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Chapter 17

Chapter 17. Effort. Chapter 17 Key Points. Defines HOW the body moves Components include Time, Force, Effort Highly skilled individually can reflexively perform proper amount/degree of time, force and flow

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Chapter 17

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  1. Chapter 17 Effort

  2. Chapter 17 Key Points • Defines HOW the body moves • Components include Time, Force, Effort • Highly skilled individually can reflexively perform proper amount/degree of time, force and flow • Children however need initial contrasting experiences in extremes (hard/soft; fast/slow), followed by graduations of the extremes and eventual application of these concepts in relation to specific skills in different situations

  3. Chapter 17 Key Points • Imagery helps children distinguish among these concepts as it helps them envision and focus on the movement quality of the image created (e.g. move like a hippo – with slow lumbering movements)

  4. The Effort Movement Concept The Concept of Effort: How the Body Moves Time • Fast • Slow Force • Strong • Light Flow • Bound • Free

  5. 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

  6. Movement Analysis Framework: The Wheel

  7. Chapter 17 Key Points • Time • Learning Experiences should: • Allow for a functional understanding of time by contrasting fast and slow • Include the ability to execute movements at varying speeds necessary for adapting, changing or creating a situation • Force • Is the contrast of muscular tensions along a continuum from strong to light • Learning Experiences should: • Allow for a functional understanding of force by contrasting the strong and light actions of the body.

  8. Chapter 17 Key Points • FlowDepicts whether the mover or the movement is in control of the action. • Free Flow: • movement is in control of action and is not stoppable at given time (e.g.batter’s swing). • Bound Flow: • Mover is in control of action (e.g. traveling, freezing) Learning Experiences should: • Allow for a functional understanding of free flow and bound flow

  9. Chapter 17 Key Points Some teaching points: • Teachers should focus on effort concepts until children understand terminology and can demonstrate the extremes of each concept • Once mastered, such concepts should then be applied to actual skill learning situations

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