitudes toward activity.
MOVEMENT
Defined as a change in position in space. Whenever there is no change of
position, there is no movement.
The most basic element of learning experience in physical education is
learning how to move.
It is important in all movements.
STRUCTURAL FRAMEWORK OF MOVEMENT
BODY AWARENESS- It is essential that
students be able to identify specific body
parts. They should acquire a functional
vocabulary of part names. They should
learn what they can move.
BODY PARTS
HEAD UPPER EXTREMITIES TRUNK/BACK LOWER EXTREMITIES
Forehead Shoulders Chest Buttocks
Eyes Forearm Abdomen Thighs
Nose Hands Waist Knees
Mouth Wrists Hips Leg
Chin Fingers Upper back Ankle
Ears Palms Small back Shin
Face Knuckles Feet
Neck Toes
Nape Heels
Sole
Balls of the feet
MOVEMENT CONCEPTS
They are ideas used to modify or enrich the
range and effectiveness of skill employment.
They describe how the skill is to be performed.
Movement concepts are employed to
embellish, enhance, or expand the quality of
movements (Graham, 2001). Concepts modify
skills.
SPACE AWARENESS
In terms of moving, it is where the body moves. The body moves in self-
space and general space, in different shapes and directions, at different
levels, through different ranges, along different pathways, and in relation
to objects and other body parts. The students should learn where they can
move.
Location :
Self-space is a limited area when one moves in a stationary or fixed base
General space is an unlimited area where one moves from one place to
another
Directions: Up/down; Forward/backward; Right/left
Clockwise/Counterclockwise
Levels
Low level is usually designated as anything below the person’s own hip
level
Middle level usually any movement or shape that is between the
person’s own hip level and the top of the head when standing normally.
High level is anything above the person’s own normal head height and
may include standing on the half toe, movement into the air, and
upward movements, or by being lifted.
PATHWAYS
The path created by the combination of various
directions and by the person’s movement through
space that results in a floor pattern.
Straight/curved/ zigzag
Extensions: Large/Small/Far/Near
Effort
This has something to do with how the body moves. It can be in terms of
weight, flow and time. The students should learn how they can move the
body.
Time: Fast/Slow; Sudden/Sutained
Force: Strong/Light
Flow: Bound/free
Relationships
What types of relationships are occurring when they move? This is the
compatible relationship of movement with body parts, with objects, with
other bodies or people, and adapting the body
Of body parts: Round (curved), narrow, wide, twisted; Symmetrical/Non-
symmetrical
With objects and /or people: Over/under; On/off; Near/far; in front/ behind,
Along/through: meeting/ parting; Surrounding; Around; Alongside
With people: Leading/following; Mirroring/ Matching; Unison/contrast; in a mass;
Solo; Partners; Groups; Between Groups
