Learning to Move

Movement Efficiency, Consistency and Resilience

Seen as one of the three pillars of development and well-being, alongside cardio-respiratory fitness and nutritional quality, mechanical efficiency can be seen as the body’s ability to create and capitalise on movement potential. That is, the ability to make use of the reservoir of movement answers that are used to solve the movement puzzles that are encountered in everyday life such as: Sitting, standing, walking, bending, reaching, lifting, rotating, etc.

In another way it can be seen as the ability of the body to ‘read’ all aspects of the physical environment, anticipating movement needs or possibilities and responding appropriately to these, with efficiency, intelligence and imagination.

It can also be described as the neuro-muscular process that puts the body in the right position, at the right time, all the time so it can effectively produce, reduce and stabilise force. Consider this process always in a multi-joint, multi-plane and multi-directional setting. This is clearly illustrated when one looks at the fundamental sports skills of running, jumping, throwing, kicking, catching and striking.

While the young person learns to move by solving puzzles there is also the support of the parent, teacher or coach who should be knowledgeable enough to guide the student to the most efficient answer to the puzzle. This is teaching / coaching at its best when the experienced adult guides the student to the best possible technical model of the movement. To help the teacher / coach the body has an infinite number of solutions with which to answer the question and at the same time is governed by certain muscular-skeletal factors which form the basis of the technical model being sought. For example, certain joints are designed for certain actions just as certain muscles are designed for certain tasks. These naturally occurring phenomena form the basis of our technical destinations.

5-IN-5 . . . In A Nutshell:

It works like this:

Physical Educators teach students to perform movements which, in turn, serve as the constituent components of each five-minute “movement break.” These movements are selected and taught with the three pillars of good Physical Education in mind: Progression – Variety – Precision. Simple movements lead to movements of greater complexity; the movements integrate all muscles and joints of the body in all three planes of motion; and the teaching focus is-always-on improving quality before increasing quantity. Once students have mastered movements, they are asked to perform them in a daily (or multi-daily) five-minute break from academic study, using classroom technology resources to time the day’s program and display video-clips of each movement, continuing the process of reinforcing and refining good movement habits and skills.

Each 5-IN-5 movement-module is comprised of five individual movements. The first modules provide foundational movement principals, introduce essential terms and begin the dialogue between teacher and student, and between an individual student’s mind and body. Movements and modules are taught progressively, building one success atop its predecessor. Most importantly, each movement element used in 5-IN-5 includes simple instructions to “turn it down” (make it simpler and more readily accessible to any student not yet able to manage the listed movement); and “turn it up” (increase the challenge of the listed movement). The turn-down’s and turn-up’s allow students to find individually-appropriate levels of challenge for all movements.

That’s it, really.

5-IN-5 provides students with a healthful opportunity to move, to reinvigorate mind and body through a few vigorous movements and, then, resume the academic learning process from a physically enhanced and enriched place. But perhaps its most important and immediate goal is to re-discover and strengthen the link between physical movement and cognitive development in both students and their teachers.

How They Learn to Move

It is interesting to assess comments derived from the research associated with movement learning for example:

..the individual’s capacity to produce and control a wide range of movements bears a direct relationship to the scope of his or her problem solving capacity. Higgins, 1991

The point is that neither skill, nor strategy, nor movement can be imposed – they are derived and evolve as a function of experience by an active participant.

The learner discovers relationships between biomechanical, anatomical physiological, and environmental variables by the application of existing resources (movement vocabulary).

…cyclic process of discovery, mastery and re-application. Whitehead, 1967; Ellis, 1976

From this we can gather that one important means of developing movement efficiency is the solving of ‘movement puzzles’. Put another way ‘failure is an option’. The young person solving the ‘puzzle’ will recruit a series of tools to assist them and it is the process of solving the puzzle that leads to efficiency in the long term (consistency). In simple terms the following process is underway as the movement ‘problem’ is solved:

  • * Gain insight into the task
  • * Gain insight into the force problem to be solved
  • * Fit the force problem to the movement
  • * Progressively refine and gain control or mastery
Purchase Products
How to Renew and Manage Licenses
Blog
Latest News

New Apps and New Site

New Apps and Website update

Read More

New Athletic Development Course

New Athletic Development Course

Andy Thomson has commenced delivering my inaugural course at Glasgow College.

Read More

Apprentorship 2012

Apprentorship 2012

Book as early as possible for this fabulous residential course on all facets of Athletic Development at Rice University, June 12th to 17th. 

Read More

5in5 Update

5in5 Update

Finally completed Level 1 filming. Now the proof-reading process begins. This has been an arduous journey from the first thoughts of the concept through to creating a progressive movement syllabus.

Read More

New Book

'This Isn't a Textbook!'  

After 40 years of doing all this coaching stuff I decided to dig into my archives and piece together some memories from the journey .

Read More

Competence Assessment Manual Revised

The Physical Competence Assessment Manual has been revised and is now available.

Read More

5in5 News and Update

With such an interest in this concept and the Movement Library it is opportune to offer some more detail into the background and rationale of the project. The development is painfully slow but the following information may be of value to those who are interested.

Read More

Some Thoughts for Soccer Practitioners

Here is a recent article based upon real coaching delivery.

Read More

Next Stop - Abu Dhabi then UKSEM

Next Stop - Abu Dhabi then UKSEM in late November. Being joined by Vern Gambetta and Frans Bosch for a workshop.

Read More

IFAC Conference

IFAC Conference, Glasgow

Superb Conference for Athletics Coaches. It was an honour to be a presenter 

Read More
Site Under Construction. Please DO NOT TRY TO RENEW OR PURCHASE VIDEO PRODUCTS. Only Books and Measurement Devices can be purchased.