MOVEMENT EDUCATION

The study of human movement in Western culture is in its infancy and its full development lies in the future. No doubt, some years hence there will be a department of movement in every university and it will be recognized that the scope of the subject is as broad as that of any other discipline presently studied. Ideas about what movement is vary, even among its exponents working in schools and colleges. Thus, it is not surprising to find colleagues in other disciplines ranging in their attitudes towards the subject from great enthusiasm to sceptical indifference. The range and varietv of work in movement education, developed over the last twenty years, is both the strength and weakness of the subject: strength because of the vitality and richness of activity, weakness because some of the work which can be seen under the guise of "movement" shows misunderstanding of its most significant aspects and, therefore, should probably never be inflicted upon children or adults. But this can also be said of many other subjects taught in schools, and the contribution of movement to education should not be assessed on the basis of the least understanding of its exponents