Course Description

Class Journal


Class Roster

    2/1 Week 1: What Is Exercise?

    2/8 Week 2: The Physical Intelligence Model

    2/15 Week 3: Visual and Kinesthetic Perception

    2/22   Monday Schedule: no class

    3/1 Week 4: Physical Thinking

    3/8 Week 5: Orientation Strategies: Balancing

    3/15 Week 6: Learning Movement

    3/22   Spring Break

    3/29 Week 7: Designing Physical Intelligence

    4/5 Week 8: E-motion

    4/12 Week 9: Applying Physical Intelligence


Patriot's Day Holiday: No Class

    4/26 Week 10: Complex Coordination: Walking

    5/3 Week 11: Z-Center Lobby Exhibition Set-Up

    5/12 Week 12:




Week 8: E-motion



Walking a 4 inch beam 40 ft. in the air highlights the physical sensation of emotion and its effect on movement.



May exhibition planning.


class summary

Though in daily life we tend to consider emotion abstractly, in actuality all emotions are based in bodily, sensory experience. Along with the pre-movement strategies for orienting and balancing that we have considered in previous weeks, the “movements” of the autonomic nervous system, what we experience as anger, fear, sadness etc., can play a fundamental role in shaping our more conscious, voluntary movement patterns. To illustrate this, this week we used some of the more thrilling elements of the “high ropes” course in the gymnastics gym.

We compared the sensation of walking a line on the floor, a low beam, a beam 4ft off the floor—the same movement, each one a different and more challenging context. Then, dressed in full regalia, harness, helmet and belay equipment, one by one we climbed the rope ladder to the 4 inch beam--40 feet in the air. Descent was by rope swing across the gym. Traditionally high ropes courses are used to develop confidence and risk-taking ability. Here they provided a laboratory for experiencing the physical sensations that we call “fear.” At 4 or 40 ft, shaking legs and arms, sweating, and increased muscle tension are some of the markers by which our bodies signal emotion. In this context they are obvious; on a more subtle level, they operate underneath our conscious attention, creating tension patterns that interfere with coordination and fluid movement.

Class also included a quick look at student progress, and beginning to plan for the exhibition in May which will include an explanatory poster as well as a finished device.





Prepare drafts of posters for exhibition; continue work on projects.