Transcription of Applying Laban’s Movement Framework in Elementary ... - ed
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Applying Laban’s Movement Framework in Elementary ... - ed
17 JOPERD Volume 78 No. 1 January 2007 Pat and Alex are waiting for the Elementary physical education program buses that will take them on a ride for 150 minutes each week from their fi rst day of kindergarten through their last day of sixth s bus runs on an antiquated roll-out-the-ball engine that has not had a tune-up in many years. The driver often fails to follow appropriate practices (National Association for Sport and Physical Education [NASPE], 2000) and never asks for direc-tions on the way to the land of busy, happy, and good (Placek, 1983). This gym class bus drives down Games Road almost every lesson, providing the riders with plenty of waiting time and little success, meaningful physical activity, practice time, and feedback. Sometimes the bus drives down bumpy, dead-end roads, trying to provide fun activities or to pick up the latest fads and toys. This bus also makes regular fi eld trips to the physi-cal education hall of shame (Williams, 1992).
but fail to teach critical movement skills that are inherent in Rudolf Laban’s movement framework (to which we will return shortly). Furthermore, fundamental skills are often insuffi ciently established before students are required to ... manipulative skills (striking, collecting, carrying, catching,
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