BUKIDNON STATE UNIVERSITY

Malaybalay City, Bukidnon

College of Education

MODULE in PE1
Path-Fit 1 Movement
Enhancement

PHYSICAL
EDUCATION
DEPARTMENT

AUTHOR:

JOVEN P. DADAP

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 Foreword

This module in PE-1 is intended for students to enhance their

movements to be able to cope with the daily activities without undue fatigue.
The module contains varied activities that would somehow maintain the
fitness aspects of every student depending on their individual fitness needs.
Different parts of the module were designed to address the learning needs to
the students not only as a course requirement but also for lifelong learning
which promotes self- directed learning.

The module is composed of different learning activities that would allow

students to acquire learning through the learning concepts, activate their
prior knowledge, apply what they learn from the module. Moreover, the
learning of the students will also be assessed through the activities presented
in this print material.

This module will also provide deeper understanding and awareness on

proper nutrition information after the students have learned the previous
lessons on motor skills and movement concepts to improve physical activities
towards health and fitness (PATH-Fit) learning.

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 TABLE OF CONTENTS

Lesson Topic Page

MODULE 1 INTRODUCTION TO MOVEMENT

lesson 1: Movement Concept 4-9

lesson 2: Fitness Concept 10 -18

lesson 3: Healthy Eating 19 - 26

MODULE 2 FUNDAMENTAL MOVEMENT PATTERN

Lesson 4: Locomotor 29 - 32

Lesson 5: Non-locomotor 33 -34

Lesson 6: Manipulative 35 –
38

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 PATH-FIT 1 - MOVEMENT ENHANCEMENT

Module I- Introduction to Movement Enhancement

Module
: Overview:

This module is designed to explore knowledge and skills that will help you to
develop lifelong habit of physical fitness and wellness through movement
enhancement. Its primary goal is to engage you in simple interactive activities to
explore movement concepts, its four factors, and movement skills.

CO1: Demonstrate understanding

on the fundamental movement
patterns, fitness concepts, exercise and
healthy eating principles essential in
LESSON 1: MOVEMENT CONCEPTS promoting a physically active lifestyle.
After completing this lesson, you will:

 Explain the fundamental movement pattern in promoting

physically active lifestyle.

ACTIVATE

Activity 1: Working with Words

Tasks:

In your own understanding provide words that represent movement pattern. After your
answer has made, you are to explain or support your answer.

WORDS SUPPORT

1. Dancing It is an instrument that uses body to express oneself in music

2. Sports Activities Involves both mental and physical movements.

3. Household While doing household chores you may experience a

Chores movement that can exercise your body a lot

4. Exercise The body needs to be physically fit.

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 5. Eating By chewing you can exercise your mouth

ACQUIRE:

LEGAL BASIS

Article XIV, Section 19 of the 1987 Constitution of the Philippines

- It is a declared policy of the state to “give priority to education, science and

technology, arts, culture, and sport to foster patriotism and nationalism, accelerate social
progress, and promote total human liberation and development”

- The State shall promote physical education and encourage sports programs, league
competitions, and amateur sports, including training for international competitions, to foster
self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry.

- All educational institutions shall undertake regular sports activities throughout the
country in cooperation with athletic clubs and other sectors.

WHAT IS PHYSICAL EDUCATION?

- Physical education is an integral part of the educational system which promote the
optimum development of an individual (Dimensions of Health) physical, mental, emotional,
social, and spiritual through active participation in any physical activities.

- Physical education is a discipline that focuses on different body movements to

improve. It controls and maintains the mental and physical health of the human being. This
discipline can be seen as a therapeutic, educational, recreational, or competitive activity. It
encourages coexistence, enjoyment, and companionship among the participants.

WHAT IS MOVEMENT?

Movement is the keystone of Physical Education. It may be affected by physiological

factors (physical fitness and body build), biomechanical factors (teaching movement skill
effectively), sociological factors (competitor, team mates) and psychological factors (fear,
anxiety, self – concept). So teachers should understand some of its dimensions. (Kayal,
2016). Furthermore, movement performed or controlled by the voluntary action of muscles,
working in opposition to an external force. (Gardiner, 1980).

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 Movements are bound to evolve in space as well as in time. And in this evolution of
movement the weight of the body is brought out into flow. These four elements- Space,
Weight, Time and Flow- are the building blocks of Laban’s effort taxonomy. They are four
motion factors towards which the mover adopts a fighting or indulging attitude as follows.

MOVEMENT CONCEPTS

Movement concepts are basic to understanding efficient, effective movement. They assist
students in developing the structure of the content (the classification) and the language of the
field. The classification used here includes body awareness, space, qualities of movement,
and relationships. The use of movement vocabulary is an essential part to learning in physical
education. These concepts are inherent in any movement, from the simplest of motor skills to
the most complex sport skills. The classification listed here is a combination of concepts
taken from Robert Pangrazzi’s 15th edition of Dynamic Physical Education for
Elementary School Children and Beverly Nichols 3rd edition of Moving and Learning;
The Elementary Physical Experience

CLASSIFICATION OF MOVEMENT

Body Awareness – what the body can do; the shapes it can make, how it can balance, the
transfer of weight, and flight.

Shapes the body makes – Many shapes can be formed with the body, such as long and short,
wide or narrow, straight or twisted, stretched or curled, symmetrical or asymmetrical.

Balance or weight bearing – Balance demands that different body parts of the body support
the weight or receive the weight. Different numbers of body parts can be used as body
supports and involved in movements. The body is in a balanced position when its center of
gravity is over its base of support.

Transfer of body weight – Many skills demand moving the body weight from one body part
to another, such as walking, leaping, rolling, etc.

Flight – The amount of time off the floor distinguished flight from the transfer of body
weight. Examples include jumping onto a climbing rope, hanging, and running.

Space – where the body can move

General or personal – General space (also known as playing area) is the total area used by
all students. Personal space is the immediate area surrounding a person, including the space
within the natural body extensions.

Directions - This refers to the desired route of movement, whether it is up or down, forward
or backward, right or left.

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Level – This defines the relationship of the body to the floor or apparatus or height in space,
whether it is low, medium, or high.

Pathways – This trait describes the lines of movement in space, straight, curved, zigzag, or
other combinations.

Planes – Planes are somewhat specific pathways defined as circular, vertical, and horizontal.

Qualities of Movement – how the body moves (Many of the qualities of movement require
the application of mechanical principles.)

Time or speed – This quality deals with the speed and duration of the movement, moving to
a constant rhythm or accelerating or decelerating.

Force – Force is the effort or tension generated in movement. Learning how to generate,
absorb, and direct force is an important outcome.

Flow – This factor establishes how movements are purposely sequenced to create continuity
of movement, usually in terms of interrupted (bound) or sustained (free) flow. Interrupted
flow stops at the end of a movement or part of a movement. Sustained flow involves
smoothly linking different movements or parts of movements.

Relationships – with whom and/or to what the body relates

Near-far – close to the body/object or a distance away from the body/object

Above-below – in a position higher than the body/object or lower than the body/object

Over-under – similar to above and below

In front-behind – forward of the body/object or in back of or to the rear of the body/object

On-off – engaged in an activity or suspension of an activity

Together-apart – simultaneously or separately

Leading-following – position at the front or to go after someone or something

Mirroring-matching – parts are reversely arranged in comparison with someone/thing or

parts are similarly arranged in comparison with someone/thing

Unison-opposites – when two or more parts work together or when two or more parts work
contrary to one another

Together-apart – in association with another/thing or away from one another/thing

Symmetrical-asymmetrical – having corresponding points/proportions or lacking

corresponding points or proportions

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(https://studylib.net/doc/7985736/movement-concepts-movement-concepts-are-basic-to)

LABAN’S BESS MOVEMENT THEORY

1. Body
The body category describes structural and physical characteristics of
the human body while moving. This category is responsible for describing
which body parts are moving, which parts are connected, which parts are
influenced by others, and general statements about body organization.

2. Effort
Effort or “dynamics,” is a system for understanding the more subtle
characteristics about movement with respect to inner intention.

3. Shape
While the Body category primarily develops connections within the
body and the body/space intent, the way the body changes shape during
movement is further experienced and analyzed through the Shape category. It
is important to remember that all categories are related, and Shape is often an
integrating factor for combining the categories into meaningful movement.

4. Space
One of Laban's primary contributions to Laban Movement Analysis
(LMA) are his theories of Space. This category involves motion in connection
with the environment, and with spatial patterns, pathways, and lines of
spatial tension

Movement skills must be explicitly taught; they are not acquired simply through
participating in activities of various sorts. However, these skills should not be taught in isolation from
context in which they will be applied. Instead, they should be taught in a way that demonstrates how
they will be used within and across a variety of physical activities, so that children and youth can
apply and transfer their skills to specific activities.

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9
 (https://link.springer.com/chapter/10.1007/978-3-031-05890-5_16)

APPLY:

Activity 2: CONCEPT MAP

` to create a
Instruction: Use the Laban’s BESS movement theory
concept map of your current understanding. You can add from the list
in creating your map.

EXAMPLE
CONCEPT MAP

Laban Bess

Movement

body shape effort space

shape flow
movement time kinesphere
support

movement shape
flow geometry
sequence qualities

connection spatial
between diff. shape forms weight
body parts
intention

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Activity 3: DESCRIPTIVE ESSAY

Write a descriptive essay of LABAN’s BESS movement theory in promoting

physically activitive lifestyle in times of COVID.

Keeping an Active Lifestyle in the Face of the Pandemic

The epidemic has created many opportunities, but there are usually drawbacks
attached to them as well. All of our communities have gradually embraced the new
standard. Our way of life at this time has been impacted by the fact that we are not
permitted to go outside and exercise. In light of this, how can we continue living an active
lifestyle when at home? We may certainly integrate many things from outside activities
into our own homes, and we can also employ Laban's Bess movement theory to
encourage active living.

Even if exercising outside is permitted in certain places these days, we can't just
take a chance on our safety since we can't see the virus, which some people may
contract. simply by coming in contact with metal surfaces that have been exposed to
contaminated person droplets. The virus causes those who have it to lose their sense of
taste, and those who already have it may experience difficulties from leading sedentary
lifestyles. Due to this issue, everyone has to understand that working from home and
performing activities that will make your stay more productive, such as exercising at
home, has become the new normal. This is where performing workouts that benefit our
minds and bodies may use Laban's Bess movement theory. Numerous workouts, including
yoga, simple exercises, and dance, are things we may perform at home. Yoga, which
relaxes the spirit and mind and is best done in conjunction with calming music, is ideal for
our mental health.

Maintaining an active lifestyle might be challenging at times, but we must

remember that it is crucial for our health. By only employing Laban's Bess movement
theory, we may already achieve and maintain an active lifestyle that will allow us to guard
against dangerous conditions like cardiovascular disease. We should be more productive,
especially in times like these, and use our respective time effectively. So many things,
including our own health, may benefit from leading an active lifestyle.

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 RUBRIC (20pts)
Descriptive essay

LABAN’s BESS Movement Theory

Category Exemplary Accomplished Developing Beginning

5 3 2 1
Introduction Introductory sentence Introductory Introductory No attempt is
clearly states subject sentence states sentence attempts made to state the
of paragraph and subject of paragraph to state subject of subject of the
captures reader's but is not paragraph but paragraph.
attention. particularly inviting does not capture
to the reader. reader's attention.
Focus on Topic There is a clear, well- Main idea of Main idea of The main idea of
(Content) focused topic of Laban’s BESS Laban’s BESS Laban’s BESS
Laban’s BESS movement theory movement theory movement theory
movement theory. clear but the is somewhat clear is not clear.
Main idea in supporting but there is a need There is a
promoting physical information in for more seemingly
Activity in times of promoting physical supporting random
COVID stands out and Activity in times of information in collection of
is supported by COVID is general. promoting information in
detailed information. physical Activity promoting
in times of physical Activity
COVID. in times of
COVID.
Sequencing Details are placed in a Details are placed in Some details are Many details are
(Organization) logical order and the a logical order, but not in a logical or not in a logical or
way they are presented the way in which expected order, expected order.
effectively keeps the they are presented / and this distracts There is little
interest of the reader. introduced the reader. sense that the
sometimes makes writing is
the writing less organized.
interesting.
Conclusion The conclusion is The conclusion is The conclusion is There is no clear
(Organization) strong and leaves the recognizable and recognizable, but conclusion, the
reader with a feeling ties up almost all the does not tie up paper just ends.
that they understand loose ends. several loose ends.
what the writer is
"getting at."

SCORE: _______________________

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 ASSESS:

Section Code: _A575_

Activity 4: BALAN’s BESS MOVEMENT THEORY (group activity)

A. Create and perform a simple exercise with the application of the LABAN’S BESS movement
theory.
a.1 Analyze the performed movement exercise from the LABAN’S BESS movement theory
following the matrix below.

BODY EFFORT SHAPE SPACE

(Parts of the (quality of Action) (movement description, (direction)

Body) Body position)

Hands Can move objects

Feet

Hips

Group Names: 1. Seas, Rose Marie

2. Sampilo, Jeanny
3. Pinsahan, Mary Cris
4. Armodia , Jun Warren
5. Jarabe, Jerrome
6. Rambuyon, Christian Dave
7. Bendecion, Seth Ryedric
8.
9.
10.

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