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Objectives

Objectives Curriculum Guidelines Page 2 The student should: engage in movement activities designed to develop his body, move to music, be able to select appropriate movement for various desired results, practice movement patterns with two or more students, adjust his movement to accommodate that of others, analyze the need for space for himself and others, examine his own reactions to pleasant and bad physical sensations, project his own reactions and identify those of others, examine his own reactions to events and emotions of others, project these reactions and identify similar reactions of others, take part in activities designed to present problems to him, react to successful and unsuccessful problem solving appropriately, comprehend how others react to his successful and unsuccessful problem solving, comprehend how he reacts to others successful and unsuccessful problem solving, comprehend how others react to their own successful and unsuccess­ ful problem solving, participate in developmental movements and patterns of increasing difficulty until he is unable to progress further, incorporate ability to do achieved skills in the acquiring of more difficult ones. AAESPH REVIEW September, 1975 Issue One: Vol. 1 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AAESPH Review SAGE

Objectives

AAESPH Review , Volume 1 (1): 1 – Sep 1, 1975

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Publisher
SAGE
Copyright
© 1975 TASH
ISSN
0147-4375
eISSN
2169-2408
DOI
10.1177/154079697500100105
Publisher site
See Article on Publisher Site

Abstract

Curriculum Guidelines Page 2 The student should: engage in movement activities designed to develop his body, move to music, be able to select appropriate movement for various desired results, practice movement patterns with two or more students, adjust his movement to accommodate that of others, analyze the need for space for himself and others, examine his own reactions to pleasant and bad physical sensations, project his own reactions and identify those of others, examine his own reactions to events and emotions of others, project these reactions and identify similar reactions of others, take part in activities designed to present problems to him, react to successful and unsuccessful problem solving appropriately, comprehend how others react to his successful and unsuccessful problem solving, comprehend how he reacts to others successful and unsuccessful problem solving, comprehend how others react to their own successful and unsuccess­ ful problem solving, participate in developmental movements and patterns of increasing difficulty until he is unable to progress further, incorporate ability to do achieved skills in the acquiring of more difficult ones. AAESPH REVIEW September, 1975 Issue One: Vol. 1

Journal

AAESPH ReviewSAGE

Published: Sep 1, 1975

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