gra76450_ch03_027-039.indd Page 32 10/23/08 10:07:26 AM user-s174
PART 1 Introduction and Content Overview
www.mhhe.com/graham8e
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Figure 3.1 Movement analysis framework (wheel) depicting the interaction of movement concepts and skill themes. An “interactive” wheel is
located inside the back cover of this book.
before the skill themes (see Table 3.3). We focus on
movement concepts before skill themes because
children in preschool and the primary grades spend
a great deal of time studying vocabulary (learning
new words), and many of the movement concepts
are part of this vocabulary. This is also the time
when children truly enjoy the challenge of learning and moving as they demonstrate their understanding of such words as symmetrical, zigzag, and
twisted.
It’s important to remember, however, that although
the children are focusing on learning the movement
concepts, they are also practicing the skill themes in
Chapters 19 –28. As soon as the children begin to
move, they are practicing one or more skill themes,
even though they may not be thinking about it at the
time. For example, if we ask children to skip in a curved
pathway, they may be thinking about the curve, but
they are also practicing skipping. If we ask them to
land in a low level (from a jump), they are also getting