Lesson 2

Space in Relation to Movements

Objectives:
 Space
 Differentiate general space from persona
 Locomotor and non
space
locomotor
 Distinguish locomotor from nonlocomotor
 Direction of Movements
movements
 Maximize usage of personal and general
space using number of persons from part to
whole class
 Explain space by citing concrete examples
 Maintain fitness level by performing floor
exercises and with ease and grace

Watched and observe the video clip on YouTube with the link
https://www.youtube.com/watch?v=Td78XTOPnL8 then try to fill out what elements of movement are
present or being used by the performers
Space Movements

Movements play a crucial role in the neural representation of the spatial and
temporal parameters of external physical objects. The coupling of movements and
perception, an important part of cognitive functions and critical to the success of
interactions with the environment, also requires a representation of external physical
laws.
Movements are often temporally coupled to tasks within sub-second to supra-
second range, depending on the nature of the task. For example, catching a ball in
flight requires tighter temporal coupling compared to reaching for a cup of water.
However, recent research data suggest that even tasks that do not require tight
temporal coupling, such as reaching movements or postural control, depend upon a
representation of time in the neural circuitry. Furthermore, this time-space
representation needs to be updated when adapting to changes in parameters of the
body and the environment using sensorimotor feedback of our own movements as well
as task errors, rewards or costs.
General space is the space within our boundaries. It can be indoors on a
basketball court, or outside on a field defined by lines or cones. It’s the space we all
share. Personal space is your immediate space you take up within the general space.
For our safety, it’s important that we move within the general space without bumping,
pushing, or invading each other’s personal space. This can be tricky for our youth to
comprehend and especially difficult if we have a large class size and limited general
space.

Locomotor Movements
These are movements where the body travels through space from one location
to another. Locomotor movements primarity use the feet for support however, the
body can travel on other parts such as the hands and feet.

Even Rhythm
 Walk - The walk is a transfer of weight from one foot to the other. Usually the heel
touches first.
 Run - The run is a transfer of weight from one foot to the other however, the body
is propelled into the air and suspended between run steps.
 Jump - The jump required the body to push off from one or both feet. Most
common is a two foot take off and two foot landing. A jump can take off on
one foot and land on two or take off from two feet and land one one foot.
 Hop - The hop requires a push-off from one foot and landing on the same foot.
 Leap - A leap is performed by pushing off from one foot and landing on the
other foot. The body is suspended in the and between the push off and the
landing. Can be combined with a run or walk.

Uneven Rhythm
  Skip - A combination of a step and a hop on the same foot followed by a step
and hop on the other foot. The rhythm is uneven long -short. Long (the step) and
short (the hop).
 Gallop - A forward movement where one foot leads the gallop while the other
foot follows. The lead foot steps with a bent knee and pushes off into the air and
landing on the trailing foot. The rhythm is uneven, long -short. Long (the step) and
short (the landing).
 Slide - Is similar to a gallop performed with the right or left foot leading. The
rhythm is uneven, long -short. Long (the step) and short (the landing).

Non Locomotor
These are movements that occur in the body parts or the whole body and do
not cause the body to travel to another space. However, non locomotor movements
can be combined with locomotor movements such as a walk and arm swing.
 Swing - a pendular motion of a body part that can move forward and backward
or side to side.
 Twist - a partial rotation of body parts around an axis
 Turn - a full rotation of the body around a vertical or horizontal axis. Full, half or
quarter turns
 Shake - a short quick vibrating movement in a body part or the whole body.
 Bend - a flex of a body part at a joint
 Stretch - extending a body part or the whole body
 Wiggle - a small or big, fast or slow curvy movement of a body part or the whole
body.
 Rock or sway - shift of the body weight forward, backward, side to side or in a
circular pathway.

Elements of Movement Space

1. Direction—is the line of movement taken which maybe forward, backward,
sideward, diagonal, upward, clockwise, counter clockwise, or a combination of those
mentioned.
2. Level—is movement through space that maybe done at a high, low, or medium
level.
3. Range—refers to the area covered as the body moves. It may be small as when the
movement is done in one’s place; or large when movement covers a wide area as
when getting away from one’s place.
4. Floor Pattern—the path or design that is made while moving in space is what is
termed as floor pattern. It may take a form of a circle, square, straight line or zigzag.

You may not think much about simple body movements like walking, bending, or
kicking a ball; however, fundamental body movements are the building blocks
necessary for more complex physical activities. Playing sports, exercising, and dancing
all require a command of simple, fundamental body movements.

For that reason, students should master these movement concepts during early
childhood development and elementary school physical education. Studies show that
students are more likely to stay active when fundamental body movements are
mastered at that age. When fundamental body movements are not mastered at a
young age, students are unable to participate in certain physical activities as they grow
older. For example, a student who never learns to dribble a ball cannot later
participate on the middle school basketball team.

If you've ever played a game called ''The Floor Is Lava'' and had to maneuver
around the living room or classroom without touching the floor by jumping or climbing
on things, you were developing your spatial awareness to a specific set of objects in the
room. Spatial awareness, simply put, is the ability to understand your relationship to
objects in the area around you. In other words, when you have spatial awareness, you
know how to move through a room without bumping into things.

When police officers give someone a field sobriety test and ask him to touch his
nose, they're determining motor function, which is an aspect of spatial awareness. How
you walk through a room without walking into or falling over furniture is spatial
awareness. If you've ever watched a server maneuver through a crowded restaurant
with a tray of dishes, you're witnessing a master of spatial awareness.

To understand spatial awareness completely, you also have to understand the

function of the objects around you. This is simply a matter of knowing how you can
respond or interact with those objects. Being in front of, behind, on top of, beside,
inside, etc., are all ways that children learn to maneuver themselves with regard to
spatial awareness.

If children struggle with spatial awareness, instructors `will plan exercises and
games during which children have to judge distance and placement, such as throwing
balls or beanbags into hoops or holes.

How we move throughout the day is a constant test of spatial awareness. An

obstacle course is a fun activity for all ages that challenges and tests spatial awareness.
Activity 2.1 Read, analyze and answer each question in five sentences only.

1. Compare and contrast locomotor and non locomotor movements

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2. List down all the movements that you are doing, which of the movements are in
good combination. Why?
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Activity 2.2
Choreograph a dance routine using personal and general space as well as the
application of direction of movements with poise, grace and dignity. Submit your clip
through google classroom

Activity 2.3
Review your lesson and login to your google classroom then take the quiz.
 Below is a tool that will identify your level of proficiency when it comes to the mastery of
lesson. Rate yourself from 1 – 5 , 1 as the lowest and five as the highest. Then write the
facilitating factors that makes you proficient or hindering factors why you think you’re less
proficient in a certain area

Competency Level of Facilitating Hindering Factors

Proficiency Factors
1 2 3 4 5
I understand the lesson well
Explain space by citing concrete
examples and apply the fundamental
movements in space with poise, grace
and dignity
I did the required activities set by my
instructor timely
I participated well in class discussion
I am now ready for the next lesson
Total
 References

Oyco, Virginia D. (2008). Physical Fitness for College Freshmen. Manila, Philippines: Rex Bookstore Inc

Jimena, Edgar C. (2010). Dance your Way to Fitness. Manila, Philippines: Rex Bookstore Inc

Philippine Normal University. Physical Wellness for Healthy Filipinos. PNU Press

Aerobics and Fitness Association of America. Fitness Theory and Practice. (2002). AFAA USA

https://courses.lumenlearning.com/suny-ap1/chapter/types-of-body-movements/