Human movement phenomena

In 1972 professionals seeking to describe the theoretical structure of physical education as an area of scholarly study proposed the term human movement phenomena. Human movement phenomena may be defined as the broad category under which the body of knowledge labeled physical education can best be subsumed. Some other areas that comprise the human movement phenomena include human ecology, physical therapy, recreation, and human engineering. A depiction of the discipline – body of knowledge relationship is shown by the model in Figure 1-1. Many other disciplines could be added to form a multifaceted star. While the areas that comprise the human movement phenomena each have a specific focus, they also share a meaningful relationship with other areas.

The second illustration in Figure 1-1 shows that physical education as part of the human movement phenomena is for all people throughout their lifespan – the typical and atypical, the skilled and unskilled, the young and the old. This belief is reflected today in the expansion of physical education programs to nonschool settings and to all segments of the population.

Health, recreation, and dance are allied fields to physical education and sport. The overall focus of these fields of endeavor is the development of the total individual and the enhancement of each person’s quality of life. Attainment of these aims involves health promotion, pursuit of worthy leisure-time activities, and creative expression through dance. These experiences, coupled with the movement activities that comprise the realm of physical education and sport, offer the potential to enhance the lives of people of all ages. Fulfillment of this potential will depend on the quality of leadership provided by practitioners of health, recreation and leisure, dance, physical education, and sport.

2.1. Listen to the text “Human Movement Phenomena”.

2.2. Answer the questions:

1. When did the term “ human movement phenomena ” appear? 2. What does it

mean? 3. What areas does human movement phenomena comprise? 4. Is physical education for all people throughout their lifespan? 5. What is this belief reflected today in? 6. Which are allied fields to physical education and sport? 7. What is the overall focus of these fields of endeavor? 8. What does attainment of these goals involve? 9. What kind of potential do these experiences offer? 10. What does fulfillment of this potential depend on?

2.3. Read and translate the text. Analyze its vocabulary.

2.4. Find the English equivalents in the text for:

нетиповий, протягом усього життя, шукати, явище/феномен, пропонувати(2), зображення, навішувати ярлик/відносити до якої-небудь категорії, позашкільні заходи, прагнення/стараннність, багатопроменева зірка, розповсюдження, покращувати, здійснення, охоплювати/включати в себе, значний, відображати, близький/суміжний, прагнення/пошук, невмілий, спарювати/асоціювати, залучати, вартий/цінний, активние дозвілля, галузь академічної науки, загальний/загальгоохоплюючий, досягнення мети, творче вираження, залежати від, галузь(3).

FIGURE 1-1. Physical education thrusts – human movement phenomena and

physical education as a personal and societal life experience.

2.5. Put the questions to the words and phrases in italics: