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 (vocabulary) 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.
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.
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
Critical Thinking Questions
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Which TEKS do movement concepts address?
How familiar are you with the movement concepts?
Do you have a clear understanding of the various movement concepts within each area?
Would you be able to provide feedback to students in their efforts to explore the movement
concepts?