ABSTRACT
This chapter provides the basis for understanding what constitutes quality movement experiences for children. The documents that guide instruction in local, state, and national settings are examined. The importance of play is discussed in relation to the development of gross motor skills and interpersonal relationships. School-age experiences start with movement exploration and move to movement education. Movement education consists of concepts of movement and the skill development of children which form the basis of elementary physical education. Key indicators of quality education include a curriculum that is developmentally and instructionally appropriate. Early experiences in movement and visual performance arts begin in the exploration phase. This movement exploration is important in order to allow children to begin to make sense of their world and the way their bodies relate to the world around them. Later movement experiences are divided into movement concepts and skills development, which can be examined through a developmental lens. Finally, differential instruction in physical education is focused on, providing maximum learning opportunities for different skill levels that are prevalent in each grade level.
