Using movement principles as a tool in observation
In order to monitor learning, you need to have acquired, and be able to apply, knowledge and
understanding about the constituents/principles of movement. This language enables you to both observe
and describe movement in a more comprehensive and detailed way. Indeed the extent to which you are
able to see without the requisite language is debatable. Certainly you need a rich, varied, accurate and
imaginative facility with language in order to communicate appropriately and relevantly with all learners.
Movement principles were first described by Rudolf Laban (Davies 2001) as consisting of four elements:
body awareness (what the body can do); spatial awareness (where the body can move); effort or dynamic
awareness (how the body can move) and relationship awareness (with whom or with what the body can
move). The movement principles provide a very versatile framework/tool kit for the PE teacher to observe,
analyse, evaluate and record movement. The movement principles enable teachers to see beyond the
surface; they allow the teacher to drill down to the fundamental movement concepts that underpin all
movement. This enables you to refine your analysis of specific skills and thereby increase the likelihood
that your pupils will achieve more successful activity outcomes. In so doing they provide a common
language and thereby facilitate clear communication. Knowledge and understanding of Laban’s analysis
enables you to both recognise and articulate where parts of the body need to be used successively, in a
tennis serve for example, or where attention to impulse and impact generates increased security of
execution in gymnastics. Without this knowledge and understanding you may not recognise what is
needed. In such circumstances, feedback lacking sufficient specificity could be construed as criticism rather
than critique. Where your feedback demonstrates such a depth of knowledge, pupils inevitably give you
respect.
See below for a simple framework of the movement principles. Using one ‘box’ at a time, any movement,
motor skill or pattern of movements can be analysed by circling the appropriate movement vocabulary
indicated. The vocabulary in each box is not definitive; you can add more yourself as necessary. For
example, if you are observing swimming, you may want to add ‘diving’ or ‘tumble turn’ into the Body box
under Body Actions. In this way, the framework is ‘elastic’ and can expand as your observation skills
increase. Indeed it is important that you expand the boxes to include the specific movement information
that is relevant for your teaching context. The use of generic vocabulary, e.g. travel, jump, is of limited
value for you as the observer or for your pupils receiving feedback.
Learning to Teach Physical Education in the Secondary School, 4th Edition
© 2015 Susan Capel and Margaret Whitehead (eds)
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Laban’s analysis of movement – a tool box for teaching
BODY


SPACE

Bend/stretch/twist (fundamental to all movements)
Actions that:
 travel, e.g. run, dash, gallop, sprint
 turn, e.g. pivot, spin, spiral, rotate
 jump, e.g. skip, leap, vault, bound (five varieties)
 gesture, e.g. contract, extend, spiral, arch
 transfer the weight of the body, e.g. roll,
cartwheel, fall, slide
 are still, e.g. stop, freeze, balance, halt







Body parts that:
 support, lead, are isolated and/or emphasised
 can be used simultaneously or successively

general space/personal space
size of movements
levels: low/medium/high
shape in space: curved/straight
directions: up/down, forward/backward, right/left
(open/close)
planes (2D movements): door/vertical plane
(high/low + open/close); table/horizontal plane
(open/close + forward/backward); wheel/sagittal
plane (forward/backward +high/low)
diagonals (3D movements): e.g.
high+forward+open to low+backward+close
pathway: linear (becomes angular)/circular
(becomes twisted) on the floor and/or in the air
Body shape:
 small, twisted, wide and/or thin
 symmetrical/asymmetrical
EFFORT/DYNAMICS
RELATIONSHIPS
Weight, space, time and flow are the names given to
four continua. Each continuum has two extremes and
a range of possibilities between them.
Relating to the space: floor; walls; pitch; arena; court;
stage
Relating to objects: balls; hoops; goals; weights;
benches; mats; horse; climbing frame
Time:

slow/sustained/lingering

fast/sudden/rapid/quick

accelerating/decelerating
Weight/tension:
 strong/firm/maximum tension
 light/soft/fine/minimal tension
 relaxed/no tension
Space:
 direct/piercing/focused
 multidirectional/flexible/unfocused
Flow:
 bound/restrained/stoppable
 free/unrestrained/ongoing
Each continuum provides single motion factors, e.g.
Relating to people:
 solo:
o alone
o alone in a mass
 duo:
o copying/mirroring
o leading/following
o meeting/parting/passing
o action reaction (question/answer)
o unison/canon
Small/large group/whole class: groups, however large,
can deploy the same relationships as duos, although
groups offer the additional possibility that:
 a number of different relationships can occur
simultaneously, creating inter-group relationships
 numbers in groups can be used variously, e.g. a
group of six might include one solo, one duo and a
Learning to Teach Physical Education in the Secondary School, 4th Edition
© 2015 Susan Capel and Margaret Whitehead (eds)
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sudden which can be combined with one other
(sudden+swift), two other (sudden+swift+bound) or
three other (sudden+swift+bound+direct) motion
factors.

trio
groups can create a greater range of formations,
e.g. lines, wedges, circles
Spatial relationships: over; under; around and through,
which may/may not involve contact and/or lifts
Laban’s analysis: a framework for observing movement
Laban’s analysis provides a very usable tool for observation. There is no right or wrong when using this
tool; however, the structure gives you a framework within which to observe pupil learning.
All observations will relate to the intended learning outcomes (ILOs) for the lesson. Planning requires the
teacher to identify teaching/observation points in relation to the ILOs. Teaching/observation points
provide prompts for the teacher. Having identified a task that will facilitate the ILO, the teacher lists the
points s/he would expect to see if the learning is taking place. If the teacher does not see these points,
then s/he will articulate the relevant points in order to assist/reinforce/clarify the learning. Laban’s analysis
provides a framework for developing observation and feedback designed to support/challenge all pupils to
realise their learning potential. Whether you are teaching skills or tactics, Laban’s analysis assists
observation. Moreover, Laban’s analysis provides support for the teacher new to planning, alongside the
more experienced teacher eager to challenge all pupils to produce the highest-quality work.
Examples of the use of Laban’s analysis for planning, observation and feedback
Using the elastic boxes framework as an observation tool opens your eyes to your pupils’ movement
vocabulary and movement mastery. You can see where they lack experience and thus are able to address
this in your future planning. Of course, all observations will relate to the ILOs for the lesson. Rigorous
planning should provide prompts for observations in relation to the lesson ILOs. Indeed Laban’s analysis
supplies the tools for rigorous planning, observation and feedback (teaching). For example:
Learning to Teach Physical Education in the Secondary School, 4th Edition
© 2015 Susan Capel and Margaret Whitehead (eds)
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ILO: pupils will be able to transfer their weight quickly, efficiently and safely when rolling
Task
Weight
transference/
sideways roll
from standing
to standing
Organisation
Teacher
demonstration –
safety
Do together
Observation/teaching points
What: weight over support, body parts aligned.
Simultaneous bending of body parts. Transfer the
weight successively from left shin to thigh, hip, back to
right hip, thigh, shin, until upright (crouched) with
weight on left foot. Use left hand for support if
required. Complete one rotation. As confidence
develops, add a jump to start.
Observe class
Teaching points
on the board
Where: down (as low as possible) – across – up. Thin –
small – thin body design in the space. Linear – circular
– linear air pattern. Linear pathway on the floor. Body
as small as possible whilst rolling. As confidence
develops, add a hold, a wide shape, to finish.
How: controlled descent. Allow gravity to provide
impulse for roll. Maintain momentum until weight is
over left foot. Use right hand for additional impetus if
required. As confidence increases, accelerate through
the descent and decelerate through the ascent.
With whom/what: Ensure that you are working on
your own in a space. Remain facing the front
throughout. As confidence increases, vary relationship
with the room whilst retaining awareness of your
peers – safety.
You should note that all of the teaching/observation points relate directly to the ILOs.
You should be aware from the above that Laban’s analysis provides you with a tool to with which to
differentiate. The analysis enables you to start with the more fundamental features of the movement
experience, increasing your expectations as you see your pupils’ confidence increase.
Learning to Teach Physical Education in the Secondary School, 4th Edition
© 2015 Susan Capel and Margaret Whitehead (eds)
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With experience it may not be necessary to plan in such detail. The four categories of Laban’s analysis may
provide sufficient prompts for you to analyse/observe what the body is/should be doing; where in the
space, how and with whom or what the body is/should be moving.
You should know that Laban’s analysis is useful for tasks which are more pupil centred as well as teacher
centred. For example, in dance composition, having used Laban’s analysis to ensure that movement
responses are accurate, what, where, how and with whom/what can be used to prompt more imaginative
responses, e.g. Can you make X bigger, decelerate, freeze with impact, emphasise the torso … ? In a
cooperative learning episode, selected elements of Laban’s analysis can be used to support groups in their
responses to tasks.
As a student teacher your ILO might be concerned with teaching a simple skill. For example, you may have
observed that the majority of your class are not hitting the tennis ball with control because they are not
moving their feet soon enough. Using Laban’s analysis to help you identify the requisite
observations/teaching points, therefore, might look like this:
ILO: pupils will be able to move their feet in relation to the ball
Task
Organisation
Observation/teaching points
Running to the Teacher
ball
demonstration
What: alert position (bend knees/shift weight); focus
(watch the ball); anticipate where it will land; run to the
ball (get there before the ball bounces).
Pairs – one feeds
the other (change
over roles when
indicated)
Observe class
Where: straight pathways; run forwards/backwards/
sideways as necessary.
How: adjust speed to arrive in a secure position before
the ball bounces.
With whom/what: watch the ball from when it leaves
your partner’s hand until it bounces; align yourself
sideways on to the ball as it bounces.
Learning to Teach Physical Education in the Secondary School, 4th Edition
© 2015 Susan Capel and Margaret Whitehead (eds)
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