| Doing and saying what to do |
| Sub category |
Teaching strategy |
Explanation and examples |
| Doing what to do |
Demonstration |
Presentation of movements for imitation purpose. |
| Saying what to do |
Musical count |
Counting rhythm or sequence of movements (1, 2, 3, & 4; position 1, 2). |
| Action verb |
Saying action verbs when demonstrating movements (cross, switch, clap, tap). |
|
Onomatopoeia |
Using words whose sound resembles what they signify (tam-tam, boom, bing). |
|
Metaphor |
Using metaphors reminiscent of movement (plane, drum). |
| Singing and recitation |
Performing movements accompanied by singing or recitation song lyrics. |
| Body part |
Saying names of the body parts participating in the movement (arms, legs). |
| Space terms |
Using terms of space in the performance of movements (up, forward, left). |
| Doing and saying how to do it |
| Sub categories |
Teaching strategy |
Explanation and examples |
| Doing how to do it |
Repetition |
Repeating demonstration of movement several times. |
|
Breaking down |
Dividing movements into several sub-movements or positions. |
|
Instruction in sections |
Teaching each part on its own. |
| Pantomime and mimicking |
Presenting literal meaning of something in its functional form and comically. |
|
Slowing down/ accelerating |
Slowing down movements so they can be followed/accelerating to show the skill aimed for. |
|
Remaining in position |
Staying in the movements positions to give time for imitation. |
|
Patterns of sequences |
Breaking down the movements and showing the format of movement sequences. |
| Linear instruction |
Teaching each movement by relying on a previous movement and expanding it. |
| Providing a challenge |
Setting up a challenge such as performing the movement at high speed. |
