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150276 https://hdl.handle.net/2286/R.I.14299 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2011 iv, 28 p. : col. ill Masters Thesis Academic theses Text eng Croitoru, Michael Mitchell, John D. Fitzgerald, Mary Coleman, Grisha Arizona State University Partial requirement for: M.F.A., Arizona State University, 2011 Includes bibliographical references (p. 22-24) Field of study: Dance This paper outlines the three research projects that I performed between 2009-present: Slow Movement Training (SMT) lab, Self-education Through Embodied Movement (STEM), and the Athletic Movement Program (AMP). It first evaluates the major issues that spawned each research project, and then provides a framework for understanding the shift in the student-centered physical and mental movement practices that I developed in response to the need for reform. The content will address the personal and professional paradigmatic shift that I experienced through the lens of a practitioner and educator. It will focus heavily on the transitions between each of the projects and finally the emergence of the Athletic Movement Program. The focal point becomes one of community needs, alternate resources and hybrid-online classroom support. The paper concludes with an overview and content comparison between the one-size-fits-all model used within public movement education and Athletic Movement Programs' strengths and challenges. Education Physical Education Dance Adolescents Anti-Opressive Pedagogy Athletic Movement Program (AMP) Curriculum Professional Development Public Movement Education Movement education Web-based instruction The Movement Factory: the bridge between dance, martial arts and athletics