Scholars from around the world reevaluated their crafts and came to the same conclusion: There is a way to build spaces that can lead to a socially just world through the vehicle of movement. In Part I, you will be guided through physical space, the philosophical underpinnings of the model, and how to integrate both with your existing physical education curriculum. Brian Culp's chapter discusses marginalized populations, gives a detailed definition of terms, and calls readers to action.
Part II begins with the original Quest article written by its research team. It explains the theories and concepts behind the model. The next chapter features Jennifer Walton-Fisette of Kent State University, who provides background and practical strategies for dealing with trauma in the classroom. Alison Murray and Kristy Howells meticulously lay out their ideas about teaching physical education, health, and well-being using multiple diverse spaces as the backdrop. They describe the national curricula for both countries. One of our original team members, Esther Prados-Megías, presents her work on the conscious system for the movement technique, an innovative system developed by Fedora Aberastury. Next, Mayuki Kuno-Mizumura introduces us to the Japanese national physical education curriculum, the addition of martial arts and dance for every student, and ways that dance can lead to positive mind, body, spirit outcomes and harmony between students.
In Part III, Betty A. Block introduces unique movement aspects of our work that combine psychological concepts with real-life practical movements. We revisit the basic developmental movement patterns that humans go through, give PETE students the opportunity to experience novel activities and reflect on their own movement journeys, and teach how the spaces and environments we inhabit can affect our relationships to ourselves and others. There are multiple opportunities to journal, engage in critical reflection, and put the work into their bodies.
Part IV introduces Eastern philosophies and movements that lead to self-awareness, bodily awareness, and deeper connections with strategies for implementation. In this part, you will be introduced to Chakras, Tai Chi, Japanese Yoga, and the principles behind them.
Part V consists of a sample Thirdspace unit. This nine-day introduction to Thirdspace can be built upon in any aspect of other units throughout the year after being taught. Also included in this part is a sports unit that integrates the Thirdspace Movement Model. Kanae Haneishi, the author of this chapter, is a former Japan National Soccer Team member and a PETE professor. She provides readers with sample activities that can be integrated into a soccer unit.
The Thirdspace Movement Model is meant to be integrated into your curriculum rather than replace it. The activities in this textbook are suggested activities and there are many ways to present or adapt them to meet your objectives. It is the responsibility of each educator to develop Thirdspace movement activities and critical reflection questions that are age- and situationally appropriate. Use your professional judgment and design the program that fits best for you. The Thirdspace is a place where everyone is valued, recognized, and truly matters, and that means the teacher, too!
