Basic Movement Education: Rationale, Prototypical Units, and Feasibility
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71- 22,480 GILLIOM, Bonnie Cherp, 1933- BASIC MOVEMENT EDUCATION: RATIONALE, PROTOTYPICAL UNITS, AND FEASIBILITY. The Ohio State University, Ph.D., 1971 Education, psychology Please Note: Name also appears as Bonnie Lee Gilliom. University Microfilms, A XEROX Company , Ann Arbor, Michigan ©Copyright by Bonnie Cherp Gilliom 1971 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED BASIC MOVEMENT EDUCATION: RATIONALE,,PROTOTYPICAL UNITS, AND FEASIBILITY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by Bonnie Cherp Gilliom, B„A„, M„A» * V; * * * The Ohio State University 1971 Approved by College of Education PLEASE NOTE: Some pages have indistinct print. Filmed as received. UNIVERSITY MICROFILMS. ACKNOWLEDGEMENTS Grateful acknowledgement is made to Professors I. Keith Tyler, Paul R. Klohr, and Naomi Alleribaugh under whose direction this dis sertation has been written. Their guidance and personal stimulation is greatly appreciated. To the teachers and administrators in the schools who gave generously of their time and counsel, the writer is deeply indebted. To all the delightful children (the neighborhood group, the television class, and the children in Ohio and New York) who participated in this study, go the writer’s sincere thanks and affection. Special indebtedness is acknowledged to M. Eugene Gilliom, both as a patient and understanding husband and as a professor whose work in the social studies often inspired the writer’s work in other fields of curriculum. Pamela Cochrane and Gregor and Julia Gilliom deserve the heartfelt thanks of both the writer and her husband for bringing us joy and peace of mind as we go about our tasks. ii VITA March 1, 1933 Born - Mansfield, Ohio 1955 B.A., Heidelberg College, Tiffin, Ohio 1955-1958 Teacher, Thomas Jefferson Junior High School, Cleveland, Ohio 1958-1959 Teacher, Berea High School, Berea, Ohio 1959-1962 Television Teacher, WOSU-TV and Columbus Public Schools, Columbus, Ohio 1961 M.A., The Ohio State University, Columbus, Ohio 1962-1965 Lecturer, San Francisco State College, San Francisco, California 1966-1968 Television Teacher, WVIZ-TV, Cleveland, Ohio PUBLICATIONS Basic Movement Education for Children: Rationale and Teaching Units. Addison-Wesley Publishing Company, 1970, "Using Audiovisual Materials to Stimulate Interest in Reading," 75 Years of Reading Progress. University of Chicago Press, 1966. "Realities and Potentialities of TV in Physical Education," Television Production and Utilization in Physical Education, NEA, 1971 (In Press). FIELDS OF STUDY Major Field: Educational Communications Studies in Curriculum Professors Paul Klohr, John Hough, Alexander Frazier Studies in Speech Professors James Lynch, Walter Emery Studies in Radio- Television Professors I. Keith Tyler, Edgar Dale iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS . ............................................. VITA .............................................................iii LIST OF ILLUSTRATIONS................... viii PART ONE RATIONALE .......................................... 1 Chapter 1 Introduction.................................... 2 The Problem Cultural Shifts and Assumptions Structural Trend and Assumptions Process Trend and Assumptions Purpose of the Study Definitions and Delimitations Organization and Procedures Used in the Study Chapter 2 The Emerging Rationale: Society's Effect on P u r p o s e ............................... 31 Counteracting the Technocratic Society: Broad Aims of Education Aims of Basic Movement Education Chapter 3 The Emerging Rationale: Structure of Knowledge 47 In Search of Structure in Basic Movement Education Criteria for Selecting Basic Movement Education Structural Themes Knowledge Foundations of the Total Field of Physical Education iv TABLE OF CONTENTS— Continued Page Structural Themes for an Elementary School Program in Basic Movement Education Movement Variables Related to Themes Sequence: The Order of Introducing Themes Depth: Developing Interrelated Major Themes Design of Prototypical Units Based on Struc ture Selected: Content Outline for Teachers The Concept The Major Ideas The Facts Design of Prototypical Units Based on Structure Selected: Objectives for Children Knowledge Objectives and Checklists Skill Objectives Attitude Objectives Chapter 4 The Emerging Rationale: Process of Becoming Movement Educated ................... 86 In Search of Process Points of Agreement in Learning Theories Discovery as Process for Basic Movement Education: Problem Solving as Technique Definitions Bruner's Hypotheses About the Act of Discovery Libby's Classification of Problem Types Designing Learning Activities: Process Criteria Major Problems: Presented Problems with No Standard Methods for Solving Them v TABLE OF CONTENTS— Continued Sub-Problems: Examples of Problems that Exist vith No Standard Methods for Solving Them Productive Thinking: Reasoning and Imagining Creativity: Nature and Nurture Multiple Objectives: Problems for Knowledge, Skill, and Attitude Development PART TWO PROTOTYPICAL U N I T S ................................ 110 Chapter 5 Prototypical Units in Basic Movement Education 93 Unit 1. Where Can You Move? (Space) .............. 115 Unit II. What Can You Move? (Body Awareness) . 191 Unit III. How Do You Move? (Force, Balance, Weight Transfer) ..................... 224 Unit IV. How Can You Move Better? (Time, Flow) . 290 PART THREE FEASIBILITY, CONCLUSIONS, AND RECOMMENDATIONS . 340 Chapter 6 In-School Uses of the Units: Teachers' Reactions 341 Procedures Varying Uses of the Units Reported by Teachers Alternating or Integrating Grade Level Placement Time Needed for Basic Movement Education Time Needed for Each Set of Problems Space Needed for Basic Movement Education Discipline Verbalizing and Demonstrating Appropriate Dress Equipment vi TABLE OF CONTENTS— Continued Evaluation Teachers' Personal Responses At the end of the First Week At the End of Six Weeks At the End of the Program Chapter ' Summary, Conclusions and Recommendations . 368 Aims Structure Process Units Feasibility Conclusions Recommendat ions BIBLIOGRAPHY 381 vii LIST OF ILLUSTRATIONS Figure Page 1 Movement Variables................. 20-21 2 Themes of Basic Movement Problem S e t s ............... 26 3 Relationship of Basic Movement Education to Total Field of Physical Education ......................... 41 4 Structure of Movement Model .......................... 69 5 Sample: Content Structure (for Teachers) ........... 74 6 Sample: Objectives (for Children) ................... 81 7 Sample: Checklist of Quality Factors ............... 82 8 Calendar of Basic Movement Education Units ........... 112 9 Broad Aims of Basic Movement Education Units ......... 113 10 Calendar of Unit One: Where Can You Move?(Space) . 115 11 Circuit with Ropes for Problem 1 7 ................... 145 12 Calendar of Unit Two: What Can You Move? (Body A w a r e n e s s )...................................... 191 13 Circle Chart of Spacial Movement Variables ........... 216 14 Calendar of Unit Three: How Do You Move? (Force, Balance, Weight Transfer) ................... 224 15 Circuit with Boxes for Problem 69 . 247 16 A Variable Width Pathway for Problem 74 259 17 Apparatus Ideas for Problem 78 ....................... 267 18 Circuit with Benches for Problem 85 . ............. 279 viii LIST OF ILLUSTRATIONS— continued Figure Page 19 Apparatus Ideas for Problem 92 289 20 Calendar of Unit Four: How Can You Move Better? (Time, F l o w ) ...................................... 290 21 Rotational Arrangement for Problem 1 0 5 ........... 317 22 How Do I Move? (108 Movement V a r i a b l e s ) ......... 327-328 23 Average Amount of Time Scheduled by Test Teachers for Basic Movement E d u c a t i o n ..................... 349 24 Equipment Needed to Begin a Basic Movement Education Program 357-358 ix PART I RATIONALE 1 CHAPTER ONE INTRODUCTION Schools and colleges, until now, have served a society that needed reliable, predictable human components. Appropriately, they have spent overwhelming amounts of time and energy ironing out those human impulses and capabilities that seemed errant. Since learning involves behavioral change, lifelong learning becomes the most errant of behaviors and is not to be counte nanced. Educational institutions, therefore, have been geared to stop learning. Perhaps half of all learning ability is squelched in the earliest grades, where children find that there exist predetermined, unyielding "right answers" for everything, that following instructions is what counts and, surprisingly, that the whole business of education is mostly dull and painful. --George B. Leonard, in Education and Ecstasy The Problem The state of the field of elementary school physical education in the United States today is such that major curriculum revision is needed. This need for curriculum change emanates (1) from the gradual but accelerating change taking place in American society in general which may alter the traditional goals of physical education, (2) from the current search for structure within disciplines which may alter the traditional content of physical education, and (3) from the persistent findings by learning theorists that self-discovery is the most produc tive learning method which may alter the traditional teaching techniques in physical education. An examination of the above three factors 2 3 necessitating change follows. Each examination will conclude with assumptions which are implicit in