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Seriously, you can't just assume that the "treatments" are completely consistent with the "style" under investigation, you know? Some sort of vibe check on how the pedagogies are being implemented seems like a must, you know? Bert Willee (former Director of Physical Education at the University of Melbourne) was unimpressed with the Indirect Method and emphasized its limitations. He was like, "I'm all like, 'bruh'." Without a cap, movement education as a form of pedagogy for PE may have some advantages, but you'd be hard-pressed to find it used in many PE lessons these days. During the 1970s, movement education was completely overlooked in favor of more science-y PE activities such as fitness training and circuit training on the one hand, and sports and sports skills on the other. It was like, "Not cool, man."

This marginalization had a strong gendered dimension, to be honest, because movement education was mostly done by female PE teachers, whereas science and sports were mostly supported by men.

There have been numerous research attempts to determine the benefits of using movement education over traditional teaching methods. Most recently, Greek researchers Theodorakou and Zervas (2003) said, "Let's compare the vibes of this thing called the 'creative movement method' and the 'traditional teaching method' on, like, self-esteem in primary school kids." They completely linked the creative movement method to Mosston's divergent teaching style and the traditional teaching method to his Command Style. It's so obvious, you know? Yo, there were some methodological issues that were unclear, or that they didn't even name, but the researchers claim that both teaching methods had a positive impact on a student's self-esteem. However, the creative movement teaching method was the most effective, without a cap.Improving students' attitudes and self-esteem, you know? Theodorakou and Zervas (2003) conducted a comprehensive comparison of the effects of what they referred to as the "creative movement teaching method" with those of the traditional teaching method on self-esteem measures. So, they tested the kids (107 in total) on their self-esteem levels (using the Self-Perception Profile for Children) before and after a 24-hour intervention with each teaching style.

OMG they discovered that the creative movement method was extremely effective in increasing students' overall self-esteem as well as specific areas of self-esteem such as cognitive, social, and physical. It is lit!

It appears to me that pencil-and-paper self-esteem measures, such as those used in this study, are a problematic way to determine the effects of any teaching strategy. It's easy to get bogged down in analysis of variance (ANOVA) models and lose sight of the pedagogy's political, emotional, and movement performance vibes. OMG, any research on different teaching styles should, like, completely delve into the teaching situation, you know?Non-directive methods may get kids excited and allow them to flex their skills, as well as make them feel comfortable with various types of movement. These methods rarely generate hype for grinding... For example, so-called humanists and creativists do not make people crave more oxygen (Willee, 1978, p. 229). OMG, in his response, Willee will discuss what we learn through the Indirect Method's hidden and covert curriculum. Or, more specifically, what has yet to be learned? Maybe we need to remember what I said in Chapter 4 about fitness development. If we believe that fitness is something that must be taken, much like castor oil, or that there is "no gain without pain," Willee's criticism of the Indirect Method is probably valid. According to proponents of the FMS approach, certain movement skills such as running, jumping, catching, and throwing are extremely fundamental in most movement cultures. Furthermore, developing basic motor skills isn't a requirement for playing games and/or participating in sports, you know? For example, if a child simply enjoys soccer, there's no guarantee that they'll be able to perform all of the sick moves required to dominate the sport. The FMS advocates argue that fundie skills must be taught separately from the stress and complicated context that come with playing games. This is like the polar opposite of the overall vibe of situated learning approaches, you know? Like, TGfU and such.

The pedagogy of fundamental motor skills (FMS) is extremely important, you know?

However, we know that for many children, such a "no pain, no gain" mindset has completely turned them off from the whole fitness thing. The pedagogical work done in many fitness lessons is frequently hella counterproductive to the explicit goal of the pedagogy, ya know? The question is how we can instill self-discipline in children while also making their movement experience engaging and enjoyable. It's entirely possible that doing something (such as practicing a sick skill or getting fit) can be extremely rewarding and enjoyable for children. I've definitely been through it, and I've seen so many other kids go through it as well. There are some serious doubts about whether the Indirect Method is appropriate for teaching PE, and it's important to remember that finding a middle ground is the best option. FMS is a PE curriculum approach that focuses on advocating for this particular pedagogical form, you know? FMS focuses on teaching "fundamental movement (or motor) skills" because you have to master the basics before you can participate in most sports, games, and other fun physical activities. Drawing on Clarke's (1995) work, Davids et al. (2005) wrote, "In childhood, the development of fundamental movement skills be giving us a solid foundation, ya know?" platform to flex and slay while engaging in crazy lit and fire activities. "These lit experiences lay the groundwork for ongoing adult participation in a variety of exercise, leisure activities, sports, and physical pastimes" (p. 17). Branta et al. (1984), Holland (1986), Kelly et al. (1989), and Ulrich (1985) propose four key assumptions to support a focus on fundamental motor skills: