Fundamental Movement Skills - Department of Education

FundamentalMovement Skills

Learning, Teachingand Assessment

Book 1

Preparing Children For An

Active And Healthy Lifestyle

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FIRST021 | Fundamental movement skills: Book 1 - Learning, teaching and assessment © Department of Education WA 2013

http://creativecommons.org/licenses/by-nc-nd/3.0/

2171-book1_covers_cmyk:Layout 1 30/6/10 11:27 AM Page 2

produced by the Education Department of Western Australia.

© Department of Education WA 2013ISBN: 978-0-7307-4524-2SCIS: 1600964

Fundamental movement skills: Book 1 - Learning, teaching and assessment


This resource builds on the material in the 1996 Fundamental Movement Skills Teacher Resource Support Package,


The significance of developing fundamental movement skills in order to maximise the health

and well being of young children has been highlighted in Australia and internationally in

recent years. Proficiency in these foundations of movement contributes to the health and well

being of individuals enabling lifelong involvement in physical activity.

Being proficient in fundamental movement skills enables children to participate confidently

in play, dance, games, sport, outdoor education and recreational activities at home, at school

and in the community. This Resource emphasises the importance of integration and valuing

the social, emotional, cultural, linguistic, creative, spiritual and cognitive needs of children

as well as their movement skills.

This Resource supports early childhood teachers, assistants, workers and community helpers

in designing learning and teaching programs that incorporate the development of children's

fundamental movement skills.

FOREWORD

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BOOK 1: Learning, Teaching and Assessment

About the Fundamental Movement Skills Teacher Resource 5Book 1: Learning, Teaching and Assessment 5Book 2: The Tools for Learning, Teaching and Assessment 6Support Resource: Making the Right Moves Video 6Using the FMS Teacher Resource 7Case Story Outlines 10

Fundamental Movement SkillsAn Overview 15Myths about Fundamental Movement Skills 17Key Understandings of the FMS Teacher Resource 19

Learning, Teaching and Assessing Fundamental Movement Skills 25Identifying Children’s Interests, Strengths and Needs 26Choosing the Focus Skill and Identifying Possible Learning Outcomes 27Assessing Each Child’s Achievement of FMS 27Planning and Implementing Learning Experiences 36Ongoing Assessment of Children’s Achievement of FMS 44Sharing the Information Gathered About Children’s Learning 45Children with Movement Difficulties 52

Putting It All TogetherIncorporating FMS in the School Day and Integrating FMS in Learning 57Planning FMS Activity Sessions 61Case Stories 71

References 101Acknowledgements 102

AppendicesAppendix 1: Glossary 103Appendix 2: Games and Activities Referred to in the FMS Teacher Resource 107Appendix 3: Other Resources 113Appendix 4: Blank Proformas 121

Index 139

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CONTENTS




List of Tables

Table 1: The Domains of Learning and FMS 22 Table 2: FMS Sequence 27Table 3: Learning and Teaching Continuum for FMS 34Table 4: Linking FMS and Multiple Intelligences 38Table 5: Children’s Avoidance Strategies and their Possible Meanings 40Table 6: Teachers’ Avoidance Strategies and ways to Overcome them 41Table 7: Improvised Equipment 44Table 8: Implications of the principles of assessment for sharing information 45Table 9: Sharing Information with the Children 46Table 10: Sharing Information with other Teachers 47Table 11: Sharing Information with the School 48Table 12: Sharing Information with other Adults 49Table 13: Sharing Information with the Community 51Table 14: Short FMS Sessions throughout the Day 60Table 15: Assessment Rubric for Outer Space Topic 64Table 16: FMS throughout the week 67

List of Figures

Figure 1: A cycle for planning outcomes focused programs for FMS 7Figure 2: Using the FMS Teacher Resource 9Figure 3: Factors influencing the development of FMS 16Figure 4: Comparing the structure of the FMS Observation Record 29Figure 5: Using the FMS Observation Record: Sprint Run 31Figure 6: Collating information to support interpretation 33Figure 7: FMS Profile: A way of tracking individual children’s achievements 48Figure 8: Home activity quilt 50Figure 9: Home activity card 55Figure 10: Using the Tools 58Figure 11: Incorporating FMS in the School Day: Focus on gallop 59Figure 12: Planning a unit based on the focus skill of jumping 62Figure 13: Planning a unit based on the topic of ‘Outer Space’ 63Figure 14: Planning a unit based on the topic of ‘Racing Cars’ 66Figure 15: An activity session focusing on the forward roll 68Figure 16: An activity session focusing on running and overhand throwing 69

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ABOUT THE FUNDAMENTAL MOVEMENT SKILLS

TEACHER RESOURCE

This Resource supports all teachers in planning, delivering and assessing early childhoodprograms that enable all children to develop Fundamental Movement Skills (FMS).

Teachers are invited to choose appropriate FMS, monitoring and assessment strategies, andlearning experiences that will best cater for the needs of the children in their group, centre,class or school. This Resource can be thought of as a ‘choose your own adventure’. Thelinking icon will help make links between different sections of the books and between eachpart of the Resource. The larger circle indicates the book (1 or 2) and the smaller circleindicates the page number of the link.

For example, what is a fundamental movement skill?

• Book 1: Learning, Teaching and Assessment;

Book 1: Learning, Teaching and Assessment

In this first book, information is provided to assist teachers in developing children’s FMS bychoosing a focus skill based on the children’s interests, strengths and needs, assessingchildren’s level of achievement in the skill, incorporating learning experiences throughout thedaily learning program and sharing information about children’s learning. In particular, waysare provided to help teachers to individualise learning experiences and maximise theparticipation of all children, thereby supporting their learning.

Six case stories describe the implementation pathways chosen by a range of teachers workingin different school environments. Throughout the book, vignettes of these teachers’experiences in using the FMS Teacher Resource are included.

PaulI noticed a marked improvement in the skills being displayed during the games compared towhen I first introduced the skills. All of the children improved in their self-confidence,understanding of the game and social interaction. Their self-management skills also improvedand they were better able to participate in the activities.

I have been asked to take the year one children for physical education next year. The resourcehas given me more of an idea of what to teach, so it isn’t as scary now. I have the confidenceto say ‘Yes, I can teach these children.’

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The Resource comprises:

• Book 2: The Tools for Learning, Teaching and Assessment


Book 2: The Tools for Learning, Teaching and Assessment

Five detailed sets of ideas and strategies are included in this second book.

Tools 1: FMS DescriptionsTwenty-two fundamental movement skills are described. Each description providesinformation about a child’s achievement and an indication of what further opportunities thechild may need. They include:• in-depth background information about the skill;• skill criteria and their importance;• an Observation Record;• some appropriate teaching strategies; and• movements that children do that require teacher and adult intervention.

Tools 2: Assessment StrategiesA range of assessment strategies is described in order to support teachers in making fair,valid, comprehensive, explicit and educative assessments of children’s levels of achievementof FMS.

Tools 3: Learning ExperiencesA variety of child and teacher structured learning experiences is described in order to provideteachers with ideas about how to appropriately plan for children’s learning.

Tools 4: Sharing InformationExamples of strategies are provided that enable teachers to share information aboutchildren’s progress with other teachers, the school, the families and the wider community.

Tools 5: Stay in Step Screening TestThis four-item screening test is designed to support teacher’s identification of children withmovement difficulties.

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SallyWe found the information in the FMS Teacher Resource was very helpful. There’s just the rightamount of information to support observations, without it being too overwhelming. The SkillDescriptions were really valuable and the learning experiences in Tools 3 helped us extend theskills into the daily classroom activities. The movement language was helpful because we knewwhat to say to the children and their families about what we were doing and why. I’ve hadinformation before but it was too hard to use for teaching. It had too much to observe, toolittle to observe, it was too hard to see the movement or I thought ‘Now what do I do aboutthis?’ I feel I have more confidence to design a program to improve the children’s skills.




What child andteacher structuredexperiences are most relevant andmeaningful for thesechildren?

How many criteria ofeach skill are thechildren demonstrating?

In what settings arethe children mostproficient?

Who needs to knowabout the children’sachievement and whatdo they need to know?

How can I best sharethis information?

What are our schoolpriorities?

What are ourexpectations of familyand the community?

What are thechildren’s interests,strengths and needs?

Have I gathered acomprehensivepicture of thechildren’s learning ina way that is fair,valid, explicit andeducative?

What other strategiesshould I use togather information?

Is the focus skill atan appropriate levelof difficulty?

Using the FMS Teacher Resource

This Resource supports you in your adventures with learning, teaching and assessing FMS.The case story outlines on pages 10-13 show the adventures other teachers have experiencedwith this Resource. Their full stories can be found in the Putting it all Together section.

In order to make the Resource easier to use, information about learning, teaching andassessing FMS found in Book 1 is linked to the Tools for this process in Book 2. Throughoutboth books, ideas, examples and vignettes are included to help you decide what will workmost effectively with the children you are teaching. Write your own links, include your ownexamples and add new ideas so that the resource meets your own needs and supports yourlearning and teaching.

The process of learning, teaching and assessing FMS is interwoven and it is hard to separateeach part. Figure 1: A cycle for planning outcomes focused programs for FMS, shown belowreflects the interactive nature of each step of planning.

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Figure 1: A cycle for planning outcomes focused programs for FMS(adapted from the Getting Started series, Curriculum Council, 1999)

Identify resources and plan

learning experiences

• Plan and implement learning experiences

Assessing student needs and

outcomes

• Identify children’s interests,strengths and needs

• Choose a focus skill/s andidentify possible learningoutcomes

• Assess children’s levels of achievement of FMS

Address student needs and

outcomes

• Plan and implement learning outcomes

• Ongoing assessment ofchildren’s levels ofachievement of FMS

• Share information aboutchildren’s learning

Student learning and the

processes

• On-going assessment ofchildren’s level ofachievement

• Share information aboutchildren’s learning

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In this Resource the various steps of the planning cycle have been sequenced and are shownin Figure 2: Using the FMS Teacher Resource. This sequence is one way for you to beginyour adventure with this Resource.

Reflection points have been suggested to help you think how aspects of the sequence applyto your own setting. Sections of the Resource that can help you choose which strategies touse are also listed.

As you learn more about the observation criteria for each FMS, broaden your repertoire ofways to teach, assess and share information about children’s achievement in FMS, andrecognise children with movement difficulties you will probably find that your planning cyclewill become more interwoven. The ‘steps’ will happen simultaneously and many of the toolsyou create to use will become second nature.




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Figure 2: Using the FMS Teacher Resource

Learning, Teachingand Assessment

Process

Reflection Points

What are our school priorities?What are the expectations of familiesand the community?What are the children’s interests,strengths and needs?

• Book 1: Page 26• Table 1: FMS in the Domains• Figure 2: Factors Influencing the

Development of FMS

Which focus skill or skills will be mostmeaningful for your children?Which learning outcomes could thechildren demonstrate through the focusskill or skills?

• Book 1: Page 27• Table 3: FMS Sequence

How many criteria of each skill are the children demonstrating?In what settings are the children most proficient?

• Book 1: Pages 27–30• Table 4: Learning and

Teaching Continuum• Tools 1: FMS Descriptions

Have I gathered a comprehensive pictureof the children’s learning in a way thatis fair, valid, explicit and educative?What other strategies should I use togather information?Is the focus skill of the appropriate level of difficulty?

• Book 1: Pages 30–35• Tools 1: FMS Descriptions• Tools 2: Assessment Strategies

Which child and teacher structuredexperiences are most relevant and meaningful for these children?

• Book 1: Pages 36–44• Table 5: Linking FMS and Multiple

Intelligences• Tables 15-21: FMS Programs• Tools 3: Learning Experiences

What levels of achievement are the children demonstrating?Have I gathered a comprehensive pictureof the children’s learning in a way thatis fair, valid, explicit and educative?What other strategies should I use togather information?

• Book 1: Pages 30–35, 44• Table 4: Learning and Teaching

Continuum• Tools 1: FMS Observation Criteria• Tools 2: Assessment Strategies

Identify children’s interests, strengths and needs

Choose focus skillor skills and identify possible learning outcomes

Assess each child’s level ofFMS achievement

Plan andimplementappropriatelearningexperiences

Continue to assess each child’s level of FMSachievement

Share theinformationgathered

Am I still concerned about any child’slevel of achievement?

• Book 1: Pages 52–55• Tools 5: Stay in Step Screening

Test

Who needs to know about the children’sdevelopment of FMS?What do they need to know?How can I best share this information?

• Book 1: Pages 45–51• Tables 10-14: Sharing information• Tools 4: Sharing Information

Sections of the Resource that may Support your

Reflectionsour




Beth

Focusing on, how dothey do the skill? –Working with childrenwith special needs

Sally

Seizing the moment –Ensuring FMS arerelevant andmeaningful to thechildren

Fiona and Jo

It’s easier when youwork together –FMS throughout theday and throughout theweek

Background Choosing the Focus

Skill/s and

Identifying Learning

Outcomes

IdentifyingChildren’s Interests

Strengths andNeeds

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Case Story Outlines

Beth was a teacher ofphysical education inan Education SupportSchool. She taughtchildren aged 3 to 17years for 45 minutesper week. The focuschildren for this storywere 3 to 5 years ofage.

A teacher of 4 and 5year old children in anoff-site centre, Sallyhad the support of ateacher assistant and awell equipped outdoorarea. She spent 60 minutes per dayoutdoors.

Fiona was a teacher ofphysical education andJo taught 5 and 6 year olds. Theyworked collaborativelyon the class physicalactivity program.

The children had arange of disabilities. Beth felt the emphasisneeded to be on body-managementskills and languagedevelopment.The classroom teacheragreed to support Bethin developing thechildren’s skills in theclassroom.

The children enjoyedplaying chasey andSally felt that thechildren needed to beable to throw in orderto play many games.The sport of thecommunity was soccer.Sally focused onintegrating learningthrough play.

The children were toparticipate in theschool athleticscarnival. The familiestended to be moreconcerned aboutacademic progressthan physical activity.The teachers wereconcerned about thechildren’s generalfitness and activitylevels.

Balancing on one footand walking on a lineor beam were chosenas static and dynamicbalance are importantfor the performance ofmost FMS and for thechildren’s bodymanagement. The Health andPhysical Educationlearning outcome‘Skills for PhysicalActivity’, supported bythe FoundationOutcome Statement inthat strand, identifiedthe need to gatherinformation about thecontrol children had oftheir bodies.

Sprint running andoverhand throwingwere chosen toencourage children’sinterests.The Health andPhysical Educationlearning outcomes‘Knowledge andUnderstandings’,‘Attitudes and Values’and ‘Skills for PhysicalActivity’ wereidentified as focusesbefore the programbegan. Other learningoutcomes weredemonstrated duringthe program.

Jumping for distance,overhand throw,underhand throw andrunning were chosen toincrease fitness andprepare children forthe athletics carnival.The focus Health andPhysical Educationlearning outcomeswere ‘Knowledge andUnderstandings’,‘Attitudes and Values’and ‘Skills for PhysicalActivity’.




Beth used some of theteaching strategies inthe ‘beginning’ sectionof the FMS SkillDescriptions for‘Balance on one foot’and ‘Walking on a lineor beam’. Shedeveloped a taskanalysis of balanceactivities, used lots ofdemonstration,physical guidance,music and games andsupported her spokenlanguage with signlanguage.

Sally talked with thechildren about runningfast and throwing well.The children observedtheir reflections in awindow, sang, movedto music, playedchasey games andtried to solve theproblem of ‘How do werun fast?’Sally planned andimplemented playstations, learningcentres, simple gamesand child-initiatedactivities.

Fiona used a wholeclass approach toexplicitly teach eachskill then did somesmall group andpartner work. Jo used a range oflearning experiences inthe classroom andduring the daily 15minute activitysession. Sheincorporated FMSconcepts in writinglists and oraldiscussions.

Assessing Children’s

Levels of

Achievement

of FMS

Sharing the

Information

Ongoing Assessment

Planning and

Implementing

Learning

Experiences

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Beth observed childrenperforming a range ofbalances, e.g.balancing on differentbody parts, balancingon an object.She timed thebalances and used theFMS ObservationRecords to analyse‘How do they balance?’

Sally used the FMSObservation Recordsfor the ‘Sprint run’ and‘Overhand throw’ toobserve children whilerunning over 15metres and throwing abean bag during a playstation activity.She talked withfamilies to find outmore about thechildren’s physicalactivities and interestsat home.

Jo and Fiona watchedthe sprint run segmentin the video, Makingthe Right Moves. Theyused the FMSObservation Recordsfor each skill andfound it easier to makejudgements from avideo of the childrenperforming the skillthan on the spot.Based on theseobservations, theygrouped the childreninto beginning,developing andconsolidating levels.

Beth individualisedassessment strategiesfor specific children.She found thatgathering informationin different settings,especially in theplayground, wasdifficult.

Incidental discussionswith children providedinformation about theirconcepts of the skills.Sally continued to usethe FMS ObservationRecords and tried tomake observations inplay situations. Thechildren wrote lettersto their fathers, someof which mentionedphysical activities.

Writing samples, dailyreflections, viewing ofthe video tapes,focused observations,anecdotal records andmeasurement of speedand distance providedmany different kindsand sources ofinformation.

With children

Positive feedbackincluding cheering andclapping.

With other teachers

Beth providedactivities for teachersto help childrenpractise the skills.

With families

Digital photographssupported writtenreports. The sportscarnival enabledparents to see thechildren in action.

With the children

Verbal and visualindividual feedback.Class discussions andevaluation of learningexperiences.

With other teachers

Shared methods ofcompleting the FMSObservation Records.

With families

Sports carnival, at thedoor chats and lettersto fathers thatspontaneouslyincluded examples ofFMS and physicalactivity.

With other teachers

Jo and Fiona found itvery useful to worktogether.

With families

The athletics carnivalwas a way of sharingthe children’s learningwith the parents.Photos and storiesabout activity sessionswere included in thenewsletter.




Janet is in charge ofthe physical educationprogram for Years K-7.This story focuses onher program forfourteen 7 and 8 yearolds who wereidentified as havingmovement difficulties.

A year six classteacher, Paul taughtPE to children in years2-7 for one 30 to 45minute session perweek. This storyfocuses on childrenaged 6 to 8 years.

A teacher in anAboriginal communityschool, Gordon taughtdaily fitness to amulti-age group ofchildren aged 5 to 9years and PE to hisown class of 7 to 9year olds.

Background

Janet

I made myself come to school because Ijust love PE! – Working with childrenwith movementdifficulties

Paul

Yes, I can teach these children! – Beginning to teachFMS

Gordon

Ha, Ha you can’t jump over me! – Using children’sstrengths

Choosing the Focus

Skill/s and

Identifying Learning

Outcomes

IdentifyingChildren’s Interests

Strengths and Needs

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The school emphasisedacademic achievementand competition.Many of these childrendid extra curriculaactivities (such asmusic lessons) thatwere often scheduledin PE time.

The school had a focuson fitness. Thecommunity wereconcerned aboutobesity. The children’smain sporting interestwas tee ball.Paul was already usinga play stations modelfor physical education.

The school had a focus on literacy andself-esteem.The community wereinterested in theirchildren liking andattending school.The children wereinterested in sportscelebrities – especiallyAboriginal people.Physical activity wasan area of strength forthe children.

Running, skipping,jumping and overhandthrowing were chosento develop skillproficiency in the hopethat improved skillswould encourageparticipation in allphysical activitysessions.Janet intended togather as muchinformation as possibleabout the children’sachievement of theHPE learningoutcomes ‘Knowledgeand Understandings’,‘Attitudes and Values’,‘Skills for PhysicalActivity’, ‘Self-management Skillsand ‘InterpersonalSkills’.

Overhand throw,underhand throw,catch and two-handedstrike were chosen assupport skills forplaying tee-ball.The focus Health andPhysical Educationlearning outcome was‘Skills for PhysicalActivity’.

Underhand throw andjumping for distancewere chosen becauseGordon feltcomfortable teachingthese skills. The focusHealth and PhysicalEducation learningoutcomes were‘Knowledge andUnderstandings’,‘Skills for PhysicalActivity’ and theEnglish learningoutcome ‘Writing’.




Assesing Children’s

Levels of

Achievement of FMS

Sharing the

Information

Ongoing Assessment

Planning and

Implementing

Learning

Experiences

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Janet set up playstations to focus onspecific skill criteria.Partner workmaximisedparticipation andenabled the childrento help and learn fromeach other.Janet used the FMSObservation Recordsfor each skill toidentify specificcriteria to work on witheach child.

Paul used the FMSObservation Recordsfor each skill, firstobserving all childrenusing the global checkand then focusing onchildren who did notreceive a ✓.He set up activitystations and tookdigital photographs ofthe childrenperforming the skills.

Gordon used the FMSObservation Recordsfor ‘Underhand throw’and ‘Jump fordistance’ to observechildren during fitnessand activity sessions.

Janet grouped thechildren based on theskill criteria they wereproficientlyperforming. Sheworked with individualchildren while othersdid group work orindividual activities.She made sure sheindividualisedexperiences tomaximise success andparticipation. Wholeclass activities, circleactivities, peerobservation, self-reflection and playstations wereimplemented toprovide many differentways of practising eachskill.

Paul found he neededto set up more stationsso the children werenot waiting around asmuch. He explainedthe skill criteria in awhole class sessionand had the childrenmove quickly intostations for each skill.He individualisedactivities for childrenwith special needs.After 6 weeks Paulintroduced a modifiedgame of tee-ball.

Gordon designedactivity stations toenable the children topractise the skills. Hefound the childrenwere already verycompetent in theseskills and capitalisedon their proficiency todevelop self-esteemand self-confidence.He developed activitiesto be more challengingfor the children.

Janet made anecdotalrecords about a fewchildren in eachsession, tookphotographs of thechildren performingthe skills andstructured the schoolathletics carnival toenable the girls toachieve gold, silverand bronze medalsbased on improvementin their skill levels.

Paul continued to usethe FMS ObservationRecords in physicaleducation lessons butfound it difficult toobserve skills usedduring playground playor in short activitysessions.

Gordon continued touse the FMSObservation Recordsfocusing on children inone or two stations ineach session.

With children

Feedback anddiscussions with thechildren aboutincidental events.

With families

End of year reportusing outcomes.

With children

Feedback ondifficulties andsupport in fine tuningskills.

With families

Used initialphotographs forchildren’s portfolios.Added four sentencesfor children tocomplete.

With children

Feedback delivered indifferent voices for funand effect.

With families

Photographs,observations andreflections combinedin an electronicportfolio.







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FUNDAMENTAL MOVEMENT SKILLS

An Overview

What are Fundamental Movement Skills?

Fundamental Movement Skills (FMS) are movement patterns that involve different body partssuch as the legs, arms, trunk and head, and include such skills as running, hopping,catching, throwing, striking and balancing. They are the foundation movements or precursorpatterns to the more specialised, complex skills used in play, games, sports, dance,gymnastics, outdoor education and physical recreation activities.

Fundamental movement skills are best categorised into groups because it makes planning,teaching and assessment easier. The three categories adopted in this resource are bodymanagement, locomotor and object control. Many skills can be included in these groups.

• Body management skills involve balancing the body in stillnessand in motion. Examples are: static and dynamic balancing,rolling, stopping, landing, bending, stretching, twisting, turning,swinging, and climbing.

The skills included in this Resource are Balance on one foot,Walk on a line or beam, Forward roll, and Climb.

• Locomotor skills involve transporting the body in any directionfrom one point to another. Examples are: crawling, walking,running, hopping, leaping, jumping, galloping, skipping, dodging,and swimming.

The skills included in this Resource are Sprint run, Hop,Continuous leap, Jump for distance, Jump for height, Gallop,Side gallop, Skip, and Dodge.

• Object control skills require controlling implements (for example,bats, racquets or hoops) or objects (such as balls) either by handor foot. Examples are: throwing, catching, kicking, striking,bouncing, and dribbling.

The skills included in this Resource are Underhand throw,Overhand throw, Chest pass, Catch, Kick, Punt, Two-handedstrike, Hand dribble and Foot dribble.




Why are Fundamental Movement

Skills Important?

People who are confident with most FMS areable to participate in a wide variety ofrecreational activities throughout their life.Proficient movers often have higher self-esteem and self-confidence (Henderson,May, & Umney, 1989). They are morewilling to take risks, are popular playmates inthe school grounds, and are also more likelyto maintain an active and healthy lifestyle.

Some children are able to demonstrate theirknowledge, understandings, skills, attitudesand values of other areas of learning moreeffectively through movement than throughwriting, drawing or talking.

Many children who have not becomeproficient in a variety of FMS, however, findit harder to join in playground games, havereduced self-esteem and self-confidence andfrequently avoid physical activities (Bouffardet al., 1996; Larkin & Hoare, 1991; Smyth& Anderson, 2000). Consequently, theirmuscle and bone development may becompromised, their fitness may be reducedand opportunities for developing socialcompetence may be fewer.

Early identification of problems means thatchildren are more likely to have theopportunity to reach their movement skillpotential. For some children who may nothave had the opportunity to develop theskills owing to different family or culturalexpectations, simply providing theopportunity and support to learn the skillsmay be sufficient.

The majority of children can learn FMS usingthe teaching, learning and assessmentstrategies described in this Resource.However some children will still requireadditional support. The information in thesection Children with Movement Difficultieswill help you to include these children in themainstream learning experiences and planexperiences which are best undertaken in asmall group.

What Factors Influence the

Development of FMS?

A well-planned teaching program considersand accommodates factors related to thechild and their environment (See Figure 3).

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Proficient

A proficientmovement issmooth,rhythmical andwell-coordinated.

Figure 3: Factors influencing the development of FMS

• Motivation to practise

• Opportunities to practise

The Environment

• Family values, expectations and support

• Community values, expectations and support

• Cultural values, expectations and support

The Child

• Age

• P hysique

• Health

• P hysical activities

• Interests




Myths about Fundamental Movement Skills

There are many misunderstandings and misconceptions about FMS. Before reading on,reflect on your understandings about the following statements.

True or false?

1. Children who write with their right hand should also throw a ball and hold a bat with their right hand. True/False

2. Most poorly coordinated children show a mixed dominance. They may use their right foot to kick a ball, but use a bat left handed. True/False

3. Academic performance will be enhanced by improving movement proficiency. True/False

4. Most boys are able to throw a ball further and harder than most girls. True/False

5. Girls can’t run as fast as boys. True/False

6. Children need to learn to hop before they can skip. True/False

7. Children aged 12 years and older are unable to change their movement patterns. True/False

8. You need to be able to run well to teach others how to run. True/False

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All of the statements above are false, exceptfor Number 4!

What do we know about FMS?

Do we need to perform all FMS with thesame hand or foot? (statements 1 and 2)Even though a child writes with the righthand, they do not need to perform all othermovement skills with the same hand orsame-sided foot. Many people may writewith the left hand, yet kick a ball with theright foot and grip a bat right handed. Forsome skills such as handwriting andthrowing, it is important that childrendevelop a preferred side. However, for manyskills it is advantageous to developproficiency with both sides, for example,hopping and kicking. Left-handedness ormixed dominance (using a mixture of sides)does not necessarily relate to learningdifficulties or poor motor coordination.

Does movement competence improveacademic performance? (statement 3)There is no evidence that improvement inmovement skill directly improves academicperformance. However, increased movementcompetence can improve self-esteem, self-confidence, self-management and self-control that in turn can affect academicperformance and willingness to tackle newchallenges, provided that the tasks requiredare meaningful, relevant, purposeful andappropriate for the child.

Are there gender differences? (statements 4 and 5)There are slight differences in body size,body proportions and muscle mass betweenboys and girls prior to puberty. For mostskills, except overhand throwing, however,there are no significant biological reasons forgender differences in performance. A greaterhip - shoulder ratio and more muscle mass isthought to enable many boys to throw furtherand harder than girls. Observed differencesin skill levels are more likely to be a result ofsocietal expectation (for example, ‘boysshouldn’t skip’ or ‘girls shouldn’t get hot andsweaty’), environmental factors or a differentemphasis placed on particular skills byfamily or cultural groups.

Is there a universal sequence ofdevelopment? (statement 6)Children do not master FMS in anypredetermined order or sequence. Thefamily and wider community play animportant part in a child’s development. Theorder of fundamental movement skillsdevelopment and the time taken to master aparticular skill is influenced by the interplaybetween the child, the learning environmentand the learning and teaching program (see Figure 3: Factors Influencing theDevelopment of FMS).

Can FMS be learned later in life? (statement 7)FMS can be developed later in life. Earlychildhood is, however, the optimal time todevelop FMS for a number of reasons.• It is more difficult to ‘unlearn’ bad habits

than to learn correct movements in thefirst place.

• Self-consciousness and embarrassmentmay prevent learning when older.

• Play, games and sport experiences arelikely to be more difficult for childrenwith poor FMS, therefore interest inphysical activity is reduced.

• Fear of being injured or ridiculed canprevent older children from learning FMS.

Can only sporty people teach FMS?(statement 8)It is not necessary to be a teacher ofphysical education or a ‘sporty’ person toteach FMS and physical education. Mostpeople have a good idea of what wellcoordinated movement looks like. All youneed to know is what the proficient form of aFMS looks like and have some ideas abouthow to develop the skill. Your teaching skillsmay then be used to lead and support thechildren’s learning so that they cansuccessfully perform a FMS.

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The FMS Teacher Resource focuses on the‘whole’ child in the context of their familyand community. It emphasises learningproficient forms of FMS through play,throughout the day.

FMS are important in the development

of the ‘whole child’

Early childhood teachers have long held abelief in the development of all aspects of achild’s capabilities or intelligences. FMSneed to be nurtured, not only because theyare important for the child’s long term healthand well-being, but because they support thechild’s physical development. FMS can alsosupport the child’s development in otherareas of learning (see Table 1: FMS in theDomains).

FMS, like all learning, is best supported

when the school, family and community

work together

Families and the community can provideimportant knowledge and understandingsabout children’s physical activities, as wellas providing opportunities for them to beactive and to practise FMS. Encouraging thesharing of dances, music, language andgames from diverse communities enricheschildren’s understanding of the purpose ofFMS in their lives. Speaking with families ormembers of the community about agreed andappropriate practices will develop sharedmeanings between home and school and helpyou in planning learning experiences.

FMS can be embedded in everyday

classroom activities

Physical activity should be an intrinsic andintegral part of the school program. Three10-minute activity sessions each day can beas effective as one 30-minute session forpractising FMS and promoting healthyhabits. A variety of child-structured andadult-structured learning experiences helpscreate interest, involvement and excitementin the learning process (see Tools 3: LearningExperiences).

FMS can be learned through playYoung children learn most effectively throughplay because it is a motivating environmentin which they can be in control and selecttheir own level of risk. When children deviseplay by themselves they can

create the rules, choose the teams, andtake responsibility for maintaining thegame action…Children who are constantlyplaced in settings where adults areresponsible for organising the activities aredeprived of opportunities to makedecisions and take responsibility for theirown actions (Evans, 2000, p. 4).

Play situations can be ideal opportunities forchildren to practise, experiment, consolidateand become proficient in FMS. FMS focusedplay can also develop self-management skillssuch as decision-making, problem solving,and managing emotions and provide anopportunity to practise social skills,language and non-verbal communication.

There are many definitions of play and weoften make assumptions that we all meanthe same thing. Play can be structured byadults or structured by children. Play canlook like, and be, ‘work’, requiring effort,rules and structure. Play can be serious aswell as fun, testing as well as relaxing,thoughtful as well as active.

Play takes many forms and may lookdifferent in various settings, communitiesand cultures. It can be closed or open-ended, spontaneous or planned, solitary or in groups (Dockett & Fleer, 1999).

In this Resource play is defined asexperiences that are relevant and purposefulin which children have choice and socialsupport. Play stops being play whenchildren feel they are being made to performa task. Tools 3: Learning Experiences,provides examples of ways in which play canbe structured to enable children to learn,develop and master FMS.

Key Understandings of the FMS Teacher Resource

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You can find ways for children to practise FMS:• indoors and outdoors;• in all kinds of weather;• when you start the school day;• if you finish an activity early;• if the children are looking lethargic or

sleepy;• in transitions between spaces and

experiences; • as ways of demonstrating learning across

the curriculum; and• if the sun starts to shine and it is a

beautiful day!

Movement skill development is age related not age dependent

Children develop and learn at varying ratesand in many ways. Movement skills do notdevelop in a pre-determined, universal order.This means that children of the same agewill not necessarily demonstrate the samelevel of proficiency in a particular skill.While some children acquire skills quicklyand at an early age, others require help,support, and time to become proficient.

Whatever the age of the child, the teachingpoints for skill development need to focus onefficient ways of moving to prevent thereinforcement of bad habits and toencourage the development of well-coordinated movement.

The extent to which a child demonstrates askill can be determined by making fine gradejudgements supported by the Key Indicatorsof the Learning and Teaching Continuum forFMS (Table 3) and the Observation Recordsin Tools 1. However, the focus of thisResource is on supporting children as theydevelop proficient skills and in supportingyou in making judgements about the level ofa child’s achievement.

Early childhood is the optimal time to

teach and learn FMS

Children ‘move to learn’ and ‘learn to move’.• Young children are motivated and keen to

master ways of moving, controlling theirbodies and coordinating their movements.

• Young children are actively involved inenhancing their cognitive abilities,developing a sense of autonomy andinitiative, and in testing their limits.

It is important that children develop positiveattitudes towards physical activity whenyoung. Positive attitudes to physical activitycan:• improve self-image, self-concept and

self-confidence;• support the child in working with and

being with others;• improve health and well being; and• increase involvement in lifelong physical

activity.

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p97GordonDeveloping the children’s self esteem and self-confidence were two of the major aims of our program.We wanted them to feel good about themselves, good aboutlearning and good about school.







22

Table 1: The Domains of Learning and FMS

Sensory

Kinaesthetic• Balance• Rocking• Swaying• Rolling• Walking• Running• Climbing• Matching

movements withsounds

Olfactory• Detecting smells –

leather, bodysmells, perfumes,sunscreen, rain,dust, etc

• Distinguishingbetween smells

Visual• Observing• Discriminating

between objects,shapes, contours,colours,brightness,contrast, shadows

• Foreground andbackground

• Busy-ness• Identifying

movement

Auditory• Detecting sound• Discriminating

between sounds

Tactile• Discriminating

between textures,sizes,

• Feeling of rain,surfaces

• Feeling of breeze• Safe touch in

relating to others

Social

Respecting andbeing concerned forothers and theirrights• Being

compassionateand caring

• Accepting others’differences

• Respectingindividualabilities, talentsand differences

• Being courteous• Cooperating• Sharing• Resolving conflicts

resolution

Acceptingresponsibility• Being aware of,

and willing toabide by, rules

• Being willing toparticipate

• Showing fair play

Emotional

Accepting self • Knowing own

worth andcompetence

Managing emotions

Controllingbehaviour

Able to manage self• Willing to stay on

task and work hard• Willing to try new

skills• Being confident to

start• Being able to

choose and decide

Being able to relax• Describing stress

reactions• Demonstrating

ways of relaxing

Language

Speaking• Providing

directions andinstructions

• Describing ownexperiences andlistening to thoseof others

• Explainingmovements, skillsor ideas to others

Listening• Listening to

teacher and otherchildren

Viewing• Explaining

proficient skills asdemonstrated byothers or on video

Reading• Interpreting

pictures ofmovements orequipment plans

Writing• Writing stories

about experiences




23

Physical

Locomotor• Running• Sliding• Skipping• Hopping• Jumping• Galloping• Leaping• Dodging

Body Management• Rolling• Walking on a beam• Static balance• Dancing• Role Play• Drama

Object control• Striking• Catching• Throwing• Kicking• Dribbling a ball• Games

Cognitive

Understanding howthe body should andcan move

Understanding thephysical world• Understanding

how the bodyfunctions

• Understandingcause and effect

Mathematics• Understanding

direction, level,space

• Predicting timeusing universal orarbitrary units ofmeasurement

• Measuringquantity, distance,height or timeusing arbitrary oruniversal units ofmeasurement

Applying thinkingskills• Comprehending

information• Problem solving• Analysing –

identifying keyelements andrelationships

• Synthesising –arranginginformation

• Evaluating

Creative/Aesthetic

Thinking of new ideas• Designing • Creating

Thinking of many ideas

Thinking of differentways of using ordoing things• Improvising• Experimenting

Making ideas orskills more complex• Developing ideas

Taking risks• Investigating• Trialing

Intregrating ideas innew ways• Using technologies• Developing games• Using

relationships

Creating a sense ofcommunity or groupawareness

Spiritual

Pursuing personalexcellence• Showing integrity• Working to

potential• Showing

commitment

Understanding thehuman experience• Wondering in our

bodies• Enjoying

movement• Thankfulness for

physical ability

Empowering self and others• Developing faith in

humanity • Freedom

Developing personalvalues• Forgiving • Showing justice• Trusting• Respecting• Tolerating• Being patient• Being humble

Thinking about the world• Showing peaceful

ways of being• Showing

developing morals

Connecting withnature







25

All aspects of the learning, teaching and assessment process need to be considered whenplanning. This section provides information to help you to effectively plan for FMS by:• identifying children’s interests, strengths and needs in the context of their school,

family and community;• choosing the focus skill and identifying possible learning outcomes;• assessing each child’s achievement of FMS;• planning and implementing learning experiences; and• sharing information about children’s achievement of FMS with the children, other

teachers, the school, the families and the community.

The learning, teaching and assessment process is more likely to be fair, valid and educativeif children can demonstrate their skills in relevant and meaningful ways, appropriate to theirworld view and considerate of their linguistic and cultural backgrounds, health and familysituation. The process is more likely to be comprehensive and explicit if you involve othersin planning learning experiences and gathering information about the children’s learning.

You will be providing children with:• opportunities to learn FMS – incorporating FMS every day, throughout the day, in many

and varied ways;• activities that connect and challenge – demonstrating, modelling and explicitly teaching

skills as required, providing stimulating, meaningful experiences and integrating learningexperiences;

• opportunities to act and reflect – providing time to develop and apply FMS and to reflecton their skill performance;

• experiences which recognise children’s individuality – modifying activities, equipment,speed/pace, targets and distance to cater for individual differences; and

• opportunities for children to work independently and collaboratively.

LEARNING, TEACHING AND ASSESSING FUNDAMENTAL MOVEMENT SKILLS




Reflection Point

What are your school

priorities? What are

the expectations of

families and the

community? What are

the children’s

interests, strengths

and needs?

26

Identifying Children’s Interests, Strengths and Needs

Children’s interests, strengths and needs occur in the context of their family, community andthe school. Focuses for learning programs need to develop those interests, build on theirstrengths and address their needs. You might ascertain possible focuses for your programusing one or more of the following strategies:• talking to the children about the skills they think they can do and need to be able to do;• talking to families and the community about the skills they think are important and are

using (and therefore, modeling) in their lives;• talking to other teachers about the skills the children need in other areas of their

learning;• thinking about the skills that might best support focus topics or projects in the overall

learning program; and/or• considering emphases in the whole school plan that might affect the choice of skill (for

example, an approaching school carnival or a preferred school game).

JanetThe emphases in our school were on academic achievement and physical competition. Theschool provided a wide range of extra-curricula activities. Some of these, such as musiclessons, were scheduled in class time. Coincidentally, many of the fourteen identified studentsundertook music lessons during physical education time. We also offered a wide range of beforeand after school physical activity options but the children with poor movement skills were notaccessing any of these.

The school athletics carnival was a difficult event for many of these children. The highlycompetitive environment meant that they received little positive recognition for their effort andoften showed others how poor their physical skills were. Since physical education was largelyabout preparing for the athletics carnival, the children avoided the activities even more thanusual! We had decided to restructure the carnival for the younger children so that the focuswas more on participation than competition.

My main area of interest was to develop the children’s understanding of the importance ofacquiring FMS and to help them practise good health habits, increase their physical activity,and improve their self-esteem and interpersonal skills.




Reflection Point

Which skill or skills

will be most

meaningful and

relevant for your group

of children? Which

learning outcomes

could the children

demonstrate through

the focus skill or

skills?

Choosing the Focus Skill and Identifying Possible

Learning Outcomes

Developing proficiency in any FMS can take a long time – up to 10 hours of quality teaching(Kelly, 1989). This means that children need opportunities for explicit instruction, practiceand mastery each day. You should plan, therefore, to observe and teach only 4 or 5 skillseach year but to provide opportunities for children to experience a variety of other skills.Some skills may remain focuses for a long time, others may be included as different needsand interests emerge.

The FMS Sequence in Table 2 provides a suggested order for teaching the skills. Pleaseremember that FMS skills are not necessarily mastered in this sequence. Generally, however,skills such as the forward roll, punt and dribble are more difficult than skills such asbalancing or running.

By the end of the early childhood phase of development (typically Year 3), children shouldhave been provided with opportunities to develop all of these skills.

Once you have gathered information about the children’s strengths, needs and interests andchosen the skill or skills, you can identify learning outcomes that will help to focus yourplanning. Outcomes are not achieved simply by teaching skills. Ensuring children achieve allaspects of an outcome means also providing opportunities for children to demonstrate theirknowledge, skills, attitudes and values as well as their proficiency in the skill.

Assessing each Child’s Achievement of FMS

Information needs to be gathered about children’s FMS performance in a range of settings,undertaking different kinds of experiences and over time. Some ways you can gatherinformation to assess a child’s achievement are provided in Book 2. Tools 1: FMS SkillDescriptions provides you with specific information about observing and teaching a numberof FMS, and Tools 2: Assessment Strategies provides you with a range of strategies you mayuse to assess a child’s level of achievement when performing a skill as well as theirachievement of other learning outcomes.

K 3+

BodyManagementSkills

27

Table 2: FMS Sequence

StaticbalanceClimb

Line walk

Side roll Forward roll

RunDistance jump

Gallop

Skip

HopSwim

Vertical jumpSide gallop

LeapDodge

Overhandthrow

Underhand

roll

Underhandthrow

Bounce and

catch

Catch large

ball

Two handedstrike

Catch small ball

Lofted soccer

kick

Punt

One handedstrike

Hand dribble

Foot dribble

LocomotorSkills

Object ControlSkills

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Initially, you may plan a variety of learningexperiences involving a skill or a combinationof skills that will provide an opportunity tomonitor the children’s skill levels. A childmay demonstrate a different level of skillproficiency for the same skill if observed invarious settings. For example, a child maythrow a ball more proficiently when they areconcentrating on the skill during a practiceactivity compared to a game situation wherethe focus may be on strategy, stamina, speedor perseverance. Similarly, they may be ableto explain how they are performing the skillmore easily when they have the ball in theirhand.

Information needs to be gatheredcontinuously. Initially, you may choose touse the FMS Observation Records in Tools 1to observe the children in different settings.Each subsequent learning experience willprovide opportunities for you to update yourinformation and support your judgementsabout children’s levels of achievement. Youmay support, and add to these observationswith information gathered using othermethods described in Tools 2.

Using the FMS Observation Records

The FMS Observation Records in Tools 1:FMS Descriptions will help you gatherinformation about each child’s performance.As you become more familiar with the skillcriteria of a proficient FMS you will developa method that works best for you. You mayfind that over time you use the skill criteriaas teaching points and record only very basicinformation about each child.

The FMS Observation Records are designedin different ways to reflect the different typesof movement. The easiest skills to observeand analyse are those in which the pattern isperformed repeatedly. These continuousskills, such as running, hopping, skipping orgalloping are best analysed by observing thebody parts in a systematic way such as legs,head and trunk, then arms. The moredifficult skills to observe are the explosiveskills such as jumping, throwing and striking,and the receptive skill of catching. These arebest analysed by observing each phase ofexecution of the skill, for examplepreparation, propulsion and follow through.Within each phase of movement the bodyparts should be observed systematically.

CAUTION!When gathering information be careful that you avoid:• recording a performance because you think you remember what the child was doing;• assuming that a child can’t perform a skill when they don’t perform it;• assuming that because a child tries hard that they can perform a skill;• assuming that because a child’s behaviour is difficult they cannot perform a skill;• attributing a higher (or lower) skill level to particular children because of their cultural

background, gender or physical attributes;• making judgements about skill levels that are affected by the child’s proficiency in

English which may be learned as a second or third language or dialect;• assuming that because a child is good at one skill that they are good at others; and• being reluctant to say that a child is performing very well or very poorly.

2

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2




29

Look at the observation records in Figure 4 to note how they are structured.

Figure 4: Comparing the structure of the FMS Observation Records

Arms

2. Foot close to

buttocks and

high knee lift

3. Head and

trunk stable

6. Arms drive

vigorously forward

and backward

SPRINT RUN

Global

Check

Names1. Feet land

along a narrowpath

✓ or •

Legs

4. Eyes focusedforward

Head and trunk

5. Elbows bent at 90 degrees

Formal or informal

observational settingLevel

First, I can observe all the children and identify those whose movement is smooth and coordinated. I don’t need to observe them again.

When looking to see which criteria the children are achieving in this skill, I focuson legs, head and trunk, and arms.

Arms

3. Eyes

focused on

the ball

1. Stands

side on to

target area

Legs Arms

TWO-HANDED STRIKE

Global

Check

Names ✓ or •

Formal or informal


Legs

2. Feetshoulder

width apart,weight onback foot

Head and

trunkArms

4. Bat grip:hand closest

to handleend matches

front foot

Preparation PropulsionFollow

through

5. Front foot stepsforward

Head and

trunk

6. Hips thenshoulders

rotate forward

7. Batswings

horizontallythrough the

ball

8. Followthrough

around thebody

In this skill I need to look at each phase ofthe movement. During each phase Iobserve the legs, head and trunk, thenarms.

The two-handed strikeis an explosive skill.

The criteria to observe as aninitial focus are highlighted.

The sprint run is a continuous skill.




The global check

You may first decide to observe each child’soverall movement pattern. A column in theleft side of the observation record isdesigned to enable you to record these globalobservations.

Generally, a child’s movement will either lookright or wrong. For the global check simplylook to see if:• the movement is smooth, rhythmical and

well coordinated;• the movement achieves its purpose (the

ball is thrown, balance is achieved, theobject is caught); and

• the child appears confident.

From these general observations you will beable to make decisions about:• children who may act as good models,

teachers and guides;• children who may require more specific

feedback about proficient movement inorder to extend their competence;

• children who require more specificobservation to identify the skill criteriawhich they are able to demonstrate;

• children needing more extensiveintervention;

• skills or skill criteria requiring specificdirect instruction; and

• skill practices that can be used tocomplement, supplement and challengechildren’s existing skills.

If you are not satisfied or convinced about aparticular child’s overall proficiency then youmight next observe the skill criteria for initialfocus.

Skill criteria for initial focus

For each skill some criteria have beenidentified for initial focus. These arehighlighted on the observation records andare the easiest criteria to observe and toteach. Sometimes by working on these skillcriteria others will fall into place.

Skill criteria for fine-tuning the skills

Later, to consolidate the proficiency of amovement, you might observe and teach theremaining skill criteria.

Recording your Information

When using the FMS Observation Records toobserve the children in various formal andinformal settings you, and any other adultswho are working with you, might record eachobservation with the date, a different colouror symbol. Some teachers have suggestedusing a coding such as:✔ has achieved• is yet to achieve.

An example of a completed observationrecord for the Sprint Run is provided inFigure 5.

Information about other learning outcomescan be added to the Observation Record, orrecorded using appropriate strategies such asthose in Tools 2: Assessment Strategies.

Ensuring the Information

is Comprehensive

A comprehensiveassessmentrequires differenttypes and sourcesof information.Valid informationis gathered duringa learningexperience, using achild’s strengthsand skills (so thatit is fair) and isshared with thechild (so that it iseducative).

Self and peer reflections, learning logs orjournals, and explanations of skills cansupplement observational records. Examplesof these are found in Tools 2: AssessmentStrategies.

Classroom teachers, teachers of physicaleducation, teachers on playground duty,families, the children themselves and otherchildren can all provide differentperspectives on a child’s skill proficiency.

The section Planning and ImplementingLearning Experiences describes experienceswhich will enable you to gather valid, fair,explicit and educative information.

Reflection Point

Have you gathered a

comprehensive picture

of the children’s

learning in a way that

is fair, valid, explicit

and educative?

What other strategies

could you use to

gather information?

Reflection Point

How many

components of each

skill are the children

demonstrating?

In what settings are

the children most

proficient?

30

JoI found it moremanageable to focus ona small number ofchildren each dayinstead of all of themat once when using theObservation Record.

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2

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31

3. Head and

trunk stable

6. Arms drive

vigorously

forward and

backward

5. Elbows bentat 90 degrees

1. Feet landalong a narrowpath

2. Foot close

to buttocks and

high knee lift

4. Eyesfocused forward

Global

Check

Names ✓ or •

Legs Head and trunk ArmsFormal or informal


Observation position To either side for legs. Front or back for placement of feet.Run as fast as you canInstruction

Sam • ✓ • • ✓ • • ✓ • • • • ✓ • • • ✓ • • 7/8 12/8 15/8 B

Kim • • ✓ • ✓ ✓ ✓ ✓ ✓ ✓ • • • • • ✓ ✓ ✓ ✓ 7/8 12/8 15/8 D

Holly • ✓ ✓ • ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ • • • ✓ ✓ ✓ 7/8 12/8 15/8 D

James • • • ✓ • ✓ • ✓ ✓ • • • ✓ • • • • • • 7/8 12/8 15/8 B

Jarrah ✓ 7/8 12/8 15/8 C

Rebecca ✓ 7/8 12/8 15/8 C

Jacob • ✓ • • ✓ ✓ ✓ ✓ ✓ ✓ • • ✓ ✓ • • ✓ ✓ ✓ 7/8 12/8 15/8 D

Evan ✓ 7/8 12/8 15/8 C

PE PLAY

MUS

IC

B D

C G

Figure 5: Using the FMS Observation Record: Sprint Run

I began with a global check in a structuredphysical activity session. Some of the children were performing proficiently.I gave these children a and the others a .

I focused my attention in the secondphysical activity session on Sam, Kim,Holly, James and Jacob. I observed eachof the skill criteria for these children.

On the basis of the observations, I made a judgementabout each child’s level of achievement in sprint running.B = beginning, D = developing, C = consolidating. I don’tthink any of the children are at the generalising level yet.

I made observations ofthe children in three settings

I noticed that the FMS Observation Recordsuggested where to stand to make my observations.

✓•




Reflection Point

Is the focus

skill of the

appropriate

difficulty for

the child?

Interpreting the Information Gathered

‘On balance judgements’ about children’sskill proficiency can be made after you havegathered comprehensive information.

As a rule of thumb:• a child at the beginning level of

achievement for a skill would notdemonstrate any of the skill criteria inthe observation record, or maybe just oneof the initial focus skill criteria;

• a child at the developing level ofachievement for a skill would consistentlydemonstrate all of the initial focus skillcriteria;

• a child at the consolidating level ofachievement would consistentlydemonstrate all (or almost all) skillcriteria; and,

• a child at the generalising level ofachievement would consistentlydemonstrate all skill criteria in a widevariety of contexts.

You will probably find that collatingindividual results into class lists is helpful inmaking these judgements. Class lists can becompiled for each skill, for groups of skills(body management, locomotor, objectcontrol) and for demonstrated outcomes.Some examples of class profiles are shown in Figure 6.

The FMS Learning and Teaching Continuum(see Table 3) will also assist you indetermining the children’s level of skill. The key indicators and/or the mastery of skillcriteria in the observation record should helpyou to decide whether the movements arebeginning, developing, consolidating orgeneralising. Children may be at differentlevels for each skill (for example, at thebeginning stage for hopping, yet at theconsolidating stage for running), as shown inthe FMS Profile in Figure 7.

It is important that you evaluate theappropriateness of the chosen focus skill.• Are all or most of the children at the

beginning level of achievement? That is,is the skill too hard?

• Are all or most the children at theconsolidating level of achievement? Thatis, is the skill too easy?

If the skill is too easy or too hard go back tothe FMS Sequence in Table 2 and chooseanother skill. If the skill is appropriate go onto planning and implementing learningexperiences.

There are other issues you may need toconsider.• Have children of one gender performed

significantly lower than the other in aparticular skill? Why might this havehappened? – Is it due to the way the experiences

have been structured? – Do you need to talk to families, the

children or other adults in order toclarify why this might have happened?

• Have a significant number of students inthe class an unexpectedly low level ofFMS? Why might this be so? – Is it due to the lack of opportunities

provided? – Do you need to talk to families, the

children or other adults in order toclarify your understandings?

• Are the experiences being providedsupporting the children’s levels ofdevelopment?– Are playground markings and targets

suitable?– Are materials and equipment suitable?– Do the children need explicit teaching

about some social skills?– Do the children understand the

purpose of the experience and theactivity?

It is these interpretations that will help youplan subsequent learning experiences.

32

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1

p48

p27

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CLASS PROFILE FMS: Overhand Throw Date: March 2000

Name Skill criteria Group

Comments1 2 3 4 5 6

Anthony Barnes Side on ✓

Beth Dockers Step forward ✓

Greg Eagles Side on ✓

Joshua Fawcet Step forward ✓

Kimberley Grace Throwing arm ✓

Kelly Harrison Side on ✓

Fred Heard Throwing arm ✓

Tom Jefferson Step Forward ✓

Holly March Step Forward ✓

Evan Norris Throwing arm ✓

Rebecca Owens Side on ✓

Maryanne Ames Side on ✓

CLASS PROFILE FMS: Run Date: March 2000

Name Level

B,D, C

Group

Learning experiences1 2 3 4 5 6

Maryanne Ames B ✓

Anthony Barnes B ✓

Beth Dockers D ✓

Greg Eagles B ✓

Joshua Fawcet D ✓

Kimberley Grace C ✓

Kelly Harrison B ✓

Fred Heard B ✓

Tom Jefferson D ✓

Holly March D ✓

Evan Norris C ✓

Rebecca Ovens B ✓

Jacob Prentice D ✓

33

I tried to decide how I would groupthe children: mixing abilities, levels,skill criteria or learning experiences.I know that smaller groups ofchildren maximise participation andthat means the children stay on-task longer.

I know all the skill criteria for thejump. I will just note the criteriaeach child needs to practise andobserve the children in mixedgroups as they undertake theactivities.

Figure 6: Collating information to support interpretation

CLASS PROFILE

Name Comments Learning Experiences

Maryanne Ames ankles, knees & hips in preparation

Anthony Barnes arms behind body

Beth Dockers landing

Greg Eagles

Kimberley Grace

landing (arms)

OK

arms behind body

ankles, knees & hips in preparation

angle of take-off, landing

ankles, knees & hips in preparation

preparation

Kelly Harrison

Fred Heard

Tom Jefferson

Holly March

Evan Norris

I could group the children so thatI can focus on the skill criteriathey need to work on. This wouldmean that Maryanne, Greg, Kellyand Rebecca could work together.




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34

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l sk

ill c

rite

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skill

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teri

a ev

iden

t in

a g

ame

in F

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tion

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n de

mon

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ted.

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ll pr

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rman

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grou

nd p

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and.

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and.

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and.

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d g

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es

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m s

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ing

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ied g

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ied s

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ent

to m

usic

/aero

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heets

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mati

c p

lay

Contr

acts

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cle

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l dance

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s

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lay s

tati

ons

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alk

or

run

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teachin

g

Kin

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eti

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vit

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nsit

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s,

songs,

rhym

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pra

cti

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and c

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tive g

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orm

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asks

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g E

mphases

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ial

focus s

kill

and c

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une s

kill

Fin

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kill

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ple

tasks

More

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x t

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challenges i

n b

roader

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Longer

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applicati

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ryE

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ry

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all g

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all g

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ss

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edia

te,

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nly

on f

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unin

gIn

frequent

feedback

skill

cri

teri

a

FM

S L

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LS

OF A

CH

IEVE

ME

NT

Tabl

e 3

: Le

arni

ng a

nd T

each

ing

Con

tinu

um f

or F

MS




Env

iron

men

tS

tabl

e, p

redi

ctab

le

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n, c

hang

ing

Task

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y

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ficu

lt

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usQ

uality

of

mov

emen

tO

utco

me

of m

ovem

ent

Spe

ed/P

ace

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wFa

st

Targ

et•

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eLa

rge

or W

ide

Sm

all

or N

arro

w•

Hei

ght

Low

Hig

h•

Wid

thW

ide

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row

•D

ista

nce

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seD

ista

nt

Equ

ipm

ent

•B

all

size

(ex

cept

thr

ow)

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e B

all

Med

ium

siz

ed b

all

Sm

all

ball

•B

all

path

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led

alon

g gr

ound

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nced

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born

e•

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l co

lour

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tras

ts w

ith

back

grou

ndB

lend

s w

ith

blac

kgro

und

•B

at s

ize

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e st

riki

ng s

urfa

ceS

mal

l st

riki

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urfa

ce•

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th o

f ha

ndle

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sho

rtLo

ng•

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ght

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tH

eavi

er•

Mov

emen

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tati

onar

yM

ovin

g

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ER

ING

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ND

IVID

UA

L D

IFFE

RE

NC

ES

35

GE

NE

RA

LIS

ING

BE

GIN

NIN

GD

EVE

LO

PIN

GC

ON

SO

LID

ATIN

G




Reflection Point

Which child and

teacher structured

experiences are most

relevant and

meaningful for the

children?

There are many ways in which children canlearn FMS. The learning experiences inTools 3 have been grouped under theheadings of:• child structured experiences; and• teacher structured experiences.

Some learning experiences could have beenlisted under more than one heading. Somelearning experiences, after being introducedby the teacher may be structured by thechildren at another time. Others may beused differently with individual children,small groups of children or large groups.

Children may need explicit instruction aboutskills and their skill criteria. This does notmean that children learn only when a teacherinstructs them. Nor does it mean that theteacher will always be working on the sameskill with a whole class or a large group ofchildren. Explicit instruction can occurone–on–one in learning centres, playstations, games or in transition activities.There are many ways in which programs canbe designed to meet the needs of thechildren.

It is possible that some of the children willdevelop skills very quickly given:• time to watch the skill being performed;• explicit information about how to perform

the skill;• lots of opportunities to practise the skill;• appropriate feedback; and• meaningful and challenging (but not

frustrating) experiences.

Each learning experience is anotheropportunity to gather information about thechildren and their learning. As you planlearning experiences ensure that they enablechildren to demonstrate the learningoutcomes that you have identified.

Catering for Differences

In order to plan effective programs you needto cater for differences between children.• Some children will learn a great deal by

watching others perform a skill beforegiving it a try themselves.

• Some children have to ‘jump in’ and dothe skill, learning by trial and error.

• Others will learn more when they see thewhole skill in context and understand theimportance of each skill criterion of theskill.

• Others need explicit, step-by-stepinstructions with demonstration andphysical guidance.

• Some may perform a skill more efficientlyoutside.

• Some may be better able to learn from apeer than a teacher.

• Some may perform a skill moreproficiently when there is music playing.

Experiences need to be meaningful andrelevant and encourage children to observe,practise and master the skills, knowledge,understanding, attitudes and values thatenable them to proficiently perform FMS, as well as reflect on their actions. There aremany ways in which you can present skillsand concepts to children. Each approachhas its strengths. Each requires differentskills of teachers and of children. You willneed to choose the appropriate teachingmethods and learning experiences for yourgroup of children. Purposeful experienceshelp children to:• understand what is expected of them,

what they are trying to learn and why;• generalise ideas and skills within and

between lessons (for example, talkingabout concepts of speed as children areracing cars down an incline plane or asthey sprint run);

• revisit skills they have already developed;• build on existing skills; and• learn from each other in fluid and flexible

groupings, such as:– groups of children with a similar skill

level;

36

Maxine said she learned best when she had‘the wind in her brains’.

Planning and Implementing Learning Experiences

2

p111




Reflection Point

List the ways you

could individualise

the following tasks.

1. Overhand throw to

hit a wall target.

2. A soccer kick

between 2 markers.

3. Jumping over

2 ropes.

– groups of children with different skilllevels;

– group games; and– reciprocal teaching pairs.

Some children may not easily master someFMS, and appear awkward. These childrenmay have a motor learning difficulty andbenefit from additional intervention (see the section Helping Children with Movement Difficulties).

Individualising Learning Experiences

Ideally all children will be able to achievesuccess in a given activity. To do this, youcan make the same activity easier or harderby changing some aspect of it. This will alsogive you an opportunity to observe thechildren’s performance and add to theinformation you need in order to makeassessments of their levels of achievement.

You can change the task by changing the:• demands of the task - for example,

balancing with hands on the hips orhands outstretched, balancing with eyesopen or closed; requiring short or longmovement sequences such as run, hop,skip compared to run, hop, skip, hop,jump;

• rules of the activity - for example,allowing the ball to bounce once in gameof volleyball;

• number of times a child needs to repeatthe task - for example, 5, 10, or 15successful catches in a row;

• teaching cues – for example footmarkings, task cards, physical guidance,verbal cues;

• technique the child uses to achieve thetask - for example, if a child is to balanceon one leg they could choose to imaginethe movement and do it do themovement, feel it and do it again,describe the movement and do it, move to music;

• direction of movement - for example,moving forward, backward, sideward,diagonally;

• level of the movement - for example, runas a low, middle or high shape;

• pathway of the movement - for example,run in a straight, curved, or zig-zag line;

• distance - for example, the distance froma target or the distance to run;

• area in which a task can be performed -for example, a tag game is much harderin a smaller area;

• length of time to complete the task - forexample, do 5 successful bounce-and-catches in 5 seconds, 10 seconds;

• speed of the movement - for example,skip quickly, slowly;

• energy of the movement - for example,move lightly like a mouse, or heavily likean elephant;

• creativity of the movement - for example,run like a soldier, clown, elephant,Olympic athlete; what other body part canyou use to catch a beanbag?;

• body parts involved - for example,balance on two, three, or four body parts;

• number of players involved - for example,tag or chasey games are harder with fewerplayers; or

• competitiveness of the task – forexample, which team can work out a wayto balance all together on just 5 bodyparts?

You can modify the equipment by changing the:• size of the target - for example, making

the target bigger or smaller, wider ornarrower, more or less targets;

• size of the equipment - for example,making the ball or bat larger or smaller,walking along a line or a wide plank;

• number of pieces of equipment - forexample, four or ten pins to bowl toward;

• height of the equipment - for example,varying the height of an incline board;walking along a line on the ground or abeam, varying the height of a goal post,varying the height of a target; or

• arrangement of the equipment to enablechoice - for example, providing a threerung ladder or a five rung ladder.

You can change the grouping by:• having children work alone;• having children work with a partner;• having the child work as a leader or

follower; or• having the children work in groups - for

example, skill level, rate of learning,learning style.

37

1

p52




Reflection Point

How could children

show their skills in

catching by

using different

intelligences?

Multiple Intelligences

Gardner’s (1983) work in multipleintelligences challenges us to structurelearning experiences so that children havethe opportunity to use and develop theirdifferent strengths. Gardner argues thateach of us has greater or lesser intelligencein several areas and that by using ourintelligences we can enhance our learning.The corollary of this is we cannot effectivelylearn or demonstrate our learning when weare required to use an intelligence that is notan area of strength. Requiring children towrite about a skill as a demonstration oftheir cognitive understanding of the skill isuseful for a child with strong logicalintelligence but a child with visualintelligence would more effectively

demonstrate their understanding by drawingthe skill and a child with strong kinaestheticintelligence would demonstrate theirunderstanding by showing someone how todo the skill.

Through structuring learning experiences sothat a range of intelligences may beemployed, learning may be enhanced. Forexample, playing music that has the samerhythm as the skill to be performed usesmusical intelligence to support physical orkinaesthetic learning. Structuringexperiences for children to explain what theyneed to do to perform a skill proficientlyuses linguistic intelligence. Enablingchildren to perform a skill in a group usesinterpersonal intelligence.

Table 4 describes some of the ways in whichyou can plan experiences to enable childrento use their intelligences.

38

Intelligence Appropriate Learning Experiences

Kinaesthetic Create a dance using the movements of skip, hop and jumpCreate a game to use the skillAct out a movement in slow motion showing each part of the skill

Linguistic Create a poem to describe a movement using the first letters of the movementFind words that describe a skillWrite a paragraph explaining a skillDiscuss, explain the skill to another person

Logical Develop a procedure to show other people what to do and in what orderMeasure the height (or distance) of the jump of ten people in your groupClassify the pictures given. Label them to explain how you have grouped them

Visual Draw a figure to show a proficient movementDraw a map of the learning environmentDraw (or interpret) a diagram of a play station

Music Sing a skipping song to help you as you skipListen to the sounds of the movement. What sound can you hear when the movement is done proficiently?Move to music

Interpersonal Work with a friend (or in a group) to …Think of a question to ask in an interviewWho is a sports person who uses this skill?

Intrapersonal Imagine yourself performing the skill proficientlyWrite a journal about your skill developmentRead about a skill

Naturalist What impact does the weather have on your ability to perform a skill?What is the running movement for other two legged creatures?

Table 4: Linking FMS and Multiple Intelligences




39

Maximising Participation

It is important that you develop strategies tomaximise the participation of all childrenand, therefore, optimise their learning. Yoursupport and encouragement can have apositive impact on the child’s attitude tophysical activity in both the playground andclass activities.• Keep the session flowing and

uninterrupted. Minimise waiting times,use small groups and have fewinterruptions.

• Ensure sufficient quantities of equipmentare available. For example, one ball perchild, one bat per two children.

• Provide appropriately sized equipment. Ifchildren find the equipment too awkwardor heavy, they will not continue to use it.

• Allow lots of time to practise. Activitysessions should allow at least half of theallocated time for practice.

• Include less talk and more action. Keepteacher talk brief and explicit. Childrencannot sit still and listen for long periodsof time, nor absorb and respond tolengthy instructions.

• Keep organisation and preparation timeshort.

• Ensure all children have positiveexperiences with at least an 80% successrate.

• Provide appropriate and timely feedbackthat describes the child’s own skilldevelopment and does not drawcomparisons between children.

• Avoid elimination games. ‘Getting outgames’ often mean that less able childrenspend a lot of time sitting and watchingothers having fun. It reinforces their ownincompetence. Even games that seem tobe ‘fun’ can be inappropriate if they donot take into account the varying skilllevels of the children.

• Avoid low activity games such as ‘Duck,Duck, Goose’ where a few children aremoving and the rest are watching.

• Keep the number of rules to a minimum.• Ensure children understand rules and

routines. • Teach children how to move safely.• Take care when choosing children to

demonstrate a skill. Some children maybe embarrassed and discouraged whensingled out to perform in front of otherpeople, whether they are competent orincompetent.

• Avoid activities that involve winning morethan learning.

• Say no to bullying.

GordonI needed to make the jump more challenging. We began by talking about how far the childrencould jump and asking if they thought they could jump each other’s height. Then we took digitalimages of each child with a challenging expression on their face (‘Ha, ha, you can’t jump overme!’). We measured each child’s height and attached a string to the laminated photograph torepresent their height. We set the faces out in height order and the children tried to see howmany faces they could clear.




Avoidance Strategies: The Children’s

Some children, particularly the less able, do not enjoy physical activity sessions during class,during sport or informally in the playground. They develop strategies to avoid movementopportunities. Many are listed in Table 5.

Any of these behaviours….

Feigning illness or injury

Slipping to the end of the line

Giving other people turns (all the time)

Forgetting appropriate clothes

Going to the toilet

Getting equipment out or packing it away

Volunteering to run errands

Being silly

Picking an argument with another child orthe teacher

Debating their involvement

Asking long winded questions

Constantly engaging teacher or other adultin conversation

Saying ‘I’m bored’

Complaining that ‘This hurts’

May mean one or more of the following….

I’m not sure what to do

I don’t like this activity

I can’t do this activity

This hurts me

This looks too hard (fast, far, competitive) for me

I will look foolish

Everyone will laugh at me

I can’t go that far or fast

The team I am in always loses

No one wants to play with me

40

Enjoyment and success encourage children to look forward to further experiences.

Table 5: Children’s Avoidance Strategies and their Possible Meanings

Avoidance Strategies: The Teacher’s

Some teachers do not feel confident in teaching FMS, do not enjoy being outdoors and feel a loss of control inhaving groups of children outdoors. There need to begood reasons for overcoming our avoidance behaviours.These are listed in Table 6.

JanetThe avoidance strategies of the children tended to bethings like giving others a turn, forgetting clothing, beingsilly, picking arguments with other children or engaging inlong conversations to waste time. I chose to encouragethe children by staying positive and being supportive. Thisseemed to help. Whilst I want to think the children werenot consciously avoiding activities, I believe it indicatedtheir doubt in their ability to perform the FMS.




Reasons for not doing physical activity Arguments to counter these reasons

I can’t do the skills myself – Children do need to see proficient models but they also need to see peoplecan I teach them? ‘having a go’. Your attitude to physical activity is an important factor in

shaping the children's attitudes.Asking children to demonstrate a allows these children who are competent to teach others.Involving older children in sessions supports their skill development while enabling the younger children to see a proficient movement.Using a video of a proficient skill is helpful in enabling you to ‘freeze’ the correct movement or replay it as often as needed.

It’s too wet (hot, cold) outside today. Children learn about their environment, and learn to respect it, by being in it.Keep children safe by getting them dry if they have gotten wet, doing outdoor activities in the coolest part of the day in hot weather, and by getting the children to warm up from the inside out in cold weather.Some physical activities can be done indoors.

The children get too silly outside. Children who have been sitting or being quiet inside may need a time to work off some energy and make some noise. Structuring ‘release’ time by walking orrunning around the boundary of the activity space also shows children the limits of the area they can use today.Changing the pace of indoor activities so that there are movement activities incorporated as part of the indoor program makes use of the children’s kinaesthetic intelligence and varies the pace of the day.

It takes too long to get things Having the children help with setting up and packing away increases theirready outside. responsibility for their learning, teaches them about following instructions and

shares the work load.Asking families to help set up outside when they drop their children off in the morning gives them more information about the program and the ways in whichthe children learn.Asking an older group of children to set up the activities following a plan you provide is good for their map reading and planning skills, as well as their senseof caring for others.

I don’t know what activities to do Reading this Resource and other references will give you some good ideas.with the children. Talking to other teachers who seem to be ‘like you’ in skill level or attitude

about successful activities ensures that things you try will have worked for someone else.Involving the children in planning helps them to take responsibility for their learning, and helps you to know what the children already know and might need to learn.

They might hurt themselves. Discussing potential hazards with the children gives you many people with eyesand ‘tuned in’ brains to help avoid dangers.Risk-taking is an important skill for children to develop and learning to take risks safely is even more important.Checking equipment and materials regularly, keeping to the recommended safety standards and ensuring that there is always an adult supervising physicalactivities will prevent most accidents.

There’s not enough time in the day. Using physical activities as an integrated component of the program means youare not doing another thing – but providing another way for children to show what they know, understand and are able to do.

I don’t have enough space. Activities requiring a lot of space are the locomotor activities. Walking, running, leaping, skipping, galloping and side galloping can be done as you walk from one place to another in the school, during walks around the neighbourhood, or as special ‘oval activities’.

I don’t have enough equipment. There are lots of ways that equipment can be improvised, using the ideas in this Resource or challenging the children to devise their own solutions.

41

Table 6: Teacher’s Avoidance Strategies and ways to Overcome Them




Increasing Appropriate Behaviour

It is easier to reinforce appropriate behaviourthan stop inappropriate behaviour. There aremany ways of effectively doing this.• Provide positive feedback by explicitly

commenting on appropriate behaviour.This may need to be given to a grouprather than an individual child so no onefeels singled out.

• Focus on learning by explicitlycommenting on what you have observed.

• Ignore inappropriate behaviour whilecommenting positively about appropriatebehaviour.

• Interact with children by standing nearthem, keeping eye contact with a child orusing specific signals.

• Ensure that you make positive commentsto all children and that negative remarksare spoken quietly to individual children,for their ears only.

• Prompt children about what is expectedof them.

• Teach children some simple strategies forconflict resolution: for example, ‘Rock,paper, scissors’.

• Teach children about rules, the reason forthem and how to negotiate them.

• Quietly discuss the performance of a skillwith specific children.

Ensuring Children’s Safety

Teachers have a duty of care to ensure thatactivities are supervised and that childrenare not exposed to unreasonable risk.

National safety standards support teachersand schools in making judgements aboutwhat is reasonable. It is important that youdiscriminate between risk management andactivity avoidance. Children needopportunities to stretch their abilities andaccept challenges.

Routines help keep children safe

Developing a routine enables children toknow what they can expect to happen andhelps them to accept responsibility forthemselves and their learning, as well as tosupport the learning of others. Children cantake an active part in the planning, settingup, management, teaching, learning andclosure of an activity session.

Rules help keep children safe

Developing rules that are clear to all thechildren establishes the boundaries ofbehaviour, describes the desired behaviourand assists them in managing their ownsafety. For example:• The area we are using today

is _______________;• The signal we use when we need everyone

to stop and listen is _____;• A good noise level is when we can hear

people talking to us in our own activity;• We respect each other by encouraging

each person to have a turn;• We respect our equipment by setting it

up carefully, using it safely and packing itaway when we are finished with it;

• We are good sports when we can win andlose fairly and positively; and

• We support each other’s learning byallowing each person space and time tolearn.

42

1

p107




Reflection Point

Are you providing

enough equipment so

that all children can

be engaged in an

activity, and no one

has to stand and

wait?

Is there enough

equipment so that

several teachers can

use it at the same

time?

Developing children’s responsibility for their

own and others’ safety

Encouraging children to think and talk abouttheir own safety empowers children in settingachievable goals. Some topics for discussionwith children include:• clothing and footwear;• jewellery and hair;• chewing gum and lollies (sweets/candy);• use of equipment;• personal safety equipment (for example,

mouth guards);• boundaries;• surfaces;• keeping in control;• looking after ourselves and others; and• emergency procedures;

You can discuss what ‘reasonable’ means,ask the children to decide what is reasonablebehaviour and develop a ‘what to do if thishappens’ action list.

Equipment and materials need to be madesafe. Some things to look for include:• nails – countersunk bolts and Tek screws

are recommended;• spacings – smaller than 100mm or

greater than 230mm so that heads andnecks can’t get trapped;

• splinters or cracks;• vertical railings rather than horizontal

ones;• slides facing south, with a big enough

sit down area at the top;• swings with plenty of space around them

and soft surfaces underneath; and• tyres painted inside (to reduce the

incidence of spiders) and with drainageholes.

Fall Zones

In areas where children may fall (for example, from swings, slides, highequipment) appropriate materials need to be placed under, and extending 2 metres,beyond the equipment. Sand, gym mats,wood chips or fibre, white coarse beachsand, washed river sand, or continual pouredrubber are alternative fall surfaces.

Providing Sufficient and

Appropriate Equipment

The development of FMS can be enhancedgreatly by providing children with regularaccess to large amounts of appropriateequipment.

The activities suggested in this Resourcegenerally require only basic equipment. Anexample of a well-stocked shed wouldcontain the following:

1 gym mat per 4 children1 small ball per child (50mm)1 medium play ball per child (150mm)1 large ball per child (200mm)1 hitting tee per 2 childrenDifferent size and shape bats, 1 per child30 marking cones or witches hats indifferent colours (6 each of blue, red, yellow,green and white)1 hoop per 2 children1 short rope per child2 beanbags per child.

Since FMS are incorporated into the schoolday, and may be undertaken in aspontaneous way, there needs to besufficient equipment to enable severalgroups of children to use it at the same time.

43




Reflection Point

Have you gathered a

comprehensive

picture of the

children’s learning in

a way that is fair,

valid, explicit and

educative?

What other strategies

could you use to

gather information?

Stocking with the toe stuffed with sand and tied off – leaving a tail

Trash balls – newspaper held together with masking tape

Firmly stuff old socks or stockings with other old socks or stockings until thedesired size ball is made. Tuck in the ends and sew the opening shut

2 litre plastic milk cartons with bottom cut off

Use large round plastic ice cream container lids

Scrap cloth

Cans hit with wooden spoons

Paper towel rolls with different coloured crepe paper threaded through

Half fill plastic containers (for example, 2 litre cool drink bottles) withsand. Tape lid

Loop rubber bands together in chain fashion until the desired length isreached.

10–20mm PVC piping or garden hose. Cut the ends so that they will meet smoothly. Heat both ends of the pipe by dipping them in hot water. Insert a coupler, or insert a piece of dowel and secure with a staple gun

Newspaper rolled into cylinder and taped

Cardboard tubes filled with newspaper

Stretch pantyhose over a coat hanger frame to make a paddle bat.Tape the handle

Carpet squares

Have children draw around their feet on cardboard. Paint

Marking cone on top of a box

44

Ongoing Assessment of Children’s Achievement of FMS

During learning experiences you will be continuing to gather information about the children’slevel of achievement of FMS and other learning outcomes. Review the section on Assessingeach Child’s Achievement of FMS to ensure that your assessment continues to be fair,comprehensive, valid, educative and explicit.

You may also identify some children who you are concerned about and whose skillperformance does not improve despite all your efforts to provide appropriate andindividualised learning experiences. The section on Children with Movement Difficultiesmay support you in better meeting the needs of these children.

Equipment

Balls

Scoops

Frisbees

Flags

Drums

Streamers

Skittles/markers

Jump ropes

Hoops

Bats

Stepping stones

Tees

Recycled Materials Use

Table 7: Improvised Equipment

Improvising Equipment

Equipment can also be supplemented through the careful construction of equipment fromrecycled materials such as those listed in Table 7.

Throwing CatchingStrikingKicking

Cones for catching balls

Throwing, Catching

Dance, aerobics, running

Dance, jumping

Body management. Dance.

Use for targets or markers.

JumpingWalking on a rope

Tape together to make atunnel or maze As stepping stones forjumping, hopping,balancing. Mark areas forball bouncing. Targets

Balancing. Use for basesFoot placement markers for throwing or striking

Striking

Striking activities

p52

1

p27

1




Children

Ourselves

Otherteachers

The school

Other adults

Audience

Information isprovided to thechildren as they areundertaking learningexperiences.

Information isrecorded duringlearning experiences,or immediatelyafterward. Planningis reconsidered afterinformation isgathered.

Information aboutthe achievement of askill or outcome isreported frompersonalobservations of thechild, not hearsay orinnuendo.

Judgements aboutchildren’s level/s ofachievement aredetermined frominformation gatheredduring learningexperiences thatwere meaningful andpurposeful to thechildren.

Information shows ordescribes childrenactuallydemonstrating skillsand understandings.

Information helpschildren’s learning.

Information assistsyou in planning forthe children’slearning.

Information assistsall of the children’steachers in planningfor their learning.

Information assistsyou in following thechildren’s skilldevelopment overtime, determiningwhole schoolfocuses, andidentifying childrenwho have movementdifficulties and mayneed additionallearning experiences.

Information enablesother adults tosupport the child’sdevelopment.

Children are givenspecific informationabout the skillcriteria they areachieving and theirprogress toward theirown and your goals.

Observation recordsprovide informationabout theperformance of skillcriteria.

Information supportsspecific queriesother teachers haveof children’s skilllevels andachievement ofoutcomes.

Information enablesschools to track FMSindividually, trackwhole school focusskills and to ensurethat children havethe opportunity todevelop all FMS intheir schoolexperiences.

Informationdemonstrateschildren’s areas ofstrength as well asareas of concern.

Information isprovided to thechildren to supporttheir participationand skill levels inthe specific contextin which they areworking.

While you askchildren to perform askill in differentsettings, youconsider the settingsin which the child isdemonstrating theskill mostproficiently. Thissetting is best suitedto the child andwould be the majorlearning mode forthe child.

Information enablesrecognition of thelevel/s ofachievement of achild who performsmore competently inyour setting or in theexperiences youprovide.

Collation ofinformation enableschildren todemonstrate the skillor outcome indifferent ways.

Information iscollated from avariety ofexperiences usingdifferent ways todemonstrate the skillor outcome.

Information isprovided in manysettings and in manyways.

Information isgathered throughobservations,conversations withthe child, self-reflection and peer-reflection andenables you to makejudgements aboutchildren’s levels ofachievements.

Information youprovide contributesto the overall pictureof the child.

Judgements arebased on manyobservations andrecords gatheredover time.

Different ways ofproviding informationare used so otheradults get a pictureof the child’s skills,knowledge,understandings,values and attitudes.

45

Sharing the Information Gathered about Children’s Learning

You will have gathered a lot of information about the children and their skills during the learning experiences.Sharing the information is not a separate step. Much of the information you will have shared along the way: withchildren, other teachers, other adults and, perhaps, the school. Tools 4: Sharing Information provides descriptionsof how the information you have gathered about the children’s learning can be shared.

Valid Educative Explicit Fair Comprehensive

Table 8: Implications of the principles of assessment for sharing information

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Sharing Information with Children

One of the most important audiences for theinformation you gather is the children (seeTable 9). Providing information to themabout criteria for skills or other learningoutcomes ensures that the assessments youmake are explicit and educative.

There are several different ways to shareinformation with children and they willrespond differently to each. Information may be: • verbal - many of the examples below are

verbal forms of feedback;• visual - when you demonstrate how to

perform a skill you are providing visualinformation. Some children learn betterby watching than listening; and

• kinaesthetic - for some children it is mosteffective to physically (and appropriately)guide their arms, body or legs through thecorrect movement.

Information needs to be shared with childrensensitively. Words of recognition deliveredquietly to an individual child, may bereceived differently from public acclamation.For some children being singled out is anegative experience even when they arebeing given positive feedback! For somechildren, your positive recognition of anotherchild is a rebuke to their own behaviour orperformance. You will only be able todetermine this as you get to know thechildren and their families well. Mostchildren receive intrinsic feedback from theirown performance. They feel the movement,see and hear the results of their efforts.

Intrinsic feedback can be positive ornegative. Sometimes the information youprovide gives the child a differentperspective to their own interpretation.

Extrinsic feedback comes from other peopleoutside of the child. There are many reasonsfor providing feedback.• By describing what the child should do

you can guide the child in performing theskill proficiently. For example:‘Remember to watch the ball!’ or ‘This ishow your arm needs to move. Can youfeel how your elbows are bent?’

• You can encourage the correct movement.For example: ‘Well done! You kept yourhead up while you were running. Keep itup!’

• You can discourage inefficient ordangerous behaviour. For example:‘When you are practising striking the ball,make sure nobody is standing close toyou.’

• You can encourage skill practice. Forexample: ‘Excellent! You are steppingforward with the correct foot. Now I wantyou to try to take a bigger step.’

• You can recognise the effort a child putsin. For example: ‘An excellent catch,Marcia. I could see you were reallyconcentrating.’

46

Table 9: Sharing Information with the Children

Why To provide feedback on performances, to improve children’s understanding and demonstration of the skill

How Visual – teacher demonstrates what the child needs to doVerbal – teacher explains what the child is doing, or needs to doKinaesthetic – teacher guides the child’s body through the action of the skillTeacher/child conferences using reflection formats (see Tools 2)

What Specific information about observed skills

When As close as possible to the demonstration of the skill

Where In the classroom or outdoor area




47

Feedback on performance is more likely tochange the way a child demonstrates a skillif it is:• specific – focusing on one skill criterion,

explaining how it has been performed andhow it needs to be changed;

• immediate – helping the child to makeconnections between the performanceand the result of the movement;

• positive – focusing on strengths beforeidentifying areas to be worked on andconcluding with affirmation of the child’sability to improve the skill known as the‘sandwich technique’;

• frequent – until the child can gathersufficient feedback for themselves;

• short – using words that create picturesof the proficient movement so that a fewwell chosen words provide the feedback achild requires; and

• comprehensive – finding many ways ofproviding information to the childincluding comments, explanations, cuewords, demonstrations, videotape,exaggeration of the movement, physicalor mechanical guidance, changing thesetting, equipment or time of theexperience.

Sharing Information with other Teachers

Working with other teachers is supportivewhether you are a teacher of physicaleducation or a classroom teacher. Makingjudgements about children’s learning inseveral settings is much easier when thereare more people observing them. It isimportant to negotiate time when you cantalk and plan with other teachers, schooldeputies and principals, particularly at thebeginning of the school year. In this waytime can be scheduled to most effectivelyencourage collaboration.

When teachers of physical education andclassroom teachers work together closely,children benefit from more learningopportunities and different kinds ofexpertise. Specialist teachers often haveexpertise that the classroom teacher doesn’thave. The classroom teacher often knowsthe children in more detail. Integratingphysical education with the classroomprogram helps children to link concepts,skills and attitudes, and to transfer andtransform their learning in different settingswith different teachers.

Why To provide other perspectives on children’s skill performance or achievement ofoutcomes

How Staff room discussions supported by FMS Observation Records, Learning Stories, Rubrics

What Information about focus children

When After request for observation when additional information is required

Where At school

Table 10: Sharing Information with other Teachers

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2




Object Control

Locomotor

Body Management

48

Sharing Information with the School

Collating classroom information in a format that enables schools to map children’s level/s ofachievements supports the school in determining:• areas of skill focus;• staff skills that are required• additional staffing support required;• professional development required for staff;• needs for equipment and materials; and• modifications needed to the school grounds and facilities (Tables 10 and 11).

Why To track children’s skill development and achievement of outcomes over time

How Written individual child profiles and/or class profiles

What Overall judgement of children’s skill development

When Each semester or year

Where At school

The FMS Profile in Figure 7 exemplifies one way of tracking children’s development.Teachers prepare a profile for each child. The profile travels with the child as they progressfrom year to year and teacher to teacher.

Figure 7: FMS Profile: A way of tracking individual children’s achievements

Table 11: Sharing Information with the School

FMS

Foot dribble

FMS Profile: Name: Birthday:

Balance on one foot 4 Mar 01 13 May 01 23 Aug 01 7 Nov 01Line or beam walk 3 Apr 01 8 May 01 18 Oct 01Climb 26 Mar 01 12 Jun 01Forward Roll not assessed

Sprint run 22 Feb 01 14 May 01 5 Nov 00Hop 15 Mar 01 22 May 01Jump for distance 22 Apr 01Jump for height not assessedGallop 15 Jun 01Side gallop not assessedDodge not assessedContinuous leap not assessed

Catch 4 Mar 01 7 Jul 01Overhand throw 7 Mar 01Underhand throw 12 Apr 01Chest pass not assessedKick not assessedPunt not assessedTwo-hand strike not assessedHand dribble not assessed

not assessed

Beginning Developing Consolidating Generalising

By dating observations, this record can be used from year to year.

Children usually develop proficiencyin Object Control skills later than BodyManagement or Locomotor skills.

I would not assess or teach all FMS in anyone year - 4 or 5 skills is probably enoughbut I do provide opportunities for studentsto experience others.




Reflection Point

Who needs to know

about the children’s

development of FMS?

What do they need

to know?

How can you

best share this

information?

Why To provide information about the development of children’s skills and other learning outcomes

How Varies according to:• Literacy levels of community• Availability for school participation and involvement

What Children’s strengths, progress and areas of concern

When Each term

Where At school or in the community

49

Sharing Information with other Adults

Teacher Assistants, parents and community helpers are some of the adults who may help youto identify the interests, strengths and needs of the children as well as to work with thechildren to develop FMS.

Families and schools are in partnership to support children’s learning. Involving families inthe development and the delivery of the physical activity program: • enables children to see the value families place on health, physical activity and personal

fitness;• educates families about the learning and teaching program and the importance of health,

physical activity and personal fitness; and• reinforces the skill development of the children.

Teachers and schools share information with families in a large variety of ways (Table 13). It is important that you recognise the ways in which you do share information and use eachmedium to effectively communicate the concepts, skills and attitudes of children. In thisway you can maximise the benefits of public events, personal communications and writtenreports. More information is provided about sharing information with families in Tools 4.

Table 12: Sharing Information with other Adults

Sally’s strategy for sharing information with families

Verbally and informally Written and informallyParents in the classroom Children’s letters tofathers Chats at the door for Father’s DaySchool carnival

Verbally and formally Written and formallyTeacher, child and parent Portfolio with assessment three way conferences rubric

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2




Find a step

to go up and

down 10

times

Make pull-a-

long toys with

large tins on a

string and

race them

Fly a kite

50

There are many fun tasks children can do at home to reinforce skills from learningexperiences. Add your ideas to the Home Activity Quilt in Figure 8!

Throw a ball

into a box

Play with

balloons

Play ‘Follow

the Leader’

Play in the

park

Balance a

basket on

your head

Collect some

rubbish

Fetch and

carry

Dance with

scarves to

music

Kick a ball

Play catch

with a large

ball

Make some

butterfly

wings and fly

Play relay

game

Make up a

story and act

it out

Sweep paths

or rake leaves

Chase a

butterfly (but

don’t catch

it!)

Run like a

robot, an

emu or a

lizard

Roll hoops or

a tyre down a

hill

Roll yourself

down a hill

Collect some

leaves

Ride a bike

Hang

clothes on

the line

Go for a

swim

Go for

a walk

Paint a

fence with

water

The Home Activity Quilt

To Parents: This quilt provides some activities for your child to do. There is no setorder. You might colour the squares with your child as they do them. There areempty squares for you to add other things that you notice or want your child toachieve.

Figure 8: Home activity quilt




51

Sharing Information with the Community

Schools have a community role and responsibility. Sharing information with the communityabout FMS:• connects the school and the community;• educates the community about FMS, physical fitness and health; and• showcases the school’s programs.

Participating in community events provide opportunities for schools to link more closely withthe community. Some strategies for sharing information with the community are discussed in Tools 4: Sharing Information.

Table 13: Sharing Information with the Community

Why To improve community understanding of health, physical activity and the contribution of the school to the children’s, families’ and the community’s well-being

How • Public events• Carnivals• Assemblies• Shopping centre displays or demonstrations

What Children’s strengths, school promotion, school involvement in wider community issues

When At conclusion of relevant units of work or as addition to other school events

Where At school or in the community

2

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Estimates of the percentage of children withcoordination difficulties in most schoolsrange between 5 and 20 percent. Thismeans that in any class you might expect tohave one or more children who have amovement learning difficulty and whosemovement skills are, therefore, notdevelopmentally appropriate. These childrenare often described by parents and teachersas clumsy, awkward or even lazy.

A recently adopted term for these movementproblems is “developmental coordinationdisorder” (DCD). This is defined as “achronic and usually permanent conditioncharacterised by impairment of motorperformance sufficient to produce functionalperformance deficits not explicable by thechild’s age, intellect, or by other diagnosableneurological or psychiatric disorders”(Polatajko, Fox, & Missiuna, 1995, p. 5). Anumber of factors are thought to cause motordifficulties, for example developmental delayof the central nervous system or minimalneurological dysfunction. Research shows

that unless movement difficultiesare identified and addressed early,they can interfere with normaldevelopment and persist into laterlife.

Not all children who initiallyappear to have poor coordinationhave a motor learning difficulty.Some may not have had theopportunity to learn how to movewell or the advantage ofappropriate instruction.Alternatively, they may have lowfitness such as muscle strength,flexibility, agility, and endurance.

The child with movementdifficulties often withdraws, or isexcluded from, physical activityopportunities, either in the

playground or during formal lessons (Smyth& Anderson, 2000). This has implicationsfor growth and development, general fitnessand self-concept. The development of strongbones and muscles is limited, as is the

development of the fitness skill componentssuch as flexibility, agility, and cardiovascularendurance. In addition, a lack of physicalactivity may contribute to a weight problem. Movement difficulties can have a negativeeffect in the classroom. Activities thatinvolve body management (such as sitting ata desk), or manipulation (such as cuttingwith scissors or pasting), can disadvantagechildren with poor coordination. They maytake longer to complete a task and oftenstruggle to keep up with their peers.

Playground games are an important means bywhich children make friends. Children withmovement difficulties may be excluded fromthese activities because they cannot throw,catch, run or skip. They may retreat to theverandah or library, or attempt to disrupt agame in an inappropriate way.

52

Children with movement difficulties mayexhibit some of the following characteristics

In the classroom:• poor posture when undertaking manual

tasks;• an odd or immature grip for manual

tasks;• untidy written work;• difficulty with size and shape of

handwriting;• very slow to finish written work;• frequent bumping into desks, chairs,

people;• dropping items from their desks;• problems with dressing such as

shoelaces and buttons; or• very disruptive or extremely quiet

behaviour.

In the playground: • frequent tripping or falling over;• exclusion from, or avoidance of,

playground activities;• playing alone or observing other

children playing;• being the last child to be picked for

teams; or• off task behaviour during physical

activity sessions.

Children with Movement Difficulties

1

p113

1

p113




Identifying Children with

Movement Difficulties

Through observation and experience withchildren in the classroom and playground,you will probably be aware of the childrenwho are not as well coordinated as theirclassmates.

On the basis of your observations, you mayfirst consider several questions. • Does the child have a low level of fitness?

For example, a child with weak abdominalmuscles or poor flexibility around thehips, will not be able to lift their legshigh while running, jumping, hopping orskipping.

• Has the child had the opportunity todevelop the skill? Some children have notbeen encouraged to develop their physicalpotential in their home or communityenvironment.

• Does the child simply need specificintervention strategies or good feedbackduring the teaching of those tasks toimprove their performance?

If you continue to be concerned about thechild, the screening test, Stay in Step inTools 5, can provide evidence to support yourassessments based on global and focusedobservations so that early intervention and asupportive learning environment can reducesome of the primary and secondary problemsassociated with poor coordination.

Increasing Participation

in the School Day

A first step in working with children withmovement difficulties is to increase theirparticipation in, and enjoyment of, physicalactivity opportunities. Some of theinformation earlier in this Resource will be ofassistance.

In addition, you can help these children inthe classroom by:• sending them to the next task before the

rest of the class after a floor or matsession;

• identifying strategies and tools to enablethem to complete tasks more quickly.You may need to enlist the support oftheir families. For example, velcro strapsrather than shoe laces, windcheatersrather than button-up cardigans,

easy-to-open pencil cases, pencils thatare short rather than long and with softlead rather than hard lead, and easy-to-use scissors;

• helping them develop appropriateorganisational strategies for their work space;

• ensuring they are correctly seated with a suitably sized chair and desk;

• minimising writtenwork. Ask the child tocomplete half a pagerather than one page ofwork;

• reducing homework. Itmay be moresuccessful to allow thechild to make oral rather than written presentations;

• avoiding competitive classroommanagement strategies such as ‘Who can finish first?’

• minimising opportunities for the child toexperience embarrassment or failure;

• encouraging the use of a computer tocomplete work where appropriate. Typingon a key board uses the fingers yetalleviates the need for precision; and

• teaching the class the importance ofincluding children of all skill levels inplayground games.

In activity sessions, you can help thesechildren by:• making sure the children are included in

all learning experiences in a positive andrewarding way;

• making sure you individualise eachlearning experience so that it isappropriate to the child’s level ofachievement;

• ensuring you locate yourself near thechild whenever possible so that you canprovide them with support,encouragement and appropriate feedback;

• allowing plenty of time for practice andrepetition;

• making sure appropriate equipment isavailable to the child during the sessionand also at recess and lunchtime; and

• providing a range of learning experiencesthat may enable the child to use theirstrengths rather than their weaknesses(for example, music or dance).

53

2

p149




Movement Enhancement Programs

In some schools and for some children, itmay be appropriate to offer additionallearning experiences that specifically focuson FMS development.

In school

Setting up special intervention programs forchildren with movement difficulties can betime consuming but very rewarding. Thesuccess of any program will vary according tothe school, the available resources, theavailable personnel, and of course the child.

Successful approaches some schools haveused include:• movement skill development groups

programmed during class time or duringwhole school daily fitness sessions;

• movement skill development groups held during lunch time;

• movement skill development groups held after school;

• buddy teaching of FMS between older and younger children;

• peer teaching of FMS;• information evenings for parents

and local professionals; • parent assistance in the school

based programs; and• referring the child to other professionals

such as human movement specialists oroccupational therapists.

Generally, the program should:• focus on teaching the proficient

movement in small, achievable stagesusing a whole-part-whole approach;

• focus on specific skills important in the playground, amongst the peers (for example bike-riding) and for self-care. For younger children, amovement-enriched environment is the most important first step.

• use a variety of activities. Music anddance is often very effective;

• be fun and motivating;• focus on the easier skills first;• identify the child’s interests and use

these for motivation;• work with the child one-to-one when

possible. Peer teaching may sometimesbe appropriate;

• give specific and constructive feedback.Providing a mirror so that the childrencan watch themselves or a videotape oftheir may be helpful; and

• include lots of repetition andopportunities to practise.

Most of the skill specific teaching strategiessuitable for beginners are useful with thesechildren. These are described in the Tools 1.

At home

Involving the parents in school and home-based intervention programs can behelpful for the child and the parents. Manyparents appreciate the support, and for manyit may be the first occasion they have had toopenly discuss their child’s problems. Theymay have observed their child’s difficultiesbut been unsure whether their concern waswarranted.

Homeplay

Together with the parents, you may plansome home-based activities to support theschool FMS or movement enhancementprogram.• Select easy and achievable tasks to be

practised every day. • Develop an attractive task card or record

book such as the example in Figure 9.• List the key teaching points for each

practice skill.• Decide on a reward system with the

parents.• Emphasise to the parents that physical

activities must be successful andenjoyable experiences for the child.

54




55

Do some stretching

for 5 minutes

Jump up and

down 20 times

Kick a ball with

family or friends

Walk to the

park with an

adultMarch with high knees on the spot

Hang from a

monkey bar

while you

count to five

Bounce and

catch a ball

20 times

Ride your bike

around the

block

Figure 9: Home activity card







57

FMS can be practised – indoors, outdoors,during transitions and in other learningactivities to enable children to demonstratelearning outcomes through a number ofdifferent ways. By thinking holistically whenplanning learning experiences, you canidentify possible links to other learningoutcomes. For example, you could planlanguage or art activities that encouragechildren to write, draw or talk about theirexperiences and emotions during movementsessions. For many children, rich languagedevelopment happens during physicalactivity. Equally, children can demonstratetheir understanding of a storykinaesthetically by acting out a scene ‘theday after’ the story happened. Figure 11 onpage 59 shows how the focus skill of gallophas been integrated into learning experiencesand incorporated throughout a pre-primaryday.

PUTTING IT ALL TOGETHER

It’s now time for you to choose how you are going to implement a learning and teachingprogram that enables children to learn fundamental movement skills. Figure 10: Using theTools on page 58 shows you the many choices you have about focus skills, assessmentstrategies, learning experiences and ways to share the information you gather.

Teachers and schools tend to separate skills and concepts to make them easier to teach.Children do not see their lives compartmentalised into different learning areas. Their naturallearning cycles lead from one experience to the next. FMS learning opportunities, therefore,can be integrated effectively into the whole program, as well taught during planned activitysessions.

Incorporating FMS in the School Day and

Integrating FMS in Learning




58

Assessment Strategies

Learning Experiences

Formats for Sharing Information

FMS

BodyManagement

Skills LocomotorSkills

ObjectControlSkills

Catch

OverhandThrow

KickPunt

UnderhandThrow

Chest Pass

Balance onone foot

Line or beam Walk

Climb

Forward roll

Sprint runHop

Jump for distance

Jump for height

Leap

Dodge

Side Gallop

Gallop

Skip

Two-handedStrike

HandDribble

FootDribble

PeerReflection

SelfReflection

FMS ObservationRecords

Profiles

LearningStories

Audiotapes

Videotapes

Talks withChildren

Rubrics

Photos, Imagesand Drawings

TeachingCards

Playground Play

ObstacleCourses

Invented Games

DramaticPlay

Movementto Music

Long Walkor Run

Contracts

Task Sheets

Problem Solving

Circuits

LearningCentres

PlayStations

Skill Practice

Aerobics

Poems,Rhymes

and Songs

PeerTeaching

ModifiedGames

CooperativeGames

SimpleGames

PerformanceTasks

Dance

Gymnastics

Sports

OutdoorPursuits

Feedback toChild

Postcards

Notes

Class Lists

Letters

Newsletters

Certificates

Parent, Child, andTeacher conferences

Reports

Portfolios

Staff RoomChats

At-the-Dooror In-the-

CommunityChats

Parents in theclassroom

SchoolAssemblies

Family InformationSessions

Child and TeacherConferences

Community Displays

School Displays

Participationin Community

Events

Dance Nights

Family GamesDays

Carnivals

Choose focus FMS (Book 1 and Tool 1)

Choose appropriate ways toshare the information with the children, other teachers,the school and other adults (Book 1 and Tools 4)

Choose appropriate learningexperiences to provide a richand varied program inclusive of all children (Book 1 and Tool 3)

Choose appropriate strategiesensuring they are fair, valid,comprehensive, explicit andeducative (Book 1, Tools 1 and 2)

Figure 10: Using the Tools




59

Figure 11: Incorporating FMS in the School Day: Focus on gallop

8:45am Greetings, welcoming of each child and family as they arrive.

Learning centre activities

Dramatic play area Hobby horses, small brooms, hats, saddle, boots

Construction Blocks, farm animals, zoo animals

Book area Books about horses, dancing, moving

Writing Stimulus pictures of children riding on horses, merry-go-rounds. ‘When I was riding to….’

Collage Magazines, fabric, wool

Discovery Art images of horses, scraps of leather, a magnifying glass, horse hair

Play dough/clay

Manipulative Lego construction

9:50am Transition to Language time – moving to a gallop beat played on a drum or triangle

10:00am Language time - Rhyme: ‘To Market, To Market’. Discuss Gallop criteria. Gallop forward and backward. Read story ‘To Market, To Market’ by Anne Miranda

10:30am Language activities

Reading Words of poem cut out. ‘To Market’ book for comparison. Other books to look at. Tape of story. Tape of poem

Word games Matching vegetables or names and pictures – dominoes, concentration

Writing Shopping lists

Small group poems Chants to gallop rhythms – creating own chants

Speaking and listening Dramatic play area- fruit and vegetables

Viewing Magazines and shopping advertisements

11:15am Transition to outdoor activities – ‘Ride your horses’ outside

11:20am Tuning in for outdoor activities: Galloping and clicking tongue in rhythm

11: 25am Play stations and learning centres

Station 1 Invented dance using gallop

Sand Animals and plastic blocks

Station 2 Hop scotch – developing hopping part of the gallop

Music Percussion instruments and a music tape

Station 3 Galloping ponies – two children are chosen as ‘It’ and together secretly choose a number between 1and 10. The other children gallop around the space. They count out aloud. When the children say the secretnumber the catchers gallop after them and catch them. The first two children caught become the next ‘It’, a new number is chosen and the game begins again

Obstacle course Rope pathways to gallop between, carpet squares to gallop over, large spots to land on

Station 4 Gallop pathways – children lay out twenty cut-outs of feet so that they can gallop on them. They can vary distance between the feet so that the children must gallop quickly or slowly. Climbing equipment

11:45am Warm down and debrief: Gallop quickly. Gallop slowly. How did you gallop today?

12:00noon Lunch

12:15pm Outdoor play continues – Free play, play stations, learning centres and playground equipment

12:45pm Pack away and transition to indoors – To Market, To Market and gallop inside

1:15pm Math focus – Listening to the galloping rhythm. Count the beats. Make galloping sounds with mouth, body, percussion instruments

1:45pm Learning centre activities. Free choice

Dramatic play area (with music) Tape of music from throughout the day plus Happy Trails to You, William Tell Overture, didgeridoo

Construction

Painting Adjacent to dramatic play area. Painting to music

Writing

Book area Shopping catalogues, poetry books

Discovery

Play dough

Manipulatives

2:45pm Group forum – singing and dancing (Pop Goes the Weasel, Here We Go Round the Mulberry Bush), singing (Doney’s Gal, Git Along Li’l Doggies), sharing (stories shared with a partner)




60

Transition activities

FMS activities are ideal as short, transition activities from one experience to another or onespace to another, to increase concentration and energy levels, as short ‘time fillers’ betweenactivities or at the end of the day. FMS activities can also provide a way of releasingemotions. Sample activities are listed in Table 14.

Table 14: Short FMS Sessions throughout the Day.

Good morning

Moving inside

Morning tea

Moving outside

Extra five minutes

Emotional times

Goodbye

Hop to put things away,hop to the mat, hop toyour chair.Jump up in the air, clapyour hands and say Good Morning.

Little hops around thefurniture.Jumping backward.Driving arms like you arerunning.

Hop on one foot tentimes, then the otherfoot ten times.Make up your ownhopping pattern.

Big hops as fast as you can.Skip.As you pass me jump upand touch my hand.Walk in long steps.

Hopping songs – ‘Peter Rabbit’.Make up your ownhopping rhyme.Make up a hoppinggame.

Individual activities –run outside, jump on thelines on the playground.Group activities – jumpropes, collaborative taggames.

Link arms and hop witha friend.Form a circle and skip.

Say hello to a friendstanding on one leg, ontwo arms and a leg, ontwo legs and one arm.Stand back to back to afriend then sit down.

Walk along a line.Walk on tip toes.

Balance on your bottomwith your feet off theground. Put your feetdown. Stretch your legsout. Cross your legs.

Walk along the edge ofthe sandpit, the edge ofthe path.

Stand on one foot andsee how high you cancount. Stand on theother foot and count.Stand on tip toes andcount to 10? 20?.Stand up and put handson 2 adjacent desks.Can you take yourweight on your arms andlift your feet off thefloor?

Walking along a line,standing on one footwith eyes closed.Find a way for everyoneto balance on a smallmat.

Balance with a partnerusing 3 body parts each.

Paired discussion rolling a ball.Roll or pass a ballaround a group so thatthe ball is held by thespeaker.

Walk around movingarms as though throwinga ball overhand.Toss a bean bag up inthe air and catch it.

Bounce and catch alarge ball 10 times.

Place a bean bagbetween your feet andjump outside.

Blow up balloons andtap them into the airindividually, with apartner or with a group.

Balloon Toss – blow upas many balloons aspossible. Whole groupstands in a circle andthrows the balloons upin the air. Keep themoff the ground!

Stand back to back witha partner. Place a largeball between your backs.Sit down then stand upwithout touching theball with your hands.

Locomotor Body Management Object Control




61

Conceptual development requires time,particularly if ‘higher order’ processes suchas inferring, predicting and imagining are tobe used. While short ten-minute activitysessions can be threaded throughout the dayand week, as shown in Figure 11 and Table 14, children also need long learningperiods of at least 30 to 45 minutes(Christie & Wardle, 1992) to engage deeplyin the learning process and link concepts toskills and attitudes.

Structuring an FMS Activity Session

No matter what kinds of experiences areprovided, learning outcomes can bemaximised by planning to include certainelements in an activity session.• Purposes. It is important for children to

know why they are undertaking learningexperiences, so purposes need to beexplained to the children. Purposes maybe general (for all children) or specific toindividuals.

• Learning outcomes. Identifying possiblelearning outcomes assists you and thechildren in knowing what they mayachieve from performing skills,undertaking learning experiences andreflecting on their learning. You need toidentify the aspects of the learningoutcomes you hope to achieve, andensure that you provide opportunities forthe children to demonstrate them. Thelearning outcomes become an ‘audit’ foryour program, ensuring that it is deep,rich and purposeful, as well as identifyingfocuses for your observations.

• Tuning-in. Plan some easy and funactivities to ‘tune-in’ or warm-up for theactivity session to follow. This transitionphase prepares the body for the physicalactivity to follow by increasing the pulserate and therefore the blood and oxygensupply to muscles. It prepares the mindfor a change in pace, activity and focus.‘Tuning-in’ should finish with somestretching which improves flexibility byincreasing muscle length and the range ofmovement around the joints involved.

• Activities. In this section you mayinclude some explicit skill practices

followed by several appropriate, relevantand meaningful learning experiences

based on the focus FMS and studentlevel of achievement (see Tools 3:Learning Experiences). You may finishthis part of the session with aperformance task that is designed to givethe children an opportunity todemonstrate their learning.

• Closing activity. Finish the session withslower activities and possibly somerelaxation exercises. Learning to controlmuscle tension through relaxation helpschildren to manage their bodies,emotions and stress levels. This warmdown time ensures the body recoversslowly from the activity and prepares thechildren to return to the classroom. Youcould also include some debriefing orreflection activities. Talking about thesession requires the children to transformtheir thinking and consolidate learning.It is an opportunity to contribute to thedevelopment of positive attitudes towardinvolvement in lifelong physical activity.

Ways to Plan

When putting together your FMS teachingand learning program for the activitysessions, you may begin with an overall planfor a unit based on your focus skill/s. Thismay cover five or more weeks. There is noright way of planning. Your professionaljudgement will determine how long you canplan ahead and what appropriate learningexperiences you need to plan and provide forindividual children. Many examples oflearning experiences are provided in Tools 3:Learning Experiences and a variety ofproformas are provided to assist you withyour planning.

Planning a unit

You may plan units of work which includelearning experiences based around a focusskill, a concept related to another learningarea, or a topic generated from the children’sinterests.

Planning FMS Activity Sessions

1

p60

1

p132

p111

2

p121

1

p101




Whole group circle

Lines on the basketball court,or on the oval.

Sand Pit

Coloured paths drawn onpavement with chalkSkipping ropes

Music

Lesson step

and Teaching

Method

Activities Equipment and materials

required

Purpose

Learning

outcomes

Tuning In

Activities

Performance

task:

Closing

Question: When do we need to be able to jump?

Health and Physical Education – Knowledge and Understanding• Explain the importance of jumping safelyHealth and Physical Education – Skills for Physical Activity• Demonstrate jumping and landing skills.Health and Physical Education – Interpersonal Skills• Find a solution to the problem of ‘When do we need

to be able to jump?’English – Speaking• Describe how to jump for distance to a partner.

Bounce up and down gently like a ball.Run and jump in the air. Make different shapes.Jump backward and forward over lines.

Skill practice: Demonstrate jump for distance.Children practise individually.Problem solving: Try jumping with stiff arms, stiff legs,arms in the air and so on. Discuss how these differentactions feel. Which way is the best?

Skill practice: Coloured paths – children jump alongpath ways Skill practice: Rivers: Place a long skipping in a Vshape on the ground. Children jump across the V wherethey feel most comfortable. How far can you jump?

Movement to music: Little White DuckTask sheets: For the children at the consolidating level,design an appropiate task sheet.Memory mats: Games: What’s the Time Mr Wolf (jump, not walk)

Stretch out on ground. Make a mark where your headreaches. Can you jump your height? Can you jump yourfriend’s height?

Pretend you are a jack in the box – crouch down lowthen jump up out of the box.Explain to a friend how you jump well and when weneed to be able to jump.

62

The example in Figure 12 shows you how oneteacher planned her FMS program over aperiod of time focusing on one skill, jump fordistance. She has identified a variety ofappropriate learning experiences and willselect from these during her planned activitysessions. The list may grow and change over time, and many of the activities will be repeated.

Figure 12: Planning a unit based on the focus of jumping

The children were jumping from themonkey bars and I wanted them tolearn to land safely.

I used this activity to gatherinformation about children’sspeaking skills as well as theirknowledge of proficient jumping.

I used this question to gather information about children’s speaking skills.

I used the FMS ObservationRecord for the Jump forDistance to do a global check on the proficiency of the children’s movement.

I like including different types of experiences in one lesson. It changesthe pace of the lessons and providesa variety of ways to focus on specific skill criteria, while keeping all of the children moving. It also encourages social learning.

I worked with the teacher of physicaleducation to identify some activitieswe could each do when we were workingwith the children.

I took digital photos of the childrenjumping and included them in thechildren’s portfolios.

I chose four learning outcomes that I thoughtwere relevant to the activities and the conceptof jumping and then read about them in moredetail so I knew exactly which part of theoutcome the children were likely to demonstrate.




63

The unit in Figure 13is planned around aconcept related toanother learning area:outer space. Onceagain the teacher hasplanned a variety ofexperiences tointegrate thechildren’s learningand give them theopportunity to useand develop theirdifferent strengths.The children in thisclass are 7 and 8years old.

The rubric in Table16 is designed torecord the children’sachievements for thisunit and includes allrelevant learningareas.

Purpose:

Learning

outcomes:

Learning outcomes: Equipment Emphases

Tuning In• Explore boundaries of personal space

inside a hoop or on a carpet square• Move out of the hoop (personal space)

to general space. Change directions• Imagine you are in a rocket going into

space, move from personal space togeneral space

• Pretend you are in low gravity• Pretend you are in high gravity

Activities:• Obstacle course

• Dance: To the Time Warp or ThePurple People Eater

• Movement to music: Try music suchas 2001 Space Odyssey. Includesome ball work.

• Dramatic play: Alien creatures –children become aliens and movearound using different FMS

• Dramatic play: Space stations – fly a space ship from station to stationusing a specified FMS, e.g., jump,hop…. Freeze when a space monsterappears.

• Simple Game: Martians – one childchosen as ‘the Martian’. Otherchildren attempt to cross an areawithout being tagged using a specifiedFMS. When tagged, they become‘Martians’ and try to tag others.

Closing• Spaceships – children sit on ground

close to Earth and pretend they arespaceships taking off, orbiting theEarth and coming back to ‘splashdown’. Introduce challenges: e.g.pretend that you need to avoid acomet and change directions.

• Asteroids – in a circle with lots ofballs, keep all the balls rolling usingonly feet.

9 ‘planets’ connected to each other by aspiral of ropes with the ‘Sun’ at the centre. Sun – large ball to toss and catchMercury – box to climb in and out ofVenus – yellow hoop to jump in and outEarth – blue circle to jump overMars – red ball to bounce and catchJupiter – picture to look at whilebalancing on one legSaturn – hoop to spin around waistUranus – small ball and tennis racquetNeptune – space hopper to jump aroundwhole galaxy.

Music

Music

Laundry baskets Boxes

Open spaceCarpet squares as stationsSpace ships made in class

Boundaried play area

Object to represent Earth

1 ball per child.

Personal spaceShared spaceBeing aware ofother people’sspace

Balance on one legCatch

Dynamic balance

Dynamic balanceCatch

Dynamic balance

Dynamic Balance

Locomotor

Locomotor Body management

To use physical activity as a way of exploring concepts related to our solar system:gravity, energy, the planets.

Health and Physical Education – Skills for Physical Activity• Demonstrate locomotor and body management skillsHealth and Physical Education – Knowledge and Understandings• Demonstrate an understanding of personal and shared or general space.Science – Energy• Demonstrate an understanding of the concept of energy.Science – Earth and Beyond• Identify features of our solar system

Performance task: In a group devise ways of moving across the room or space thatshow changes in direction, space, movement and energy.

Our topic for the first half of the term was OuterSpace. The children were very interested in the idea of living on other planets and what might be ‘outthere’. A lot of the children watched things on TVrelated to outer space. I recorded the children’sachievements in physical activity sessions on thesame rubric I was using for the rest of the unit (see the next page).

I planned activities that would support the scienceconcepts we were exploring. Some of the concepts were quite difficult, but the children’s stronginterest encouraged their achievement.

Figure 13: Planning a unit based on the topic of ‘Outer Space’

The activities were mainly aimed atgetting the children moving andactive, rather than focusing on aparticular skill.




Healt

h a

nd

Physic

al

Educati

on

– S

kills

for

Physic

al

Acti

vit

y

Healt

h a

nd

Physic

al

Educati

on

– K

now

ledge a

nd

Unders

tandin

g

Scie

nce –

Energ

y

Scie

nce –

Eart

h

and B

eyond

64

Cri

teri

aD

em

onst

rate

d b

yB

egin

nin

gD

eve

lopin

gC

onso

lidati

ng

Genera

lisi

ng

•Pr

ofic

ienc

y in

loco

mot

or, b

ody

man

agem

ent

and

obje

ct c

ontr

olsk

ills.

• A

n un

ders

tand

ing

of p

erso

nal

and

shar

ed o

r ge

nera

l spa

ce.

•A

n un

ders

tand

ing

of t

heco

ncep

t of

ene

rgy.

•A

n un

ders

tand

ing

that

the

way

in w

hich

we

live

is a

ffec

ted

byte

mpe

ratu

re a

nd w

eath

er.

•A

n un

ders

tand

ing

of t

heun

iver

se.

• De

mon

stra

tes

prof

icie

ncy

inin

itia

l ski

ll cr

iter

ia f

or:

–ba

lanc

e on

one

leg;

–ru

n;–

clim

b; o

r–

jum

p fo

r di

stan

ce.

• Id

enti

fies

own

pers

onal

spa

cean

d ge

nera

l spa

ce.

•Ex

plai

ns t

hat

they

are

usi

ngen

ergy

in m

ovin

g.

•Te

lls s

torie

s ab

out

the

diff

eren

twa

ys p

eopl

e m

ight

live

on

diff

eren

t pl

anet

s an

d wh

y.

•Id

enti

fies

feat

ures

of

our

sola

rsy

stem

.

• De

mon

stra

tes

prof

icie

ncy

inin

itia

l ski

ll cr

iter

ia f

or:

–ca

tch;

–tw

o ha

nded

str

ike;

or

–fo

ot d

ribbl

e.•

Dem

onst

rate

s pr

ofic

ienc

y in

all

skill

crit

eria

for

:–

Bal

ance

on

one

leg;

–ru

n;–

clim

b; o

r–

jum

p fo

r di

stan

ce.

• Id

enti

fies

own

and

othe

rs’

pers

onal

spa

ce a

nd t

he s

pace

that

is g

ener

al t

o al

l.

•Ob

serv

es e

nerg

y tr

ansf

eren

cesu

ch a

s vi

goro

us m

ovem

ent

and

bein

g ho

t an

d sw

eaty

.

•De

scrib

es h

ow d

iffer

ent

the

chal

leng

es o

f liv

ing

in d

iffer

ent

plac

es m

ight

be

over

com

e.

•Id

enti

fies

ways

tha

t th

epl

anet

s m

ove.

• De

mon

stra

tes

prof

icie

ncy

in a

llsk

ill c

riter

ia a

nd c

ontr

ols

mov

emen

ts in

str

uctu

red

acti

viti

es.

• M

oves

in t

he g

ener

al s

pace

avoi

ding

col

lisio

ns.

•De

scrib

es h

ow w

e us

e en

ergy

indi

ffer

ent

ways

.

•De

scrib

es h

ow w

e m

ight

cha

nge

the

clim

ates

of

the

plan

ets.

• Re

late

s ch

ange

s on

Ear

th t

och

ange

s in

the

sun

, moo

n an

dot

her

plan

ets.

• A

ll sk

ills

and

mov

emen

ts a

repr

ofic

ient

and

con

trol

led

in a

llco

ntex

ts.

•A

ntic

ipat

es m

ovem

ents

of

othe

rs a

nd r

espo

nds

appr

opria

tely

to

avoi

dco

llisi

ons.

•De

scrib

es h

ow e

nerg

y ca

n be

tran

sfer

red

thro

ugh

push

ing,

pulli

ng a

nd c

ollis

ions

.

•De

scrib

es h

ow ‘b

eing

s’ f

rom

othe

r pl

anet

s m

ight

inte

ract

with

us

on o

ther

pla

nets

, or

onEa

rth.

•De

scrib

es f

eatu

res

of p

lane

tssu

ch a

s gr

avit

y, a

tmos

pher

ean

d ‘d

ays’

.

Tabl

e 1

5:

Ass

essm

ent

Rub

ric

for

Out

er S

pace

Top

ic




Cri

teri

aD

em

onst

rate

d b

yB

egin

nin

gD

eve

lopin

gC

onso

lidati

ng

Genera

lisi

ng

Healt

h a

nd

Physic

al

Educati

on

– I

nte

rpers

onal

Skills

English –

Speakin

g

English –

Readin

g

English –

Wri

ting

Socie

ty a

nd

Envir

onm

ent

–

Cult

ure

Art

– A

rt s

kills

,

techniq

ues,

technolo

gie

s a

nd

pro

cesses

• W

orki

ng c

oope

rati

vely

wit

hot

hers

.

•Co

nvey

ing

mea

ning

wit

hin

crea

sing

sop

hist

icat

ion,

com

plex

ity,

var

iety

and

con

trol

.

• M

akin

g m

eani

ng f

rom

tex

ts w

ith

incr

easi

ng s

ophi

stic

atio

n,co

mpl

exit

y, v

arie

ty a

nd c

ontr

ol.

• Co

nvey

ing

mea

ning

wit

hin

crea

sing

sop

hist

icat

ion,

com

plex

ity,

var

iety

and

con

trol

.

•Un

ders

tand

ing

that

gro

ups

shar

e un

ders

tand

ings

of

the

world

.

•Us

ing

the

skill

s, t

echn

ique

s,pr

oces

ses,

con

vent

ions

and

tech

nolo

gies

of

the

arts

.

• Li

sten

s wi

thou

t in

terr

upti

ng.

• Ta

kes

turn

s in

con

vers

atio

ns.

• S

peak

s wi

th a

ppro

pria

te v

olum

ean

d cl

arit

y.•

Wor

ks in

sha

red

spac

e.

• Re

coun

ts a

nd d

iscu

sses

pers

onal

exp

erie

nces

.

• Ro

le p

lays

bei

ng a

rea

der.

• Ro

le p

lays

writ

ing.

• Ex

plai

ns t

hat

diff

eren

t ‘p

eopl

e’ex

pres

s an

d sa

tisf

y th

eir

need

sin

diff

eren

t wa

ys.

• Ex

perim

ents

wit

h si

mpl

e id

eas,

skill

s an

d pr

oces

ses

to d

evel

opar

t wo

rks.

• De

scrib

es p

robl

ems

clea

rly.

• S

hare

s eq

uipm

ent

and

resp

onsi

bilit

ies

for

sett

ing

upan

d pa

ckin

g up

gam

es a

ndm

ater

ials

.•

Wor

ks c

olla

bora

tive

ly w

ith

othe

rs t

o le

arn

a ne

w sk

ill.

•Re

coun

ts a

nd d

escr

ibes

expe

rienc

es in

logi

cal s

eque

nce.

• Us

es b

asic

str

ateg

ies

tolo

cate

, sel

ect

and

read

a r

ange

of s

impl

e te

xts.

• Co

nstr

ucts

and

ret

ells

sto

ries.

• Pr

oduc

es b

rief

writ

ten

text

s to

conv

ey in

form

atio

n, id

eas

and

feel

ings

.

• Ex

plai

ns r

oles

and

resp

onsi

bilit

ies

for

peop

le in

agr

oup.

• Us

es a

ran

ge o

f la

ngua

ges,

skill

s, p

roce

sses

and

tech

nolo

gies

to

mak

e ar

t wo

rks.

• In

itia

tes

and

mai

ntai

nsco

nver

sati

on.

• W

orks

saf

ely

and

inde

pend

entl

ywi

th e

quip

men

t an

d m

ater

ials

.•

Desc

ribes

the

ir co

ntrib

utio

n to

grou

ps.

• A

bide

s by

est

ablis

hed

rule

s.

•G

ives

brie

f re

port

s an

dsu

mm

arie

s.

• Di

scus

ses

idea

s, in

form

atio

nan

d ev

ents

.•

Iden

tifie

s an

d us

es la

ngua

gest

ruct

ures

.

• Co

mbi

nes

seve

ral i

deas

inlo

gica

l seq

uenc

e.

• Ex

plai

ns t

he w

ay in

whi

ch p

eopl

ebe

have

diff

eren

tly

beca

use

ofth

eir

cult

ure.

• A

pplie

s a

rang

e of

ski

lls,

tech

niqu

es, p

roce

sses

and

tech

nolo

gies

in p

rese

ntin

g ar

two

rks

for

an a

udie

nce.

• Co

mm

unic

ates

ass

erti

vely

whi

lere

spec

ting

fee

ling

and

idea

s of

othe

rs.

• S

uppo

rts

othe

rs w

hen

they

mak

e m

ista

kes.

• S

hare

s wo

rklo

ad o

f ot

hers

.•

Take

s re

spon

sibi

lity

for

sett

ing

rule

s an

d go

als.

• De

velo

ps a

nd p

rese

nts

idea

san

d in

form

atio

n wi

th s

uppo

rtin

gop

inio

ns.

• Ex

plai

ns r

easo

ns f

or v

ario

usin

terp

reta

tion

s of

mea

ning

.

• De

velo

ps id

eas

and

info

rmat

ion

for

the

audi

ence

and

pur

pose

.

• Ex

plai

ns w

ays

in w

hich

peo

ple

lear

n ro

les,

rig

hts

and

resp

onsi

bilit

ies.

• S

elec

ts f

rom

a r

ange

of

skill

s,te

chni

ques

and

pro

cess

es t

oco

mpl

ete

give

n ar

t ta

sks.

65




66

Finally, the unit plan shown in Figure 14, is based on a topic generated from the children’s interests, racing cars.

Purposes Children will develop their awareness of others by moving safely in a given area.

Learning outcomes Health and Physical Education – Skills for Physical Activity• Demonstrates locomotor and body management skills.Health and Physical Education – Interpersonal skills• Demonstrates communication and cooperation in moving around the space.

Learning experiences Equipment Emphases

Tuning-in

Activities

Cars and drivers: With a partner, one personis the driver and the other is the car. Thecar holds onto the driver and the two drivearound the space. Emphasise differentspeeds and skills.

Obstacle course: Design for cars and drivers.

Dramatic Play: Streets: Pathways and signsput around a track. Large box for ‘takeaway’ restaurant. Petrol station and pump.

Invented game: Rolling tyres.

Learning Centre: Racing cars.

Learning Centre: Car marks: Cars with penstaped to the back of the car. Children crawlover paper to draw.

Learning Centre: Paint cars: Cars drive overpaper after having been driven over a paintsoaked sponge.

Large boxes

Tyres

Race car propbox

Large sheet ofpaperCarsMarkers

Large sheet ofpaper, paint andplastic cars

Locomotorskills

Run, Dodge

Run, Dodge

Dynamic balance

Bodymanagement

Bodymanagement

Bodymanagement

Performance task: Play a game of ‘Scarecrow’, but call it ‘cars and tunnels’

Closing Tunnels and bridges: Children sit side byside and make a tunnel by lifting their legsup, or a bridge by putting their feet down.First person rolls a ball (the car) to theperson at the end of the line through thetunnel. The end person throws the ballback. The first person goes to the end of theline and the second person rolls the ballthrough the tunnel, and so on.

Where is it safe to run?How can we run safely?

One ball per sixchildren

Underhand roll

Figure 14: Planning a unit based on the topic of ‘racing cars’

The children had been playing ‘racing car drivers’ in the outdoors area. There were a few accidentsas children bumped into each other. I wanted tofocus on moving safely and to develop children’ssense of space.

I also wanted to develop theconcept of space, so I chose threelearning centre activities.

I made anecdotal records of thechildren’s skills to add to the FMSObservation Records of thechildren’s skill achievements.

I used these questions as anopportunity to share informationwith the children and to reinforcesome of the teaching.




67

Planning a week

You may plan a week of activity sessions that involve a range of learning experiences such asaquatics, dance, games, gymnastics, and outdoor activities as shown in Table 16. Each day,the activity sessions may address different focus skills or learning outcomes.

Table 16: FMS throughout the week

Week 1 Aerobics Play Stations Dance Play Stations Aquatics

Week 2 Dance Play StationsModifiedGames

Play Stations Aquatics

Week 3 Play Stations Aerobics Play StationsModifiedGames

Play Stations

Monday Tuesday Wednesday Thursday Friday

SallyI talked with the children about good running and then got them to look at themselves running. Weonly have one little mirror in the centre, so we all lined up in front of the window, ran on the spotand looked at our reflections.

To help the children get a high knee lift we sang ‘The ants go marching one by one’ and we marchedaround the room slapping our thighs. For keeping the head and trunk stable we had the children lookat a tree and run toward it. We talked about the children needing to move their arms forward andbackward and sang ‘Johnny works with one hammer’ to get the children to pump their arms. A littledramatic play helped them keep their elbows bent. I got them to start in a ‘ready’ position withtheir arms bent and one foot forward. Then I went around and pretended to grease their elbows sothat they would stay bent.

We talked with the children about why they might need to run, and especially to run fast. Westructured a problem solving activity. We asked the children ‘What do we do when we want to runfast?’ When the kids said ‘We swing our arms’, I acted it up. I had the children stand on one spotand swing their arms and I said ‘Are we running fast now?’ The children said they also had to movetheir legs, so we walked around and I said ‘Are we running fast yet?’ We tried robot running withstiff arms and legs. It’s extremely difficult to do! We tried running with flying arms and folded arms.The children really loved this.

I planned a music and movement session inside before our outside time and had the children move tothe Chopin ‘Polonnaise’. This music has a very fast beat and gave the children a sense of having torun quickly. We found other music to focus on running on the front of our feet and moving our armswith bent elbows.

Finally, we introduced some more chasing games. Scarecrow was a big hit.




Gym mats

Gym mats

Gym mats

Gym mats

Gym mats

Music and Gym mats

Blocks, found objects.

Performance task: Forward roll through a hoop - teacher provides explicit support

Tuning-in:

Free play – rolling down a grassy hill or bankLog rolls, egg rolls, donkey kicks, bunny hopsLie on mat and roll in all different directionsMake different shapes and try to roll

Activities:

Skill practice: Demonstrate the forward roll, noting the skill criteria.Emphasise the importance of taking the weight on the back of the neck.Children practise individually.

Skill practice: Sit and rock backward and forward until you roll over.

Skill practice: Lie on your back, curl up and rock backward and forward.

Skill practice: Partner activities• Sit facing each other, feet touching and holding hands –take it in turns to

lay back while the other stands.• Sit back to back, link arms and try to rock and roll.

Closing:

Movement to music: Rock and roll to music.

Talk about what shapes roll best, the importance of rolling safely.

Follow up with math activity – rolling shapes, what shapes roll best and why?

68

Planning an individual activity session

Some examples of individual activity sessionsthat focus on a specific FMS are provided infigures 15 and 16, others can be found inTools 3: Learning Experiences.

Figure 15 uses a range of learningexperiences to focus on one FMS, forward roll.

Purposes: To teach children how to roll safely

Learning outcomes: Health and Physical Education – Skills for Physical Activity• Perform log, side and forward rollHealth and Physical Education – Knowledge and Understandings• Explain why it is important to roll safely.Health and Physical Education – Interpersonal skills• Work cooperatively in pairs, speaking clearly but not too loudly.Math – Space• Identify objects that will roll.• Describe the characteristics of an object that will roll.

Learning experiences Equipment:

Figure 15: An activity session focusing on the forward roll

After a visit to the circus thechildren were pretending to be clownsand acrobats. I was concerned thatthey would hurt themselves doing the forward roll.

I used the FMS Observation Recordfor the Forward Roll to recordchildren’s skills then providedexplicit feedback to the childrenabout their performance.

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Beginning Stands side on when throwing.Eyes focus forwards when running.Bends elbows when running.

Developing Throwing arms moves down and back.Steps forward on opposite foot when throwing.Throwing arm follows through.Head and trunk stable when running.High knee lift when running.Feet run on narrow path.

Consolidating Bends elbow as throwing arm moves behind head.Drives arms vigorously when running.High knee lift when running.

Generalising Movements are controlled in all learning experiences.Throw is proficient in games and free play situations.

Outside window

Tape recorderTape

Large box, bean bags

Tennis balls, bean bagsfor markers

Straight stretch ofplayground

Markers, skipping ropes,small boxes from boxconstruction

Running on spot looking in window at our reflectionsProblem solving – ‘How do we run fast?’Slapping knees while marchingMoving to fast music

Throwing over a box

Throwing as far as we can

Running ’track’

Obstacle course – running around markers, along lines,leaping over small boxes

ScarecrowInvent a tag game

How can we run fast?How can we throw a long way?

Tuning-in:

Play stations:

Closing:

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In Figure 16, play stations are used to focus on two FMS, running and overhand throw.

Performance task: Place markers of different colours 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 metres away from a line. How far can you throw? Can you reach the red marker? How far can you run?

Purpose: To develop running and throwing skills

Learning outcomes: Health and Physical Education – Skills for Physical Activity• Perform sprint run• Perform overhand throw

Figure 16: Planning an activity session focusing on running and overhand throwing

Assessment Rubric for Running and Overhand Throwing

The children are interested in chaseygames and throwing balls.

I prepared a rubric to support myjudgements about the children’sskill performance.

We began with thesestations andmodified them asthe children neededsomething new.

I used the skill criteria for the run and the overhandthrow to create the rubric. I need to look at moreskills so that I can make judgements about thechildren’s level of achievement of the HPE learningoutcome ‘Skills for Physical Activity’.




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Planning to gather information

As you plan the activities, remember to plan how you will record achievement at the sametime. Each session will provide opportunities for you to do this. You may include a specificperformance task that challenges the children in a way they can demonstrate theirachievement.

Planning to share the information

When you are gathering information about children’s learning you will be doing so for apurpose. That purpose may be for your own records, or to share with the children, otherteachers, other adults or the community. It is important that you think about why you aregathering the information so that you gather and record it in a useful format. Somestrategies for sharing information can be found in Tools 4: Strategies for Sharing Information.

JanetDuring each session I continuedto make anecdotal records on afew of the children. Each recordhelped me in planning the nextexperiences. For example, one ofthe children seemed slow toprogress from activity toactivity and showed littleconfidence in doing a task alone,but she sparked up whenpartnered with someone.Another child required constantencouragement to persevere.These observations supportedmy judgements about thechildren’s interpersonal skills.

I tried hard to take photographsbut I am simply not aphotographer. While I saw realimprovements I wasn’t able totake baseline photos so Icouldn’t show the comparisons.

Fiona and JoWe found it professionally rewarding to discuss our progress with using the Resource and withthe implementation of the learning experiences. We were also able to work collaboratively tovideo the children during physical activity sessions. Ideally classroom teachers would attend atleast one physical activity session each month so they can support the teachers of physicaleducation to make observations about the children’s skill levels and to create opportunities tosupport their development of FMS. It’s really good for the classroom teacher to see childrenmoving and responding in different ways from how they work in the classroom.

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Identifying Children’s Interests,

Strengths and Needs

I taught children aged three to eighteen.The focus group for this story were 9 threeand four year olds. Their classroom teacher,Heather, agreed to work with me in using theFMS Teacher Resource with the children. Weexpected that the children’s skills wouldimprove if we both focused on the same skill.

Many of the children were already in ‘dualplacements’, that is, they were at our schoolfor two days a week and in a mainstreamprogram for two days each week. Most ofthe children left our school and went intomainstream programs. All of them neededto have the best body-management andlanguage skills they could achieve.

I saw the children once each week, some forforty-five minutes and others for one hour. Ineeded to build on any concepts and skillsfrom one week to the next, so I alternatedfloor sessions one week with equipmentsessions the next. I introduced new wordsand ideas in the floor sessions that would beincorporated into the equipment session, andalso reviewed skills and concepts previouslyintroduced. In the equipment session weslowed things down a bit so that thechildren had the time they needed to managethemselves and the materials.

Choosing the Focus Skill

I chose ‘balance’ as the focus skill for thechildren in the program because it is reallyimportant. If they can’t balance they can’tsit, stand, walk, run, throw or kick.

I decided that the Health and PhysicalEducation learning outcome ‘Skills forPhysical Activity’ was the most appropriatewhen using the focus skill ‘balance’,particularly after looking at the FoundationOutcomes in the Outcomes and StandardsFramework for clarification and seeing thatthe emphasis for physical activity wascontrol of their bodies.

Assessing Children’s Levels of

Achievement of FMS

I began by looking at the ways in whichchildren were able to balance: sitting, on twohands and two feet, on one hand and twofeet, on two feet and on one foot. Some ofthe children were able to do all of thesethings really easily. We counted how manyseconds they were able to balance in eachposition. We were really happy if they couldbalance for ten seconds. A lot of thechildren could manage one or two seconds inthe easier balances, such as standing orwalking on a textured mat, standing on twolegs and one hand, standing on one leg andtwo hands. I included harder balances suchas standing on one leg and one hand andstanding on one leg.

Focusing On ‘How Do They Do The Skill?’ –

Working with Children with Special Needs

Beth’s Story

Background

I was the teacher of physical education in an Education Support School in the metropolitanarea. I had been using a perceptual motor program with the children to emphasise languagedevelopment and participation in physical activities. When I first looked at the FMS TeacherResource I thought I was already doing a lot of it. I realised that many of our children aremore coordinated than the children in the video Making the Right Moves, however I decidedthat this Resource was relevant for our children too!

CASE STORY 1




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After reading the FMS Skill Description for‘balance on one foot’, I reviewed theobservations I had made and realised that Ihad focused on ‘Can they balance?’ ratherthan ‘How do they balance’? For the childrenwho were achieving longer balances, I usedthe skill criteria to identify how the childrenwere balancing. This focused my planning ondeveloping skill criteria as well as theconcept of balancing.

Planning and Implementing


I used some of the teaching strategiesprovided in the FMS Skill Description for‘Balance on one foot’ for the ‘beginning’ levelto structure a range of activities that woulddevelop children’s balance. I needed moreactivities to reinforce the concept ofbalance, so I talked to the physiotherapistand some of the other teachers to get moreideas. I added:• balancing on a soft surface on tip toes;• balancing on a rocker (a small see-saw)

with arms outstretched, then hands onhips;

• balancing on a large ball or bolster;• jumping on the Jolly Hopper; and• sitting on a basketball. It was optional if

the children repeated these activitieswith their eyes shut.

I planned about 30 different activities to doover eight weeks. Some of the activities

were for enjoyment and motivation. I used avariety of teaching strategies and learningexperiences including:• demonstration;• physical prompts and support;• integration of FMS into class routines;• feedback in the form of ‘cheers and

claps’;• music;• games; and• follow up activities for home.

For some of the children, I was able to moveonto dynamic balance skills such as walkingon a line or a beam. I planned a range ofactivities to develop this skill:• walking on uneven texture mats;• walking on tip toes;• walking up a plank;• walking backward;• stepping over a tube;• stepping between the rungs of a ladder;• walking on the rungs of a ladder;• walking blindfolded; and• picking up objects from the floor.




Meeting the needs of children with autism,Down syndrome, cerebral palsy and otherdisabilities can be challenging. We needed tomaintain socially appropriate behaviour.Some behaviours, for example, constantlyfalling to the ground were discouraged,because they may have been avoidancetactics. Sometimes the behaviours occurbecause the children were challenged toomuch or for too long. We needed to keep thechildren focused on the activity as much aspossible so that the children gainedattention from participating.

Some children could not participate in thefull program because they were not yet ableto respond to changing situations. Theycontinued with other activities andparticipated as much as they could.Sometimes slowing things down helped thesechildren.

Some of our kids, especially those who wereless able or had short attention spansseemed to lose focus if they were justwalking on a line. They seemed toconcentrate better if they walked on a plankor beam. Sometimes we would put our handson either side of their face to help themfocus on the line, sort of like blinkers. Forother children, walking on a coloured rope washelpful because they could feel the ropeunderfoot. It often helped to give physicalprompts such as standing in front of thechild, holding the children’s head, looking atthem and saying ‘Look at me’. That way theykept their eyes up and looking in thedirection of the walk. Then we graduallyreduced the physical prompts and used onlya verbal prompt ‘Look at me’. We alwaysused key word signing so there were alsovisual cues to help the children.

Ongoing Assessment of Children’s

Levels of Achievement

I recorded my observations of the children onthe FMS Observation Records for ‘Balance onone foot’ and ‘Line or beam walk.’ As Ifocused on the skill criteria and the conceptof balance the children increased the lengthof time they could balance and theyapproached the activities more confidently.After a few lessons, some of the childrencould perform one or more new skill criteria.

I found that I had to individualiseassessment strategies as well as learningexperiences to enable the children todemonstrate the skill criteria and control oftheir bodies. Some of the children couldbalance on one leg if I held their other leg.They were balancing OK but just couldn’tmanage to think about the non-support legas well. Many of the children just couldn’tlook forward. They were doing all of theother skill criteria, but couldn’t keep theireyes focused forward. One of the childrencould hold his arms out to the side to helphis balance if he was holding a ball in eachhand.

I wanted to gather additional informationabout the children’s skills by observing themin the playground but found this reallydifficult. I took some of the equipment intothe playground but it was hard to get thechildren to do the activities. The childrenneeded a time to choose their own level ofparticipation. I don’t have an answer to thisyet.

Sharing Information

… with the children

The most important part of the program wasproviding positive feedback to each child torecognise the development of skill criteriaand their increased participation inactivities. I worked hard to make everythingvery positive, to keep all my commentssupportive, to focus on what the childrenwere doing and could do. We cheered andclapped each child’s success and made manypositive comments to children who tried,participated and showed confidence in havinga go.

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… with other teachers

Sharing information with other teachersinforms the teacher and adds to thecomprehensive picture of each child’s skilllevel. Heather and I worked together in thephysical education sessions. She also didher own activity sessions in the classroom.The children benefited from using the skills indifferent ways in different settings.

I recommended activities for all of theteachers to do in the classroom. It waseasier for them to encourage the children todo the activities if there was also a piece ofequipment.

It became apparent that the children hadworked on the skills with Heather. It reallymade a difference. When I’d ask the childrento balance on their bottoms, Heather’schildren knew what I meant. If I changed thetask to balancing on two feet and one handthey knew what that meant and couldchange their position. When I revisited theoriginal tasks, Heather’s children were able tobalance for a longer time. Most were moreconfident and motivated to do the skill.

… with other adults

We practised activities for our sports day sothat the children knew what was expected.Their performance was better and staff andparents appreciated how fully the childrenparticipated in a variety of new activities.

Digital photos of the children were included intheir portfolios. The photos were veryinteresting for the families because theyprovided a lot of information about the skillcriteria the children were demonstrating aswell as how they were able to control theirbodies.

Conclusion

Collaborating with Heather was vital to thedevelopment of the children’s skill levels.Heather was enthusiastic about thechildren’s developing skills.

When I wanted the children to ‘stop andlisten’ I would get them to balance on onefoot, or two feet and one hand. We didbalances on different parts of our bodieswhen we sat on the mat and we didbalances on two hands and one foot whenthere were a few extra minutes. I talkedto the children about looking straightahead or using their arms. I neverthought that fundamental movementskills could be incorporated so easily intothe classroom activities. Balancingactivities became just part of theroutine.

Focusing on the skill criteria did seem tomake some difference to the overallperformance of the skills for all of thechildren. Individualising the way in which thechildren demonstrated the skill helped tofocus on what they could do rather thanwhat they could not do. I was alsoimpressed at the changes in the children’sattitudes as they developed specific skillcriteria that helped them perform the skillmore confidently. In the future I will gatherinformation about children’s attitudes andvalues as well as their physical skills so thatI have more that I can share about thechildren’s learning.

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Seizing the Moment – Ensuring FMS are Relevant

and Meaningful to the Children

Sally’s Story

Background

During our trial of the FMS Teacher Resource I (Sally) was working with an assistant (Robyn)and an ATP student (Corrine) with 4 and 5 year old children in on off-site pre-primary centrethat is equipped with a large outdoor play area. It’s a ‘Rolls Royce area’ with lots of space,a bike path, a fixed playground structure, a covered sand pit, open space, and beautifultrees.

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Identifying Children’s Strengths,

Needs and Interests

My program focused on integrating learningthrough play. In thinking about the children’sphysical activity, I noticed that the childrenreally seemed to enjoy playing chasey,particularly in their outdoor time.

I also thought that throwing was a reallyuseful skill for children because there aremany games and sports requiring ball skillsbut the children might also need to be ableto throw a ball for a dog, to play manyplayground games and to develop their owngames.

In our community soccer was the favouritesport and Perth Glory the most popularteam. In dramatic play the children wereoften members of the team ‘playing for glory’.I thought running and overhand throw mightbe linked to soccer too.

I believe that for children to learn anythingthey need to be immersed in it, to have skillsdemonstrated, to give things a go, to receivefeedback, to take responsibility for theirlearning, and to use the skills in lots ofdifferent ways. It’s very Cambourne. That’strue of FMS as much as any other learning,and it is true for my learning as well.

So to teach the children skills and to learnabout the FMS Teacher Resource we neededto immerse ourselves in FMS. I try to keepthe children’s learning integrated, indoorsand outdoors, throughout the day andthroughout the week, so I explored ways ofusing FMS as part of the program, ratherthan as an extra ‘subject’.

Choosing the Focus Skill

As a team we decided that we needed topractise observing a skill and using the FMSObservation Records. We began by observingchildren balancing on one foot and eventuallydeveloped a workable process for observingthe skills in learning experiences, transitionsand structured play.

We then decided to focus on the two skillswe had previously identified: sprint runningand overhand throwing. We also chose theHealth and Physical Education learningoutcomes ‘Skills for Physical Activity’,‘Knowledge and Understandings’ and‘Attitudes and Values’ as our focusoutcomes.

CASE STORY 2

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Achievement of FMS

We discussed the elements of the sprint runand agreed to observe the children as theyran over 15 metres to gather base lineinformation.

The children wereplaced in threegroups and one adultobserved each group.The children ran inpairs three timeswith the adultobserving the child’slegs on the first run,their head and trunkon the second runand their arms onthe third run.

We each used our own system of marking onthe FMS Observation Record to note ourobservations. Corrine felt she needed moreinformation about the run than a tick or across and wrote whether the child seemed tobe performing at a beginning, developing orconsolidating level. I felt that the purpose ofthe observation record was to support myjudgements about planning appropriateexperiences for the children and that we weregetting caught up in diagnosing kids. Whatmattered was whether they could do the skillcriteria so I could decide which childrenneeded to focus on which criteria. So I justticked the criteria the childrendemonstrated.

By the time we were observing the children’sthrowing skills, we were much clearer abouthow to complete the observations. We werestill doing it differently from each other, buteach of us had refined a way to make it workfor us. Running and overhand throwing aredifferent types of skills to observe. I foundthat focusing on the feet, head and trunkand then arms in several observations waseffective. Corrine started with the initialfocus skills and wrote comments. Robynnoticed the criteria they were not doing moreeasily than the ones they were doing.

In order to gather other information aboutthe children’s skills in running and throwing, Idecided to talk with the children and withtheir families. The families were really happyto talk to me about their child’s skills andphysical activities at home. I think by talkingwith them they also saw that I thought thatphysical activity was important.

Planning and implementing

learning experiences

When I reviewed the observation records inorder to make judgements about thechildren’s proficiency in running and toidentify which criteria required explicitteaching, I was surprised at how few of thechildren demonstrated a proficient form. Italked with the children about good runningand then got them to look at themselvesrunning. We only have one little mirror in thecentre, so we all lined up in front of thewindow, ran on the spot and looked at ourreflections.

Sprint RunLegs: Feet on a narrow path

Foot close to buttocks andhigh knee lift

Head Head and trunk stableand Eyes focused forwardtrunk

Arms Elbows bent at 90 degreesArms drive vigorously forward and back




To help the children get a high knee lift wesang ‘The ants go marching one by one’ andwe marched around the room slapping ourthighs. For keeping the head and trunkstable we had the children look at a tree andrun toward it. This strategy had the addedadvantages of helping them to run in astraight line and to watch where they weregoing rather than looking at the ground orat all the other children. We talked aboutthe children needing to move their armsforward and backward and sang ‘Johnnyworks with one hammer’ to get the childrento pump their arms.

A little dramatic play helped them keep theirelbows bent. I got them to start in a ‘ready’position with their arms bent and one footforward. Then I went around and pretendedto grease their elbows so that they wouldstay bent.

After all of this, the children were stillrunning very flat footed. So we introducedthe leap to help the children think about theflight phase. We encouraged the children tojump over things to give them the feel ofleaving and landing on the ground.

All the focus on the individual body partsdidn’t seem to be connecting with thechildren. We were still seeing poor skillpatterns when the children were running, instructured play sessions and in their freeplay time. I thought I’d see them runningmore and better. They weren’t transferringtheir learning.

We talked with the children about why theymight need to run, and especially to runfast. The only reason the children couldsuggest for why they needed to run fast wasto get away from ‘bad people’. We didn’twant to encourage that kind of thinking! Werealised that these children often don’t seeanyone running in their home lives.

The children then went on imaginatively andsaid they might need to run away from adinosaur in the park. We supported the ideaof having to run away from somethingdangerous, but after the discussion with thechildren we thought why do children need tobe able to run fast? We talk all the timeabout improving our health and making our

muscles stronger but when, in the children’slives, do they need to be able to run fast?

After a lot of talking and thinking we decidedthat they might need to run fast if theywere running with their dog, to play chasey,to catch a piece of paper that was blowingaway, to chase a tyre rolling down a hill, tocatch a bus, or to chase a butterfly. Theseseemed much better reasons for running andsupported their developing knowledge andunderstandings of physical activity.

We looked at the ‘consolidating’ teachingstrategies in the FMS Skill Description forrunning and structured a problem solvingactivity. We asked the children ‘What do wedo when we want to run fast?’ When thekids said ‘We swing our arms’, I acted it up.I had the children stand on one spot andswing their arms and I said ‘Are we runningfast now?’ The children said they also hadto move their legs, so we walked around and Isaid ‘Are we running fast yet?’ We triedrobot running with stiff arms and legs. It’sextremely difficult to do! We tried runningwith flying arms and folded arms. Thechildren really loved this.

I planned a music and movement sessioninside before our outside time and had thechildren move to the Chopin ‘Polonnaise’.This music has a very fast beat and gavethe children a sense of having to run quickly.We found other music to focus on running onthe front of our feet and moving our armswith bent elbows.

Finally, we introduced some more chasinggames. Scarecrow was a big hit.

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Using a combination of learning experiencesincluding play stations, learning centres,simple games and child initiated activities,the children also developed their skills inthrowing.

We talked to the children about the skillcriteria for throwing, supported the childrenin deciding how to make the activities easieror harder, demonstrated the skill ourselvesand provided alternative equipment to enablethe children to modify the activity to bettermeet their needs.

We again tried focusing on just some of theskill criteria. Teaching children to standsideways when they are throwing forward washard for the children to understand.Logically it really doesn’t make sense tostand side on. I’m throwing that way so Ineed to face that way. Explaining to thechildren that they were using the strength intheir whole bodies to throw the ball helped alittle bit. We set up funny feet cards for thechildren to stand on. We had emu, kangarooand dog feet.

We created a throwing song to ‘BrotherCome and Dance With Me’ from Hansel andGretel. ‘With my body I face the front. Withmy body I face the side (jump to face theside). Face the side (jump to face the otherside). Face the side (jump to face the otherside). Turn around and start again (turnaround and face the front).

Then to the tune of ‘Here we go round theMulberry Bush’ we sang ‘This is the way Istep my feet, step my feet, step my feet.This is the way I step my feet on a cold andfrosty morning.’ The children took a stepforward with the opposite foot to theirthrowing arm on the word ‘step’.

We were trying to lengthen the children’sthrowing distance, so we set up a large boxfor the children to throw over. Placing asmaller box on top of the first one made itharder to throw over. The children made itinto a game of throwing harder, and hittingthe small box. This changed the activity,making it more difficult since accuracy wasnow required. Immediately the children stoodcloser to the box so they could hit it withgreater force. When we asked ‘What will helpyou to throw further?’, the children’s first

response was ‘Muscles!’. As theyexperimented with their throwing, one childreported that he had been successfulbecause ‘I looked at what I was throwing at.’The emerging knowledge and understandingsof the skills were wonderful to observe.

After isolating the skill criteria we put themall together. We thought about the formatwe used to tell stories in language, anddecided to use it to ‘Tell the story ofthrowing’. The story went something likethis:

At the beginning we get into a readyposition facing the side, holding the ballin the fingers of our throwing hand andpointing to the target with our otherhand. In the middle we take a big stepforward with the foot closest to thetarget and bring the hand with the ball init down, back and up. At the end webend our elbow, throw the ball, bring ourthrowing foot forward and follow throughwith our shoulders and arms. The shortstory goes ‘Ready position, step withopposite foot, arms down and up, bendand throw’.

I started to feel that all the focus on theskills was leading me to a whole lot of explicitteaching. I found myself yelling ‘Stand sideon!’ across the playground and thought‘When do the children get to play?’ Play iswhere it all comes together and makes sensefor the children.

We rethought the play stations we weresetting up and made sure they were childcentred and that there was play happening.As well as the box station, we used theswings as a target for throwing through theropes, over the seat and over the barsupporting the swing.

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For another station, the children threw asfar as they could and measured how far theyhad thrown. We varied the other stationswith bat and ball activities such as hanginga tennis ball and hitting it, bouncing largeballs, throwing and catching bean bags witha friend or using the rebounder, underarmbowling and just general playing with dribblingor kicking balls. If there wasn’t enoughvariety and choice of other activities thechildren who were not interested in ballswould say ‘When does this stop?’ or ‘Whencan we do something else?’ I’d just say ‘Howcould we do this to make you happier?’ Thechildren would invent variations on theactivity to make it easier, or suggestsomething entirely different. And that wasOK!

On-going Assessment of Children’s

Achievement of FMS

The focus on movement skills impacted onthe children’s discussion and thinking. Whenthe children were writing to their fathers forFather’s Day, they wrote about liking to playchasey, rugby, soccer or to wrestle with theirdads. This showed us that the children werethinking about physical activity and enjoyingit and it also gave us a work sample thatprovided more information about thechildren’s writing skills and their achievementof the English learning outcome ‘Writing’.

The children were now much more active intheir free play, spending more time runningand playing chasing games. We had manyopportunities to gather information abouttheir skills in physical activity.

At the school carnival we organised somestructured play stations and running racesso that all of the pre-primary children couldbe included. My children did really well in theplay stations and every time we ran a racethey said ‘Let’s run again!’, so off we went!It was obvious that their attitudes tophysical activity had developed.

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Sharing information


We worked together with the children toevaluate the learning experiences and tojointly construct new activities. Thisprovided continuous information about thethings the children found too easy or toohard. Feedback to the children about theirskills was also continuous – and we learnedto go to the play station and provide thefeedback or call the child over and talkquietly rather than yelling our teachingpoints across the playground.

… with other teachers

We found that we needed to share ourobservations and the ways in which we hadgathered them in order to refine our use ofthe FMS Observation Records and makesense of the information. We all ended upmaking different marks on the paper, butthat was helpful because it enabled us togather more comprehensive information andto be sure that our judgements were fair.


Parent response was positive too. Oneparent reported that ‘All Asher wants to dois run’. Of course, the Father’s Day letterswere also a big hit, especially after weinterpreted that ‘rubby’ was ‘rugby’.

Conclusion

The children learned a lot – and so did we.All of this amazed us. It’s so easy to teachthe skills once you know a bit about them. Itwas easier to teach the skill of overhandthrowing because it was like teaching them anew skill than teaching running where we hadto unteach habitual patterns of behaviour.

The children’s skills improved dramatically injust a few weeks. It was fabulous.

We found the information in the FMS TeacherResource was very helpful. There’s just theright amount of information to supportobservations, without it being toooverwhelming. The Skill Descriptions werereally valuable and the learning experiences inTools 3 helped us extend the skills into thedaily classroom activities. The movementlanguage was helpful because we knew whatto say to the children and their familiesabout what we were doing and why. I’ve hadinformation before but it was too hard touse for teaching. It had too much toobserve, too little to observe, it was toohard to see the movement or I thought ‘Nowwhat do I do about this?’ I feel I have moreconfidence to design a program to improvethe children’s skills.

Immersing ourselves in the skills, the criteriaand observing the criteria meant we wereseeing them all the time. For a while we gotlost in the need to get the movement rightand forgot to play and have fun. The besttime to teach a skill is when the children areusing it. We need to seize the moment as itarises and use it as an opportunity forteaching and learning.

We can really see the importance of teachingfundamental movement skills in the earlyyears. If we teach the proficient forms nowit will be so much easier for the children tomove well as they get older. It’s somethingto do right from the beginning of every year.

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It’s Easier When You Work Together – FMS throughout the

day and throughout the week

Fiona and Jo’s Story

Background

We elected to work collaboratively in implementing FMS with 5 and 6-year-olds. Fiona was a teacher of physical education with just over a year’s experience and Jo was the classteacher.

CASE STORY 3

Identifying the Children’s Interests,

Strengths and Needs

Our regular physical education programincluded two sessions with Fiona and a dailyactivity session with Jo. In third term wehad an athletics carnival requiring the FMSof running, overhand and underhand throwing,catching, skipping, hopping, and jumping forheight and distance.

The parents of the children at the schooltended to be more concerned about theiracademic progress than physical activity.The overall fitness of the children was prettylow and improving their fitness, we thought,would help to increase their confidence andtheir ability to control their own bodies.

Choosing the Focus Skills and

Identifying Possible Learning Outcomes

We chose to focus on jumping for distance,overhand throw, underhand throw and runningas skills that would improve the children’fitness, be used in the athletics carnival andbe useful for playground games.

The combination of these skills and settingswould give us a broad perspective on thechildren’s achievement of the Health andPhysical Education learning outcome ‘Skillsfor Physical Activity’ and, we hoped,contribute to our assessment of the Healthand Physical Education learning outcomes‘Attitudes and Values’ and ‘Self-managementSkills’.

Assessing Children’s

Achievement of FMS

After we had looked at the FMS TeacherResource and watched the segment onrunning in the video Making the Right Moves,we were able to identify the criteria of aproficient run and identify the children whowere running inefficiently. One child weobserved in year 6 was running fast enoughto get into the athletics team, but she wasrunning with her arms crossing over in frontof her body! We imagined how fast she wouldgo if she used her arms more efficiently!

We talked to the children about CathyFreeman and asked them to think aboutwhat a good runner looks like. Then we askedthem to imagine they were Cathy Freeman,and to try to run just like her.

We attempted to assess the children’running using the skill criteria in the FMSObservation Record – and found this quitedifficult. When we put our eyes down torecord, the next girl had whizzed by and we’dmissed her. We found it was far easier toobserve the skill criteria after we videotapedthe children running.

We compiled our observations in a class listand identified three groups of childrenoperating at ‘beginning’, ‘developing’ and‘consolidating’ levels. This enabled us to workwith the children at their specific skill levels.The criteria provided us with teaching pointsand ensured that the children knew exactlywhat to do to improve their running.




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We planned complementary programs that weran independently, and we arranged to havesome time together as well.

Fiona:

In the physical education lessons I plannedto use a play stations approach so that Iwould have more time with individual children.It didn’t work! I had expected that thisgroup of children would be able to work insmall groups on a task that they hadalready covered. They couldn’t. It was moreeffective to bring the whole class togetherand work as a whole. Within the whole classsession I grouped the children andconcentrated on three things: running on theballs of the feet and using high knees,vigorously driving the arms, and lookingforward. We looked at a couple of children’feet, arms or eyes as they ran and thechildren identified the skill criteria that weredemonstrated. Then the children worked inpairs and watched each other run. Thisworked well because it gave the children achance to observe different techniques. Italso gave me a chance to work with childrenindividually as I moved between the groups.

I set up other paired work in later lessons.For example, one partner stood with herhands up at chest height. The other girlstood in front and tried to strike herpartner’s hands while driving her arms backand forth in a running action. She thenturned around and tried to strike herpartner’s hands with her elbows whileperforming the same action. Then thechildren swapped over.

Other strategies helped children to lift theirknees and lengthen their stride. The childrenslapped their knees while they were running inplace and running over ten metres. This alsohelped them run on the balls of their feet.On one of the days, the lines on theathletics track had just been painted. I gotthe children to run across the lanes ratherthan in them – with the children leaping thelines, one step in each lane.

Jo:

In three 20-minute activity sessions eachweek I worked with the children to developtheir skills and improve their fitness. Aftera two and a half hour block of lessons thechildren really looked forward to doingsomething more active at the end of amorning.

B-BeginningD-DevelopingC-Consolidating




I used a range of learning experiences: followthe leader, running as fast as possible,teams running to designated places, chasinggames, ‘What’s the time, Mr Wolf?’, Statues,Indians and Teepees, tag games and relays. Ialso asked the children to reflect on theirlearning in oral discussions with the wholegroup, in paired discussions and in writing.

I aimed to incorporate FMS in our regularclassroom program. Being a regularclassroom teacher and not a physicaleducation teacher, this was easy. I amalways looking for other ways for movingchildren from one activity to another beyond‘Put your pencils down and come to the mat’.It was great to be able to practise the armmovement of running by asking the childrento go back to their working space movingtheir arms like a runner. Tools 3: LearningExperiences had lots of other ideas too.

I also integrated FMS with other learningareas. For example, I had the children writea list of what a fast runner needs toremember. At the end of each school day Ifacilitated a short oral discussion, reflectingon what the children had done during theday. On some occasions the childrendiscussed the daily activity sessions and thetips and hints they needed to remember.

Jo and Fiona:

On a rainy day, we showed the children thevideo of them running and asked them topick out something they did well andsomething they could do better. It was agood activity because it gave the children achance to see the way they were performingthe skill criteria we had been talking about.

After some time focusing on running weworked with the children on the skills ofjumping and throwing. We planned ways ofcatering for differences between children andmaximising participation. For example, wehad all of the children stand around theedge of a large beach volleyball pit and jumpinto the sand while we wandered around andoffered hints, tips and encouragement.Initially the children were just jumping intothe pit and didn’t seem to be getting muchdistance in their jump, even with feedback.We put out markers to jump past. With thischallenge they were eager to try their verybest to get further each time. It meantthat the children thought about and appliedwhat they knew a little more. Placing acone between the take off mat and thelanding area also encouraged the children tojump higher and that improved the distancejumped.

When the children were throwing, we identifiedeight children who found it difficult to stepwith the opposite foot to their throwing arm.Drawing a dot on the ground in front of thestepping foot helped them to remember whichfoot to step forward with.

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Writing lists -What does a fastrunner need toremember?




Putting out bronze, silver and gold markersgave the children a challenge. They tried toreach a target distance and this improvedtheir technique.

We also asked the children to point andthrow to Tinkerbell (at the height of thetrees). That gave them an angle to releasethe ball.


Achievement of FMS

Jo and Fiona:

We had timed the children’s run andmeasured the distance of their throw andjump. This gave the children an individualscore to improve over time. It wasinteresting to compare the measurements wetook at the beginning with those we tookafter specific teaching because they showedthat improvements in the children’s techniquecontributed to an improvement in speed anddistance.

The skill criteria provided explicit informationthat focused the teaching points andindicated areas where the children’stechnique was improving. It was easier tofocus on eight children at a time in order tocomplete observations of the whole class.

We wrote anecdotal notes when childrendemonstrated significant learning. Writing samples, daily reflections, and thevideotape provided a great deal ofinformation about the children’s skills, andtheir understandings of the skills. All of thisinformation enabled us to make judgementsabout the children’s achievements of theHealth and Physical Education learningoutcomes ‘Knowledge and Understandings’,‘Attitudes and Values’ and ‘Skills for PhysicalActivity’. We were also able to add to ourinformation about the children’s achievementof the Health and Physical Educationlearning outcome ‘Self-managements Skills’,and the English learning outcomes ‘Speaking’,‘Listening’, ‘Viewing’ and ‘Writing’.

One of the best assessments came on a daythat Jo was absent from school and therelief teacher did not do the daily activitysession. The children were disappointed tohave missed out – so there was obviously apositive impact!

Sharing Information

… with teachers

Jo:

It’s easier when you work together. While weoften discuss the progress of particularchildren I was surprised at how uninformed Iwas of the children’ movement abilities.Unlike the pre-primary setting in which Ipreviously taught, Year One does not providethe same opportunity to observe the childrenmoving around in their environment on a dailybasis. Through the daily activity sessions Iwas able to observe the way the childrenmoved and through working with Fiona wewere able to improve what the children weredoing.

Fiona:

At one point Jo was focusing on underhandthrow and I was focusing on overhand throw.Three of the children were obviously confused.When we talked about the children’s skills, werealised that the similarity of the two skillsmeant that the children were trying to applythe things they had learned in one setting toa slightly different skill in another setting.We changed our plans to reduce theconfusion and stressed to the children thatthe two skills are different.

Fiona and Jo:

We found it professionally rewarding todiscuss our progress with using the Resourceand with the implementation of the learningexperiences. We were also able to workcollaboratively to video the children duringphysical activity sessions. Ideally classroomteachers would attend at least one physicalactivity session each month so they cansupport the teachers of physical educationto make observations about the children’sskill levels and to create opportunities tosupport their development of FMS. It’s reallygood for the classroom teacher to seechildren moving and responding in differentways from how they work in the classroom.

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Jo and Fiona:

The children really enjoyed the specialathletics carnival that we organised on thebasis of standards of achievement. Thechildren participated in every event and eachchild had their own target to achieve abronze, silver or gold level. The parents werereally impressed with the children’s level ofparticipation and skill levels.

We have also included photos and storiesabout the daily activity sessions, theathletics carnival and our work with FMS inthe newsletter. This has helped keep familiesinformed about what we have been doing.

Conclusions

Jo and Fiona:

We learned a lot from our experience with theFMS Teacher Resource.

FMS is easy to incorporate in the school day

and integrate into other learning areas.

We had the children play ‘Follow the Leader’on the way to another lesson or an activityarea or had the children move their arms likea runner as they left the mat to go on toother activities. The children wrote abouttheir movements, and talked and sharedtheir strategies for performing a skill. Theydrew themselves jumping and we plan to havethem do a painting or clay model of aproficient thrower. We could have had thechildren make up a song about their FMS ora dance about their learning in science. Theopportunities are endless!

FMS can be child centred.

We used many ways of setting up learningexperiences for children. For both of us, ateacher of physical education and aclassroom teacher, the FMS TeacherResource provided many examples of childstructured experiences and ways ofindividualising experiences so that childrencould work independently, with peers or insmall groups.

FMS improves fitness.

As the children’s skills improved they becamemore physically active, which improved theirstamina. In the school carnival only one ofthe children had to sit down after her 50mrun. Most of the children were ready to runagain! In the swimming carnival even thechildren who had found the movement skillsmost difficult swam 25 metres.

FMS improves self-esteem.

The children became more confident in theirmovements. Most had renewed focus anddetermination. Even the most reluctantmover would have a go and not give up soeasily.

Learning to recognise the criteria for each

FMS helps you teach the skills.

We both found that knowing the skill criteriawas very useful. The FMS Skill Descriptionscontain good detail and were easy tounderstand. Dividing the teaching strategiesinto beginning, developing and consolidatinglevels was also a good idea because in everyclass you are going to get a range of skilllevels. Listing indicators to tell you when tointervene helps if you have not taught thatparticular skill before.

We also found that the skill criteria wereuseful pointers not only in the year 1 classbut through to Year 7.

Using the Resource improved our teachingstrategies and knowledge. It was very helpfulto tell the children exactly what they weredoing, and for them to see themselves onvideo and identify the criteria they weredoing well and areas where they mightimprove.

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Slowing down and focusing on a few FMS

improves skill development.

We have a tendency to try to do too much.The Resource made us refocus the way wewere teaching FMS. It made us slow downand focus on individual children and learningpoints.

‘Tell them we think it’s a good book!’

The children were most positive about theintroduction of the daily activity program.They eagerly used the opportunity to improvetheir skills and were always keen toparticipate. Daily activity sessionsimmediately followed the main classroomEnglish and Math learning block each morningand preceded recess time. It was a positiveway to conclude the busiest and mostfocused part of the day. After havingdemanded a lot of the children in theclassroom they were able to move outsideand experience a more relaxed and enjoyablelearning activity.

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Strengths And Needs

The emphases in our school were on academicachievement and physical competition. Theschool provided a wide range of extra-curriculaactivities. Some of these, such as musiclessons, were scheduled in class time.Coincidentally, many of the fourteen identifiedstudents undertook music lessons duringphysical education time. We also offered awide range of before and after school physicalactivity options but the children with poormovement skills were not accessing any ofthese.

The school athletics carnival was a difficultevent for many of these children. The highlycompetitive environment meant that theyreceived little positive recognition for theireffort and often showed others how poor theirphysical skills were. Since physical educationwas largely about preparing for the athleticscarnival, the children avoided the activities evenmore than usual! We decided to restructurethe carnival for the younger children so thatthe focus was more on participation thancompetition.

My main area of interest was to develop thechildren’s understanding of the importance ofacquiring FMS and to help them practise goodhealth habits, increase their physical activity,and improve their self-esteem andinterpersonal skills.

Choosing a Focus Skill and Identifying

Learning Outcomes

In preparation for the carnival in October, Ithought the children would gain immediatebenefit from focusing on the skills of running,skipping, jumping and overhand throwing. Ineeded to work with the children I hadidentified as having movement difficulties withinthe regular physical education sessions. Idecided to structure activities for smallgroups of children so that all of the childrenwere being challenged but I could focus on skilldevelopment rather than performance with thefourteen children needing extra attention.

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I Made Myself Come To School Because I Just Love Sport! –

Working with Children with Movement Difficulties

Janet’s Story

Background

I have taught physical education for many years. I am a most dedicated professional,responsible for all children’s physical, social and emotional development K to 7 in a metropolitanschool. I was confident about my knowledge of FMS but I believe that complacency is adangerous thing! It is important to refresh one’s knowledge, and to collaborate with experts andprofessionals to discuss grey areas of interpretation.

I was particularly concerned about fourteen 7 and 8 year olds children who I had identified ashaving movement difficulties. For over a year, I had documented issues of inactivity, confidenceand difficulty in performing tasks. I believe we have pastoral care responsibilities to improvethese children’s fitness and skill levels. Their long-term health and well-being depends on that.

CASE STORY 4




I chose to gather as much information aspossible about the children’s achievement of the Health and Physical Education learningoutcomes ‘Knowledge and Understandings’,‘Attitudes and Values’, ‘Skills for Physical Activity’, ‘Self-management Skills and ‘Interpersonal Skills’.

Assessing Children’s Achievement of FMS

I set up partner activities and play stations totake a global look at the FMS of hopping,jumping with a rope, jumping for distance, andrunning. I emphasised ‘having-a-go’ andparticipating in these activities. While thechildren were working I was able to do a littlequiet coaching and had some time to observeeach of the children I was concerned about. Ifound it very difficult to write, teach andobserve. My priority was to get in touch withthe children, talk with them and providefeedback. I tended to recall my observationslater and record them then.

In observing the first jumping with a ropelesson I found I could do no more than a globalcheck. I committed to memory what I wasseeing and wrote anecdotal notes after thelesson. It’s hard to work alone. I found itdifficult to assess the children’s throwing skillstoo. Perhaps I tried to combine too much inone lesson.



I grouped the children according to theobservation criteria. This meant there weredifferent groups for different skills. I talkedabout the skill criteria with the whole classand then selected children to come and joinme. The other children had self-directed workin groups of four where they were given theoption of working on individual or group tasks.They worked very well indeed and loved theirindependence.

I explored a wide range of learning experiences,individualising activities in order to maximiseparticipation. I provided a supportive task-oriented setting to encourage children tochange simple tasks to more complex ones,such as simple walking/striding tohopping/skipping movements. We reinforcedlearning with individual (quiet) coaching andopportunities to watch others performingtasks in a fun ‘show and share’ manner. Iasked children who were good models todemonstrate the skills. All of this helped.

One of the most successful strategies wasquestioning the children on the teaching pointsof the skill. They recalled the points very welland appeared to be conscientiously trying toput theory into practice.

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Whole class activities were most appropriateat the start of the afternoon lesson becausesome of the focus children were usually quiteslow starters.

It was interesting to read about specificstrategies in the FMS Resource on childavoidances and understand why their patternshave emerged. The avoidance strategies ofthese children tended to be things like givingothers a turn, forgetting clothing, being silly,picking arguments with other children orengaging in long conversations to waste time.I chose to encourage the children by stayingpositive and being supportive. This seemed tohelp. Whilst I want to think the children werenot consciously avoiding activities, I believe itindicated their doubt in their ability to performthe FMS.

I planned circle activities. After the childrenhad warmed up by running freely, they took aplace in a large circle and then did the followingactivities:1. Balance on one foot2. Walk clockwise in circle3. Run clockwise4. Walk anti-clockwise5. Run anti-clockwise6. Run on spot (facing inwards)7. Star jumps on the spot8. Stride jumps on the spot.

Then they tried to remember the sequence ofall eight activities! It was great for theirmemories!

The second time we ran the circle activities Imade it harder by adding:7. Star jumps up and down on the spot8. Stride jumps on the spot9. Star jumps in and out on the spot and 10. Twist and jump on the spot.

In another lesson, peer teachers focused ontheir partners’ running style while observingfrom the front, the side and behind, and gavefeedback.

I also set up play stations with the childrenrotating from station to station carrying theirhouse flag.

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Achievement of FMS

During each session I continued to makeanecdotal records on a few of the children.Each record helped me in planning the nextexperiences. For example, one of the childrenseemed slow to progress from activity toactivity and showed little confidence in doing atask alone, but she sparked up when partneredwith someone. Another child required constantencouragement to persevere. Theseobservations supported my judgements aboutthe children’s interpersonal skills.

I tried hard to take photographs but I amsimply not a photographer. While I saw realimprovements I wasn’t able to take baselinephotos so I couldn’t show the comparisons.

The improvement in student performance wasnoticeable. I was particularly aware of theimprovement in the skill levels of the fourteenchildren who I had identified as ‘at-risk’.

One of the children joined the tee-ball teamand even attended training after school. Her

attitude to physical activity was demonstrablybetter.

The school athletics carnival was anopportunity to see the results of our hardwork. We set up a medal system wherechildren received Gold, Silver or Bronze fortheir achievements based on different levels ofperformance. All the children in my focusgroup received a Silver for overhand throwingover 6m, a Silver for running 50 m in less than12 secs and/or a Gold for jumping with a ropefor 10 minutes (which is a very long time!).

Sharing Information

… with children

By structuring experiences that the childrenmanaged themselves, I had more time to beable to observe and provide specific, timelyfeedback to individuals.

The extra time on skill activities increased thechildren’ enthusiasm and the attitude of thewhole class improved tremendously. It wassatisfying to be able to stand back andobserve the enjoyment of children directingtheir own work. I found that few childrensought my help or encouragement. They wereworking so well independently and with others.

Another of the more reluctant children cameto tell me ’I have not been well. I made myselfcome to school because I just love sport!’


Information about the children’s skilldevelopment was collated for inclusion in theend of year report.

An outcomes-focused approach and continuousassessment challenge teachers to make surethat we do move children on. With theadditional information in the Resource, Isupplemented the reporting format I had begunand prepared a profile of each student’sperformance.

Parents’ reactions at the athletics carnivalwere very positive. They were quite impressedwith the children’s skill levels.

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Conclusion

I had hoped that I would be able to work withthe children’s classroom teachers, supportingtheir program and involving them in mine. Thiscollaboration might, I thought, overcome thestructural and time constraints, and theinternal interruptions which were very much acharacteristic of the school. Diary entriesshow what really happened!

23/8 - Upon setting up for the first lesson,I discovered the children would not becoming as arranged because, unusually, thechildren were expected to attend a seniorschool assembly. Fortunately, the hourafter the children were supposed to comewas not scheduled for a different class so Ivolunteered to take the children on thecourts. The children were collectively veryexcited about gaining the chance to playaround after the big assembly.

25/8 - Time for these activities in themorning simply appears inadequate. Onegroup of children attended House ChapelService, therefore, some focus kids missedout altogether.

24/8 - I won’t be able to do much for oneof the children in the next few weeks. Shehas gone away skiing. I do becomeconcerned that for a child who desperatelyrequires routine and repetition thisoccurrence tends to set her back further.

28/8 - Two of the children miss parts oftheir Physical Education lessons to go tomusic lessons. They’ve gone again todayand we were just getting somewhere!

The school schedule was not the only challenge.The children experienced some difficulty movingin hard school shoes. On one occasion, it wasvery cold and damp and there were no indoorfacilities available. It was, therefore,inappropriate to remove socks and shoes, yetwith them on it was slippery! Two childrenslipped and then withdrew from participationfor the rest of the time.

When children are already experiencing difficultywith movement, and display a whole range ofavoidance strategies, it seems self-defeatingto have the school taking time away fromphysical activity, or to impede a child’s physicalactivity because of inappropriate clothing.

Overall though, with time devoted to developingthe skills, the children’ level of achievementincreased noticeably. They all grew. Theindependent learning environment helped theirskill development because they were able tobecome more active and interactive with theirpeers. They were all willing to have a go andthey gave up much less easily.

There is a lot of information in the FMSTeacher Resource. Some of it is relevant forclassroom teachers, some for new graduates,some for teachers new to physical education,some for experienced teachers. I found thateven parts I thought were not really relevant tome as a teacher of physical education who onlysaw each class for a short time each week,helped me think of new ideas to incorporate inmy planning.

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Identifying Children’s Strengths,

Needs and Interests

In using the FMS Teacher Resource, I beganfocusing on the six to nine year old childrenin years 2 and 3. The children wereinterested in tee-ball.

I had been using a play stations model in myphysical education lessons and in physicalfitness. The children were used to helpingset up equipment, so I thought I could buildon the things I was already doing.

Choosing a Focus Skill and

Identifying Learning Outcomes

I felt that the skills of catching, underhandthrowing, overhand throwing and strikingcould support the children’s interest in tee-ball. The focus learning outcome wouldbe ‘Skills for Physical Activity’ from theHealth and Physical Education learning area.


Achievement of FMS

Using the FMS Observation Records in Tools1 and the video Making the Right Moves, I learned more about the proficient forms of the skills.

In the first lesson, I demonstrated to thechildren the skill criteria for throwing andcatching and we talked about what proficientthrowing and catching looks like. Thisdiscussion helped the children when they werepractising independently at the throwing andcatching stations. I then worked with thechildren at one station using the skill criteriaas teaching points. I had intended doingobservations on the children’s skills, but thestation activities and the routine were newto the children and I needed to spend timereminding children of the activity at eachstation, encouraging the children to give theactivity a go and demonstrating the skills.

Yes, I Can Teach These Children! – Beginning to Teach FMS

Paul’s Story

Background

With obesity becoming a community problem, our single stream, metropolitan, primary schoolmade ‘promoting a healthy lifestyle’ a school priority. The Parents and Friends’ Associationsupported the school by providing extra equipment and parent support for physicaleducation.

I was teaching Year Six when I was approached by the school to provide physical educationfor children in years 2 to 7. In my training I had done some physical education electives andso I agreed even though I am not early childhood trained and I was a bit nervous aboutteaching little children.

It was organized so the children had one 30 to 45 minute session each week with me, three 15-minute fitness sessions each week in multi-age groups with staff leaders, extra activitysessions with their classroom teachers and one 15-minute aerobics session with a parent.

CASE STORY 5




I took some digital photographs of thechildren so I could record quite clearly whatthey were doing correctly. I could then planwhat they needed to work on.

These observations helped me develop alearning program that would cater forchildren’s individual needs.


Appropriate Learning Experiences

I created 3 play stations focusing oncatching, underhand throwing and striking. Isplit the children into groups of ten childrenand assigned each group to work at onestation. There were really too many childrenin each group as I noticed they spent toolong standing around. I created a fourthstation focusing on throwing for distanceand that reduced the number of children ineach group and the waiting time.

My instruction time was very brief so thechildren were able to move quickly into theactivities. That increased the overall timethe children were physically active too.

There were two or three children withadditional needs in each class. Iindividualised their learning by spending alittle more time with them and modifying theactivities slightly. For example, in theunderarm throwing station I introduced a fewdifferent sized balls. The children could thenchoose what size balls they needed. At thecatching station the children threw balls toa rebound net. As they became moreproficient they could move further back fromthe net.

I found it useful to have a general skillbuilding activity at the beginning of eachsession. This whole class session enabled meto carefully and explicitly explain and modelkey criteria for each skill.

After about six weeks, I introduced amodified tee-ball game so students could usethe skills they had been practising. Fourgames were played simultaneously so thateveryone was active. The students hit theball from the tee and then ran around amarker to get back before the ball arrived.One person batted and everyone else fielded.After the batter hit the ball and the ballwas returned to the tee, everybody moved

position. Once the games got started I wasable to offer some one-on-one advice to thefew students I had noted as having ‘major’problems with their overhand throw. Thegame was very popular with the children andwe played it again the next week.

On-Going Assessment of Children’s

Levels of Achievement

I used the FMS Observation Records to notemy observations in physical educationlessons and I also planned to use themduring the fitness sessions and while I wason playground duty. I read the FMSDescriptions to make sure I understood eachof the skills and the criteria and then madenote of which students were not achieving allof the criteria. I completed observations onthe skills using a global check for all of thechildren and then focusing on skill criteria forthe few who seemed to be experiencingdifficulties. For the two-handed strike, Ifound that some of the children who hit theball quite well had the wrong grip and werenot happy about changing it! However, itmade a big difference to the outcome oftheir strike!

I found it really difficult to makeobservations during playground play and thefitness sessions. There were so many otherthings competing for my attention! Despitethe narrowness of the settings for gatheringinformation about the children’s skills, I triedto make a judgement about the children’sachievement of the learning outcome ‘Skillsfor Physical Activity’. I realized how difficultit is to make an overall assessment whenchildren were performing each skill atdifferent levels.

Sharing the Information


The Observation Criteria helped me to pin-point the difficulties children were having,and to give the children immediate feedbackfrom the very first session.

I moved around each station to where I couldfocus on a few children and help fine-tunetheir skills. For example, standing in front ofthe children at the throwing station I couldsee that a few students were steppingforward with the wrong leg.

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I could provide immediate constructivefeedback to those children and demonstratethe proficient form.


The initial photographs of the childrendemonstrating their skills were useful inproviding evidence for the children’sportfolios. Under the image I structuredspaces for the children to complete foursentences:1. This term in physical education we ___2. I learned to ___3. I liked ____ best because ____4. Next year I hope we can ____

Conclusion

I noticed a marked improvement in the skillsbeing displayed during the games comparedto when I first introduced the skills. All ofthe children improved in their self-confidence,understanding of the game and socialinteraction. Their self-management skillsalso improved and they were better able toparticipate in the activities.

I have been asked to take the year onechildren for physical education next year.The resource has given me more of an idea ofwhat to teach, so it isn’t as scary now. Ihave the confidence to say ‘Yes, I can teachthese children.’ I plan to use the FMSTeacher Resource as I have used it this year.I will look at the needs of the children,choose appropriate skills and design arelevant and meaningful program to developthose skills.

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Strengths and Needs

My starting point in working with the FMS Teacher Resource was the CurriculumFramework. The theme for the term was ‘TheOlympics’ which integrated the learning areasof Health and Physical Education, Scienceand English.

From the Health and Physical Educationoutcomes I identified ‘Knowledge andUnderstandings’ and focused on suchquestions as ‘How do we know if we arehealthy?’ and ‘What does health mean for anOlympic athlete?’. Linking to the Englishstrand of ‘Writing’, I focused on biographyand autobiography, including writingbiographies of an Aboriginal artist, anAboriginal athlete and the childrenthemselves. I also chose the Health andPhysical Education learning outcome ‘Skillsfor Physical Activity’ and developed anoverview of the skills I needed to focus onduring daily fitness, physical education, ingame situations, and just for fun.

Developing the children’s self-esteem andself-confidence were two of the major aims ofour program. We wanted them to feel goodabout themselves, good about learning andgood about school. The children had manyrole models in sports and held aspirations ofbeing fine athletes. I quite often talked tothe children about how you can’t be a superstar athlete if you can’t read and write. Iwould say ‘This is how the Dockers do it.This is what we need to learn.’

The kids loved competition, but didn’t likelosing. This was a good opportunity todiscuss the children’s attitudes and values inHealth and Physical Education. I talked tothe children about winning. I told them‘Winning is not a right. Winning happensbecause you work very hard, harder thanother people, and have good skills. Whensomeone wins, other people have to lose.’The children would come to me and say ‘We’renot losers just because we lost you know.’

Ha, Ha, You Can’t Jump Over Me!

– Using Children’s Strengths

Gordon’s Story

Context

During the trial of the FMS Teacher Resource, I worked as the teacher of eight and nine yearolds in a small Aboriginal Community School. Our children tend to be physically confident andso physical activity is used as an integral part of the learning program as a way for childrento demonstrate what they know, understand and are able to do.

The children in the school were divided into four groups with children aged four to ten in eachgroup. This maintained the family focus of the community. The children worked in theirmulti-age groups for daily fitness sessions and the teachers worked with different groupsafter collaboratively planning a range of learning experiences including step patterns, ballhandling skills and tumbling.

I also took my own class for other physical activities.

CASE STORY 6




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At other times I reminded them ‘You can’tjust give up, you know’. I tried to set a goodexample, an example of getting in there andhaving a go.

Choosing the Focus Skills

I chose two skills to focus on first,underhand throwing and jumping for distance,because after flicking through the FMSDescriptions I decided I was confident toteach them. I also included the skills of footdribble, punt, overhand throw and forwardroll. The Learning, Teaching and Assessmentsection provided all the guff, the properterminology, I needed to put in my program.

Assessing the Children’s Achievement

of Underhand Throwing and Jumping

for Distance

Using the FMS Observation Record for ‘Jumpfor Distance’ and ‘Underhand Throw’, Iobserved each of the children in my multi-agegroup as they undertook activities during thefitness session and recorded the skill criteriathat they demonstrated. I was also able toobserve some of the children during othersessions. I gave each child a dot if theycould do it and nothing if they couldn’t. Eachtime I observed criteria I kept adding dots.Overall I could see that some childrenconsistently had the skills and some did not.In the throw, some had quite a good armaction but were still stepping forward on theincorrect leg. Some other children didn’tshow the same level of skills in a free playsituation. Others didn’t throw as well whenthey were asked to be accurate and throw toa partner.



I talked with the children about jumping andthrowing and asked them why people neededto jump and to throw and what made a‘good’ thrower or jumper. The childrenobserved that ‘jumping gives you big stronglegs’ and ‘a good thrower can throw hard andaccurate.’

I liked the section in the Resource that toldme why the skills were important. I think thekids need to know this and it’s good to beable to use the language of the topic. Inmusic we talk about rhythm and harmony. Inthe visual arts we teach children about line,texture and colour. Using the right languagefor fundamental movement skills made itmore exciting for the kids. Why tell themhalf the information?

I skimmed through Tools 3: LearningExperiences section to identify some of thelearning experiences I could use to developthe skills. I chose a play stations model anddeveloped six stations. Two of these focusedon underhand throwing skills. Other stationsincluded kicking and dribbling, skipping, chestpass and underhand throw and roll. Childrenwere invited to time their performances andkeep score of their successes.

Within a short time, I found that my chosenskills were being demonstrated by almost allof the children. It meant that the kidsneeded extension activities, so I went back tothe Learning, Teaching and Assessmentsection and looked more closely at the ‘guff’,particularly the FMS Sequence. I found thatthe two focus skills I had chosen were at theearlier end of the continuum.




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I needed to make the jump more challenging.We began by talking about how far thechildren could jump and asking if theythought they could jump each other’s height.Then we took digital images of each childwith a challenging expression on their face(‘Ha, ha, you can’t jump over me!’).

We measured each child’s height andattached a string to the laminatedphotograph to represent their height. Weset the faces out in height order and thechildren tried to see how many faces theycould clear. When they could jump someone’sheight we took a photo of the child who hadjumped with the child they had jumped over.It was great to talk about facial expressionsand non-verbal communication, how certainfaces are challenging and provoking you.

I also introduced some modified games. Thestructure of these games helped the childrenuse the skills in other contexts and to learngame sense as well.

We played a version of ‘Fly’ where the childrenskipped, hopped and then jumped over aseries of skipping ropes. I divided the groupso that the older children were playing onegame and the younger children another game.It allowed the older children to watch eachother’s technique and see how they werejumping a further distance.

Maximising participation was a large issuebecause there were many children withemotional, physical or social difficulties. Iused many ways to keep every childmotivated. For example, I structured gamesso that things were more even. I would havethem all run as fast as they could away fromme and then yell ‘Stop!’. The children had tostop where they were and then run backagain. That way the slower runners had ahead start, but everyone was challenged tothe level of their ability.

I found that the children were arguing a lotabout playing Totem Tennis. No one wantedto play backhand because they saw that asthe losing position. We taught them how todo a backhand shot and then they werehappy to play backhand or forehand.

One of the children has Asperger’s Syndromeand for him I broke each task down intoachievable bits and provided him with a lot ofencouragement. I had other children withlearning difficulties and one with CerebralPalsy and these children all needed differentforms of support. For example, anassistant held the hands of the children witha physical disability as they jumped over thefaces, so that they could still be included inthe activity.





Achievement of FMS

I stood between two of the stations so thatI could observe the children’s skills, teachcriteria of the skill and provide feedback tothe children on their proficiency in two areas.I found the Observation Records easy to use.It became obvious who could and who couldn’tdo a skill and I knew what skill criteria tofocus on. I did find I needed to have childrenshow me the skill 3 or 4 times before I couldrecord accurately, but I became better withmore practice!

Sharing Information

… with children

As the children performed each skill I notedthe teaching points to the children. Forexample, with the jump: feet together, bend,swing, jump, together. I used the verbal cuesin the Skill Descriptions to help me. I’mpretty good with accents, and that providesfor a bit of fun. The children liked gettingfeedback in my Irish voice or my MrsDoubtfire voice. Whenever I am speaking withthe children I try to emphasise the positive –and I try to get them to be positive to eachother as well.

… with families

Fitness and physical activity, as all otherlearning area topics, were documentedthrough photographs, observations andreflections and combined in an electronicportfolio. I took pictures of the kids, loadedthem onto the computer and set up textboxes under each photo so the kids couldwrite about what they were doing.

Conclusion

I noticed a great improvement in thechildren’s jumping, even though the childrenwere already fairly proficient to start with.

Outside it was all action. I emphasisedenjoyment through participation. I used lotsof variety, lots of different strategies, lotsof positive feedback and tried to recogniseevery child’s physical skills and talents. Itwas great to be able to use something thechildren were already pretty good at as away of teaching other important skills.

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Bouffard M., Watkinson, E. J., Thompson, L.P., Causgrove Dunn, J. L., & Romanov, S. K.E. (1996). A test of the activity deficithypothesis with children with movementdifficulties. Adapted Physical ActivityQuarterly, 13, 61-73.

Cambourne, B. & Turnbill, J. (1994).Responsive Evaluation: Making ValidJudgements About Student Literacy.Armadale, Vic: Eleanor Curtain Publishing

Christie, J. F. & Wardle, F. (1992). How much time is needed for play? Young Children, March, 28-31.

Commonwealth Parliament: Senate StandingCommittee On Environment, Recreation AndThe Arts. (1992). Review Of Physical AndSport Education. Canberra, ACT: SenatePrinting Unit

Dockett, S., & Fleer, M. (1999). Play and Pedagogy in Early Childhood-Bending the Rules.Marrickville, NSW: Harcourt-Brace.

Education Department of Western Australia(1998). Education Support Package:Curriculum Improvement Program. Perth, WA: Authors.

Evans, J. (2000). Play to order is no longerplay. Every Child, 6(2), 4-5.

Fogarty, R. (1996). Portfolio Connections.Palatine, Ill: Skylight Publishing

Forster, M. & Masters, G. (1996).Performances: Assessment Resource Kit.Melbourne, VIC: ACER

Gardner, H. (1983). Frames of Mind: theTheory of Multiple Intelligences.New York: Basic Books.

Henderson, S. E., May, D. S., Umney, M.(1989). An exploratory study of goal settingbehaviour, self-concept and locus of controlin children with movement difficulties.European Journal of Special NeedsEducation, 4(1), 1-14.

House, L. (1994). Report of PhysicalEducation in Western Australian Schools.Perth, WA: Government of Western Australia

Kelly, L. E. (1989). Instructional Time.Journal of Physical Education, Recreationand Dance, August, 29-32.

Larkin, D., & Hoare, D. (1991). Out of Step:Coordinating Kids’ Movement. Active LifeFoundation: Authors.

Larkin, D., & Revie, G. (1994). Stay inStep: a Gross Motor Screening Test forChildren K-12. Sydney: Authors.

Martin, M. (Ed.) (1997). Strengthening theEarly Years – Improving Outcomes. Perth,WA: Meerilinga Young Children’s Foundation

Polatjako, H., Fox, M., & Missiuna, C.(1995). An international consensus onchildren with Developmental CoordinationDisorder. Canadian Journal of OccupationalTherapy, 62, 3-6.

Smyth, M. M. & Anderson, H. (2000).Coping with clumsiness in the schoolplayground: Social and physical play inchildren with coordination impairments.British Journal of Developmental Psychology,18, 389-413.

Wade, M.G. & Davis, W.E. (1982). MotorSkill Development in Young Children: CurrentViews on Assessment and Programming. InL.G. Katz (Ed.). Current Topics in EarlyChildhood Education, Vol 4. (pp.55-70).Norwood, N.J. : Ablex.

References




Acknowledgements

The FMS Teacher Resource drew on the expertise of:

Management Group

A/Prof Andrew Taggart (Chair) Edith Cowan University Ross Bindon ECU Resources for LearningJon Gibson Education Department of WA Joanne Taggart Curriculum Council of WA

Reference Group

Isabelle Adams Education Department of WA, Aboriginal Education Directorate, Policy and Planning

Jackie Becher Education Department of WA, Early Childhood DirectorateRoss Bindon ECU Resources for LearningJulie Campbell Association of Independent SchoolsKaren Duffy-Woodford Catholic Education OfficeJon Gibson Education Department of WA, Curriculum DirectorateJeanette Hasleby Education Department of WA,

Students at Educational Risk ProjectAdrian Perry Education Department of WA, Riverside Primary SchoolGary Shaw Education Department of WADi Spina Methodist Ladies’ CollegeJoanne Stewart Magee Education Department of WA, Richmond Pre-primaryA/Prof Andrew Taggart Edith Cowan University Joanne Taggart Curriculum Council of WA

Teacher Focus Group

Paul Birch Glencoe Primary SchoolColeen Dayman Carnarvon Primary SchoolElisebeth Francis Phoenix Primary SchoolLis Garic Forest Crescent Primary SchoolAaron Guppy John Septimus Roe Anglican CollegeLinda Osborne Melville Primary SchoolSally Russell Wirrabirra Pre-primary SchoolMichael Staples Halls Head Primary SchoolDiana Thompson Mullaloo Heights Pre-primary SchoolAlan Wiseman Riverside Primary School

Critical Readers

Dr Anna Alderson AAAJ Consulting GroupGail Barrow Education Department of WARosemary Davis Curriculum Support Directorate, NSWPaul Doorn Curriculum Support Directorate, NSWAileen Hawkes Curriculum Council of WADr Tony Okely University of WollongongDr Wendy Schiller University of South Australia

Case Story Participants

Paul Cronin Santa Clara Catholic Primary SchoolJo Edinger, Fiona Wilkinson St Hilda’s Anglican School for Girlsand Janet WirenBeth Milward Kim Beazley SchoolSally Russell Wirrabirra Primary SchoolGordon Smithson Djidi Djidi Aboriginal School

Photographs

Many thanks to the children at All Saints’ College, Djidi Djidi Aboriginal School, Kim BeazleySchool, St Hilda’s Anglican School for Girls, Wirrabirra Pre-primary and Matt, Lily and IsobelHands, Jack and Hannah Rickers.

Artwork

Many thanks to the children at John Calvin Primary School, St Hilda’s Anglican School forGirls and Wirrabirra Pre-primary School.

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103

APPENDIX 1

Glossary







105

ActivitiesMay involve a combination of teachingmethods to practice a FMS. Activities haveflexible rules.

Body management skillsSkills that involve controlling the balance ofthe body in stillness and in motion.

CoordinationRefers to the well-timed interactions of limbsand body that result in successful movement.Coordination is dependent on the combinedcooperation of the neural and motor systems.It is sometimes referred to as “motorcoordination”. Poor coordination is manifestby inefficient movement that appearsawkward. Poor coordination may arise fromneuromotor dysfunction and/or lack ofmovement experience.

Developmental Coordination Disorder (DCD)Performance of motor skills is substantiallybelow that expected given the child’s ageand affects activities of daily living and/oracademic performance. The inefficientmovement is not due to a diagnosed medicalor physical disorder (Polatajko, Fox, &Missiuna, 1995). Note: the term “clumsy”is pejorative and should not be used todescribe children with movement problems.Other acceptable terms synonymous withDCD are “motor impairment”, “inefficientmovement”, “movement dysfunction” and“motor learning disability”.

ForefootThe front part of the foot, often called theball of the foot.

GamesInvolve set rules, opponents or teams, andare played in an open setting, thereforestrategies are required.

Gross motor skillsRefers to those movements involving controland coordination of the large muscles of thebody, generally in conjunction with thesmaller muscles of the feet and sometimesthe hands.

KinaesthesisRefers to all the information about theposition and movement of the body partsreceived from the sensory receptors of thebody.

Locomotor skillsSkills used to transport the body in anydirection from one point to another.Examples include run, jump, hop, skip andmany aquatic skills.

Neuromotor systemThis complex system is responsible forcoordination of information between themuscles and the brain. This system is fine-tuned through physical activity.

Object control skillsSkills that involve the handling of balls orother objects with the hand, the foot orimplements, such as bats and racquets.

PlayExperiences that are relevant and purposefulin which children have choice and socialsupport.

ProficientA movement is proficient if it looks smooth,well coordinated and rhythmical. All thecriteria for the skill are present.

ProprioceptorsThese sensory receptors are located in themuscles, tendons and joints. Theproprioceptors provide information about theposition and movement of the body.

Qualitative measuresThese focus on the quality of movement; howthe skill is performed. Examples include theway the arms move or whether the kneesbend on landing.

Quantitative measuresThese focus on the outcome or product of amovement. Examples include the distancejumped or the time taken to run 50 metres.

1

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Screening test“includes a minimal number of items and isused to identify children at risk or in need ofremediation. The items should wellrepresent the measurement domain, but thetest must allow for quick and easyadministration so that it can be used withlarge numbers of children” as a basis forfurther referral. (Wade & Davis, 1982, p.59).

Vestibular receptorsThese sensory receptors in the inner earrespond to changes in head position and arevery important for maintaining dynamicbalance, postural control and bodilyorientation.

Visual motor domainRefers to the integration of visual and motorinformation so that it can be translated intomovement.

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107

Games and Activities Referred to in the

FMS Teacher Resource

APPENDIX 2







109

B

Beat the ball

Set up a tee-ball diamond. One team fields,the other bats. The players on the battingteam take turns to bat the ball then runaround the diamond and back home. Thefielding team must all line up behind theperson who retrieves the ball before therunner runs back to home base.Variations: – Players can kick or throw the ball– Players must run around their own team.– Fielding team must line up and pass the

ball through their legs to the last player.

Bunny hops

Squat down and place hands shoulder widthon ground. Kick both feet in the air. Whenfeet touch the ground, move hands forwarda little bit and repeat.

C

Captain ball

Otherwise known as leader ball.Approximately seven children line up behindeach other spaced about 1 metre apart. TheCaptain stands in front about 2 metres fromthe first child holding a softball. TheCaptain throws the ball to the first child whoplaces it on the ground then runs around theCaptain and the last player and back to theirposition. They return the ball to the Captainthen sit down. The Captain then throws theball to the second child and the action isrepeated. Continue until all children havehad a turn.

D

Do this, don’t do that

The leader performs an action and gives theinstruction “do this” or “do that”. When theleader says do this the other players mustcopy the actions. When the leader says do that the players don’t copy the action.

Donkey kicks

Similar to bunny hops except the feet kickhigher into the air.

E

Elastics

The playground game that involves a longloop of elastic stretched between the anklesof 2 children. A third child attemptsnumerous jumping tasks on and between theelastic.

F

Flag relay

Many variations exist. Usually, a number offlags or bean bags are placed in a bucketabout 5 metres from the starting line. Inteams the children take it in turns to run andretrieve a beanbag or flag and place it inanother bucket or hoop. The aim is to bethe first team to retrieve all objects.

Fly

Play with about 10 sticks or poles. Lay themparallel to each other and 50 centimetresapart. Children must leap over each stickwithout touching one until they reach theend. The first player then removes one stick.Repeat, gradually removing sticks andattempting to leap over each stick to theend. If unsuccessful, the player mustwithdraw from the game. Continue until thetask is impossible. The aim is to be the lastplayer. To replace the elimination process,simply score points for the number ofsuccessful leaps.

Follow the leader

Everybody forms a line behind then leader.The leader moves around the play area usingdifferent movements (for example run, hop,jump, skip) and directions (spirals, zig-zags,under and over).




Fox and hen

Players form groups of 4. Three line up andhold on tightly to the person in front. Thefourth player is the ‘fox’. Their task is to tryand tag the player on the end of the line- the‘hen’. The line’s task is to try and keep the‘hen’ away from the fox (without letting go).When the fox is successful, the players rotatepositions. This game is similar to triangletag, where the 3 players join hands to form atriangle. The fourth player must try and tagone of the players in the triangle.

Freeze, melt

Similar to Statues. It can be played withoutmusic and just the verbal commands Freezeand Melt.

French cricket

Otherwise called Tip and Run. Form abatting and a fielding team. The batterstands in front of a cricket wicket with anappropriately sized bat. One member of thefielding team pitches a small ball to thebatter. If the ball is hit, the batter must runand touch another wicket about 3-4 metresto the side of the playing area. The fieldingteam must retrieve the ball, return it to thebowler who tries to throw the ball to hit thewicket before the batter returns.

H

Here, there, where

The leader stands in the middle of thedesignated play area and calls out one of thefollowing instructions: Here - players run towards the leaderThere – players run to another designatedspot, for example, a wall or a lineWhere – players run in a circle around theleader.

Hopscotch

Hopscotch can take many forms. Markingscan be made on the playground or you canuse hoops in a variety of combinations.

K

Keepy-off

Children in 2 teams. The number per teamand the playing area can vary. Children passa large playground ball to their teammembers, the other team tries to interceptthe ball. Can score in the game byspecifying that 5 passes in row scores apoint and the ball goes to the other team.

L

Letter grids

Grids can be developed using letters,numbers, pictures, colours…. and can beadhered to the wall or secured on theground. They can be used for targets ormats to move across.

M

Martian

Everyone, except one (or two) child (theMartian), stands on one end line of a definedarea. The Martian stands in the centre ofthe area. On a signal, the children on theline ask Martian, Martian, can you show uswhere the stars shine? At this the child inthe middle decides on a colour or personaltrait and says only if you are wearing (red,green, white shoes, blue jeans…). Thosechildren then move (using nominatedlocomotor pattern) safely to the other side ofthe playing area and line up again. Thechildren who do not have the nominatedcolour then try to get to the other sidewithout being tagged. If tagged, the childbecomes an alien and stands in a hoop inthe playing area. They are then allowed to tryand tag other children (with one foot alwaysin the hoop) as they move to other side.

Memory mats

The same as number or letter grids.

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N

Newcombe

A modified game of volleyball. The ball maybounce once before being caught thenpassed back over the net.

North, south, east, west

Teacher stands in the middle of the playingarea. Children move (run, jump, hop, skip,gallop) in the direction given. Begin bypointing in the correct direction as well asgiving the verbal instruction.

Number grid

Grids can be developed using letters,numbers, pictures, colours…. and can beadhered to the wall or secured on theground. They can be used for targets ormats to move across. By including a startand finish square, children can bechallenged to move from the start to thefinish in a given total.

P

Passball

Players line up in zigzag formation 2-3metres apart. Start with a large playgroundball with the end player. Using a chest pass,pass the ball in a zig-zag pattern up anddown the lines.

R

Red rover

All players line up behind a line. The goal isto get to another line approximately 5 metresaway without being tagged. ‘Red Rover’stands in the playing area and says RedRover all over says hop over (or skip, gallop,run, jump….). Children and Red Rover mustuse the correct skill to reach the other side.If tagged by Red Rover they join him or her.Keep playing until all children have beentagged.

Rock, paper, scissors

Two or more children stand facing eachother, they make a fist with one hand andput it into the centre. All players count 1,2, 3. On 3 each child makes their hand intorock (closed fist), paper (open palm, allfingers extended) or scissors (open palm withindex finger and middle finger extended andapart). Children perform the appropriateactions to each other’s hands. Rock sharpensthe scissors, paper wraps the rock, scissorscut the paper.

Run and touch

The leader gives a command to the players torun (or gallop, hop, skip….) and touchsomething. For example, run and touch 2 walls, a fence and a line. It can be mademore challenging by adding body parts. Forexample, run and touch your elbow to a wall,your knee to a tree or your ear to the ground.

S

Scarecrow

All players stand inside a playing area. Oneperson is chosen to be the ‘crow’. The ‘crow’must try and tag all the players. Oncetagged, a player must stand like a scarecrow,with legs wide apart and arms stretched outto the side. The scarecrow must remain likethat until another player crawls through theirlegs. They are then free to run around again.The game can be made more challenging bychoosing more ‘crows’, or playing in asmaller area. This game is also called Stuck in the Mud.

Statues

Also called Freeze. Play some music with afast beat. The children move around theplay area. When the music stops they must freeze until it starts again.Variation: Specify the movement, forexample, hop, jump, run backwards.

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1 4 3 9

7 6 0 4

9 2 5 2

6 8 1 3




Simon says

The leader, or Simon, gives instruction ondifferent movements. If Simon prefaces thedirection with ‘Simon Says’ the players dothe action (for example Simon Says put yourhands on your head). If Simon does notpreface the direction with Simon says (forexample jump up and down), the players donot copy the action. Take it in turns at beingSimon and include lots of vigorous activities.

V

V jump

Spread a piece of long rope in a V shape onthe ground. Children may leap or jump over the rope wherever they choose. The challenge is to successfully jump acrossthe widest part of the V.

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113

Other Resources

Bibliography

– Assessment

– Movement Difficulties

– General

– Teaching Resources

– Internet Sites

– Children’s Picture Books that Involve Movement

– Additional Sources of Information

FMS Referenced to resources

APPENDIX 3







Bibliography

Assessment

American Psychiatric Association. (1994).Diagnostic and Statistical Manual of MentalDisorders (4th ed.). Washington, DC: Author.

Burton, A. W., & Miller, D. E. (1998).Movement Skill Assessment. Champaign, IL: Human Kinetics.

Gallahue, D.L. (1996). DevelopmentalPhysical Education for Today’s Children(3rd ed.). Dubuque, IA: William C Brown &Benchmark.

Larkin, D. & Revie, G. (1994). Stay in Step.University of Western Australia: Authors.

Revie, G. & Larkin, D. (1993). Looking atMovement: Problems With TeacherIdentification of Poorly Coordinated Children.The ACHPER National Journal, 40, 4-9.

Wade, M.G. & Davis, W.E. (1982). Motor Skill Development in Young Children:Current Views on Assessment andProgramming. In L.G. Katz (Ed.). CurrentTopics in Early Childhood Education, Vol 4.(pp.55-70). Norwood, NJ: Ablex.

Walkley, J & Baldock, R. (Eds.). (1994).Sport It. Canberra, ACT: Australian SportsCommission.

Movement Difficulties

Cermak, S. A. & Larkin, D. (2001).Developmental Coordination Disorder: Theoryand Practice. Santiago, CA: Singular Press.

Cox, N. (1992) Skipping Not Tripping. EastRoseville, NSW: Simon & Schuster.

Cratty, B.J. (1994) Clumsy Child Syndromes.Camberwell, VIC: Harwood.

Gordon, N. & McKinlay, I. (Eds.). (1980).Helping Clumsy Children. London: ChurchhillLivingstone.

Gubbay, S.S. (1975). The Clumsy Child - AStudy of Developmental Apraxic and AgnosicAtaxia. London: W.B. Saunders.

Hope, M. (1994). I Would If I Could:Understanding Clumsiness and Awkwardnessin Children. Randwick, NSW: Author.

Larkin, D. & Hoare, D. (1991) Out of Step. University of Western Australia: Active Life Foundation.

Penso, D.E. (1993). Perceptual MotorDifficulties. London: Chapman & Hall.

Watson, B.R. (1984). Physical Education for Poorly Co-ordinated ChildrenLinden Park, SA: ACHPER.

General

Bronson, R. (1995) The Right Stuff. Washington, DC: NAEYC

Engstrom, G. (1971). The Significance ofYoung Children’s Motor Development. Washington, DC: National Association for the Education of Young Children.

Feldman, J.R. (1990). Complete Handbookof Indoor and Outdoor Games and Activitiesfor Young Children. The Center for AppliedResearch In Education.

Greenman, J. (1994). Caring Spaces –Learning Places. New York, NY: ExchangePress

Gallahue, D.L. (1996). DevelopmentalPhysical Education for Today’s Children. (3rd ed.) Dubuque, IA: William C Brown &Benchmark.

Graham, G., Holt/Hale, S., & Parker, M.(2001). Children Moving: A ReflectiveApproach to Teaching Physical Education(4th ed.). Mountain View, CA: Mayfield.

Hill, S. (1994) Games That Work. Melbourne, VIC: Eleanor Curtin.

Hopple, C.J. (1995). Teaching for Outcomesin Elementary Physical Education: A Guidefor Curriculum and Assessment. Champaign,IL: Human Kinetics.

Humphrey, J.H. (1992). Motor Learning in Childhood Education: Curricular,Compensatory, Cognitive. Springfield, IL: Charles C Thomas Publishers.

Larkin, V. (1999) Create. Sydney, NSW: Pademelon.

Martin, M. (Ed.) (1997). Strengthening theEarly Years – Improving Outcomes. Perth, WA: Meerilinga Young Children’sFoundation.

Miller, K. (1989) The Outside Play andLearning Book. Boltsville, MD: Gryphon.

Payne,V.G. & Isaacs, L.D. (1995). Human Motor Development: A LifespanApproach (3rd ed.). Mountainview, CA: Mayfield.

Petriwiskyj, M.B. (1995). Education Outdoors. Creche andKindergarten Association, Queensland.

Reed, P., Olsen, J. and McDondald, L.(1992). POD’s Play Hints. Perth: POD.

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Rivkin, M.S. (1995). The Great Outdoors. Washington DC: NAEYC.

Vergeront, S (1977). Places and Spaces forPreschool and Primary (Outdoors), Washington DC: NAEYC.

Teaching Resources

Australian Council for Health PhysicalEducation and Recreation. (1996). PEP Dance - Lower Primary. South Australia: Authors.

Australian Council for Health PhysicalEducation and Recreation. (1996). PEP Fitness - Lower Primary. South Australia: Authors.

Australian Council for Health PhysicalEducation and Recreation. (1996). PEP Gymnastics - Lower Primary. South Australia: Authors.

Betts, D. (1982). Concept DevelopmentThrough Physical Activity. Kew, VIC:Parents and Friends of Monnington.

Birch, K., Collins, J., Dyer, S., McVey, B., &Schiller, W. (1993). The Kindergym Crew. VIC: Australian Gymnastics Federation.

Burridge, K. & Landy, J. (1996). Homeplay - Fundamental Movement Skill Activities for Teaching Young Children Movement. Perth, WA: Authors.

Cowan, L. (1994). Warm Up Sport. Perth, WA: Sports Medicine Australia.

Douglass, L. & Connell, M. (1994). Gym Buddies. Melbourne, VIC: Victorian Gymnastic Association.

Downes, P. (1995). Willing and Able. Canberra, ACT: Australian SportsCommission.

Education Department of South Australia,(1989). Learning in Early Childhood - WhatDoes It Mean? SA: Author.

Edwards, K. (1999). Choopadoo: Games from the Dreamtime. Brisbane, QLD: QUT Publications.

Farkota, R. (1986). 100 PlaygroundMarkings and Games. Sydney, NSW: Horwitz Grahame Books.

Future Movement Education Pty Ltd (2000).Outcomes and Standards in PhysicalEducation and Sport: Monitoring andAssessment Support Materials. Hillarys, WA: Authors.

Gallahue, D.L. (1996). DevelopmentalPhysical Education for Today’s Children. Dubuque, IA: Brown & Benchmark.

Hillary Commission for Sport, Fitness andLeisure (1997). Kiwisport FundamentalMovement Skills. Wellington, NZ: Authors.

Landy, J. & Landy, M. (1992). Ready to UseP.E. Activities for Grades K-2. West Nyack,NY: Parker.

McKail, G., Pettit, L. & Leadbeatter, C. (1990). Gym Kit. Melbourne, VIC: VictorianGymnastic Association.

Meaney, P.H. (Ed.) (1993). Sport Start -Developing Your Kids’ Skills at Home(Revised ed.). Canberra, ACT: AustralianSports Commission.

Nicols, B. (1990). Moving and Learning- theElementary School Physical EducationExperience. St Louis, MS: TimesMirror/Mosby College Publishing.

Peirce, P. (1991). Phys Ed ‘N’ Kids. Greenwood, WA: R.I.C. Publications.

Petriwskyj, A. (1988). Education Outdoors. Newmarket, Queensland: The Creche andKindergarten Association of Queensland.

Playgrounds on Demand. (1991). P.O.D.’sIdeas for Playgrounds. West Perth,WA: Authors.

Reed, P., Olsen, J., McDonald, L. (1995).POD’s Play Hints. Perth: Playgrounds onDemand.

Schembri, G. (1991). Aussie Gym FunAustralian Gymnastic Federation Inc.

Siedentop, D.L., Herkowitz, J. & Rink, J.(1994). Elementary Physical EducationMethods. Englewood Cliffs, NJ: Prentice-Hall.

Schiller, W. (1996). Play Pack: Sportstartand Playshop Equipment and Activity Ideasfor Parents. Canberra, ACT: AustralianSports Commission.

Stewart, J. (Ed.) (1989). The Outdoor Book. Auckland, NZ: Auckland KindergartenAssociation.

Stinson, B. (1989). To Move to Learn toGrow (2nd ed.). Kansas City, KA: W&W Press.

Tinning, R., Kirk, D. & Evans, J. (1993).Learning to Teach Physical Education.Erskineville, NSW: Prentice-Hall.

Walkley, J. & Baldock, R. (Eds.) (1994).Sport It. Canberra, ACT: Australian SportsCommission.

Wickstrom, R.L. (1983). Fundamental MotorPatterns (3rd ed.). Philadelphia, PA: Lea & Febiger.

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Internet Sites

American Alliance for Health, Physical Education, Recreation and Dance:http://www.aahperd.org/

Australian Council for Health, Physical Education and Recreation.http://www.achper.org.au/

Australian Sports Commission.http://www.ausport.gov.au/

Centres for Disease Control and Prevention (U.S.A.): http://www.cdc.gov/

Games Kids Play:http://www.gameskidsplay.net/

Human Kinetics (publishers):http://www.hkusa.com

Sports Media; http://www.sports-media.org/

Children’s Picture Books that Involve Movement

Ashforth, C. (1996). Monkey Tricks. London: Walker.

Augarde, S. (1996). Party Rhymes.Redfern NSW: Koa Book Co.

Bosch, S. (1994). Billy Can’t Bat. Sydney: Angus and Robertson.

Bourgeois, P. (1995). Franklin Plays theGame. Sydney: Ashton Scholastic.

Brownrigg, S. (1993). Best Friends WearPink Tutus. New York: Scholastic.

Butterworth, N. & Inkpen, M. (1996).Sports Day. London: Hodder Children’sBooks.

Diestel-Peddersen, M. (1989). Try Again,Sally Jane. Funderspark SA: KeystonePicture Books.

Doherty, B. (1996). The Magical Bicycle. London: Collins.

Edwards, R. (1996). Jump, Little Monkey. London: Walker.

Gallwey, K. (1994). Dancing Daisy.London: Gollancz.

Garland, S. (1995). Pass it, Polly. Puffin.

Heiligman, D. (1996). On the Move. New York: Harper Collins.

Hughes, S. (1993). Bouncing. London: Walker.

Isadora, R. (1995). Lili at the Ballet.London: Mammoth.

Lester, A. (1996). Alice and Aldo. NSW: Allen and Unwin.

Lurie, M. (1977). The Twenty-SeventhAnnual African Hippopotamus Race.

Machin, S. (1995). I Went Walking.Norwood, SA: Omnibus Books.

Mattingley, C. (1995). The Race.Sydney: Scholastic.

McKay, F. (1996). The Legs Book. Sydney: Red Fox.

Newcombe, Z. (1996). Toddlerobics.London: Walker.

Offen, H. (1993). The Sheep Gave a Leap.Sydney: Red Fox.

Omerod, J. (1994). Jump. London: Walker.

Rosen, M. & Oxenbury, H. (1993). We’re Going on a Bear Hunt.London: Walker Books.

Smith, W. (1995). Action Songs. London: Picture Lions.

Stickland, P. (1996). Swamp Stomp.Rydalmere, NSW: Hodder Children’s Books.

Additional Sources of Information

Resource Focus, Curriculum MaterialsInformation Services, Education Departmentof Western Australia

Meerilinga Young Children’s FoundationBookshop

117




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121

Blank Proformas

APPENDIX 4

Tuning-in

Activities

PurposesChildren will develop their awareness of others b

Learning outcomes Health and Physical Education – Skills for Physic• Demonstrate locomotor and body management Health and Physical Education – Interpersonal sk• Demonstrates communication and cooperation Learning experiences

EquCars and drivers: With a partner, one personis the driver and the other is the car. Thecar holds onto the driver and the two drivearound the space. Emphasise differentspeeds and skills.

Obstacle course: Design for cars and drivers.Dramatic Play: Streets: Pathways and signsput around a track. Large box for ‘takeaway’ restaurant. Petrol station and pump.

Invented game: Rolling tyres.Learning Centre: Racing cars.

Learning Centre: Car marks: Cars with penstaped to the back of the car. Children crawlover paper to draw.

Learning Centre: Paint cars: Cars d ipape f

Large

Tyres

Race cbox

Large shpaperCarsMarkers

Body Management

Locomotor

Object Control

FMS

FMS Profile: Name:

Birthday:

Balance on one foot4 Mar 01 13 May 01

Line or beam walk3 Apr 01 8 May 01

Climb

26 Mar 01 12 Jun 01

Forward Rollnot assessed

Sprint run22 Feb 01 14 May 01

Hop

15 Mar 01 22 May 01

Jump for distance22 Apr 01

Jump for heightnot assessed

Gallop

15 Jun 01

Side gallopnot assessed

Dodge

not assessed

Continuous leapnot assessed

Catch

4 Mar 01 7 Jul 01

Overhand throw7 Mar 01

Underhand throw12 Apr 01

Chest passnot assessed

Kick

not assessed

not assessed

Beginning Developing Co

Good morning

Moving inside

Morning tea

Moving outside

Extra five minutes

Hop to put things away,hop to the mat, hop toyour chair.Jump up in the air, clapyour hands and say Good Morning.

Little hops around thefurniture.Jumping backward.Driving arms like you arerunning.

Hop on one foot tentimes, then the otherfoot ten times.Make up your ownhopping pattern.

Big hops as fast as you can.Skip.As you pass me jump upand touch my hand.Walk in long steps.

Hopping songs – ‘Peter Rabbit’.Make up your ownhopping rhyme.Make up a hopping

Say hello to a friendstanding on one leg, ontwo arms and a leg, ontwo legs and one arm.Stand back to back to afriend then sit down.

Walk along a line.Walk on tip toes.

Balance on your bottomwith your feet off theground. Put your feetdown. Stretch your legsout. Cross your legs.

Walk along the edge ofthe sandpit, the edge ofthe path.

Stand on one foot andsee how high you cancount. Stand on theother foot and countSt d

Pbeju

Blotapindpart

Locomotor Body Management




122

Exp

eri

ence:

Exp

eri

ence:

Exp

eri

ence:

Unit

Pla

n 1

Focus

Skill/Topic

/Inte

rest

:Tim

e P

eri

od:

Outc

om

es

Clo

sing A

cti

viti

es

Ass

ess

ment

Str

ate

gie

sE

xperi

ence:

Tunin

g-i

n

Exp

eri

ence:

Exp

eri

ence:

Exp

eri

ence:

Exp

eri

ence:




123

Unit

Pla

n 2

Focus:

Identi

fied l

earn

ing o

utc

om

es:

Ass

ess

ment

stra

tegie

s:

Child s

tructu

red e

xperi

ences

Teacher

stru

ctu

red e

xperi

ences




124

Unit Plan 3

Learning Experiences Week

1.

Focus: Learning Outcomes:

2.

3.

4.

5.

6.

Comments:




125

Unit Plan 4

Learning Experiences Equipment Emphases

Purpose:

Learning Outcomes:

Tuning-in:

Activities:

Performance Task:

Closing:




126

Activity Session Plan

Learning Experiences Equipment

Purpose:

Learning Outcomes:

Tuning-in:

Activities:

Performance Task:

Closing:




127

Transitions Plan

Locomotor

Moving inside

Good morning

Morning tea

Moving outside

Extra five minutes

Goodbye

Other

Body Management Object Control




128

Learn

ing C

entr

es

Pla

n

Focus:

Learn

ing O

utc

om

es:

Tunin

g-i

n:

Indoor/

outd

oor

centr

es

Clo

sing:

Outd

oor

centr

es




129

Pla

y S

tati

ons

Pla

n 1

Focus:

Learn

ing O

utc

om

es:

Tunin

g-i

n:

Inst

ructi

on:

Sta

tion

Clo

sing:

Task

Equip

ment/

mate

rials

Begin

nin

gD

eve

lopin

gC

onso

lidati

ng

Genera

lisi

ng

Ass

ess

ment

rubri

c




130

Play Stations Plan 2

Beginning Skill development activities

(initial focus criterion)

Skill development activities

(initial focus criterion)

Developing Skill development activities

(fine tuning components)

Application activities

(involving a challenge)

Consolidating Challenge Application (with variations)




131

Vari

ety

Pla

n

Skill:

Thro

ughout

the D

ay

Pla

y

Skill

Pra

cti

ces

Songs,

Poem

s, R

hym

es,

Raps

Gam

es

Dances

Pro

ble

m S

olv

ing

Learn

ing C

entr

es

or

Pla

y S

tati

ons




Learn

ing E

xperi

ences

Learn

ing O

utc

om

es

Learn

ing E

xperi

ences

Learn

ing O

utc

om

es

132

Audit

ing t

he P

lannin

g




133

Learn

ing S

tory

Outc

om

e d

em

onst

rate

dS

kill

cri

teri

aIm

plicati

ons

for

pla

nnin

gLE

AR

NIN

G S

TO

RY

Nam

e o

f C

hild:

Nam

e o

f O

bse

rver:

Date

:

Backgro

und:

Sto

ry:




134

Interpreting the information 1

CLASS PROFILE FMS:

Name Level

B,D, C

or G

Group





135


CLASS PROFILE FMS:

Name Skill criteria Group





136


CLASS PROFILE

Name Comments Learning Experiences




Body Management

Locomotor

Object Contol

137

Individual Profile for School Records

FMS PROFILE: Name: Birthday:

FMS Beginning

Balance on one

foot

Line or beam walk

Climb

Forward roll

Sprint run

Hop

Jump for distance

Jump for height

Skip

Gallop

Side gallop

Dodge

Continuous leap

Catch

Overhand throw

Underhand throw

Chest pass

Kick

Punt

Two-handed strike

Hand dribble

Foot dribble

Developing Consolidating Generalising







139

Book 1 Book 2

Academic performance 18Avoidance strategies

Children’s 40, 52–54Teachers’ 41

Balance on one foot 27, 63, 72 5–8, 115, 116, 121, 127, 131, 132, 137, 138Body management skills 15, 60, 66

Catch 27, 63 57–60, 109, 115, 125, 126, 137Case stories 10, 71–100

Beth 10, 71–74 Fiona and Jo 10, 30, 72, 81–86 100Gordon 12, 20, 39, 97–100Janet 12, 26, 40, 72, 87–92 119Paul 5, 12, 93–95Sally 6, 10, 49, 67, 75–80 101, 108, 134

Catering for individual difference 36Chest pass 27 69–72, 109, 115Child development

Factors influencing the development of FMS 16Child structured learning experiences 112–116Children with disabilities 71–74, 97–100Children with movement difficulties 16, 37, 44, 52–55, 87–91 147–160Class profiles 33, 134–136Climb 27 13-16, 105, 115, 116, 134Continuous leap 27 53-56, 115, 116, 134

Principles of assessment 45

Developmental Coordination Disorder 52–55 147–160Dodge 26, 66 49–52, 114, 115, 116, 126, 131, 132, 134Domains of learning 22, 23

Equipment 43Improvised equipment 44List 43

FMS Observation Records 28, 29, 30, 31 3-92Global check 30, 31Initial focus 30, 31Fine tuning 30, 31

Focus skills 26, 27Foot dribble 26 89–92, 115, 125Forward roll 26, 68 17–20, 115, 116, 134, 137, 138Fundamental Movement Skills

Categories of 15Continuous skills 28Definition 15Explosive skills 28Factors influencing the development of 16Importance of 15, 19, 20, 85Levels of achievement 32, 34, 35, 48, 64, 65, 69 96, 124, 126Myths about 17Sequence of development 27

Gallop 27, 59 42–44, 103, 115, 134Gender differences 18, 32

Hand dribble 27 85–88, 115, 125Hop 27 25–28, 115, 116, 131, 134

INDEX




140

Book 1 Book 2

Individual profiles 137Individualising activities 88

Catering for differences 36, 83Changing task 37Changing equipment 37Changing grouping 37

Jump for distance 27, 62, 87–91, 97–100 29–32, 115, 116, 118, 126, 131, 134Jump for height 27, 62 33–36, 115, 116, 118, 126, 134

Kick 27 73–76, 106, 115, 116, 123

Laterality 18Learning centres 66, 128 120Learning stories 133 94–95, 115Line or beam walk 27, 72 9–2, 115, 116, 118, 121, 128, 134Locomotor skills 15, 60, 63, 66 132, 139

Making the Right Moves Video 6Maximising participation 39, 83, 99

For children with movement difficulties 53Music 59, 62, 63, 68 115, 134, 135, 136Multiple intelligences 38

Object control skills 15, 60 125Overhand throw 27, 69, 75–80, 81–85, 87–91 61–64, 95, 96, 98, 99, 108, 109, 115, 124,

126, 131, 133, 138

Performance tasks 61, 63, 66, 68, 69, 70 138Planning

Activities 126Sessions 68Transitions 60, 141Units 61, 62, 63, 66, 122–125Week 67

Play 19 112Dramatic play 63, 66 116

Play stations 69, 129–130 122–125Portfolios 142Punt 27 77–80, 115

Rubrics 64, 69 96–97, 115, 124, 125

Safety 42Self management skills 19Sharing the information 70 139–146

Feedback 46–47With the children 46, 73, 80, 90, 94, 100With the community 50With other teachers 47, 74, 82, 84With the school 48With other adults 49, 74, 80, 85, 90, 94, 100

Side gallop 27 45–48, 115, 116, 134Skip 29, 87-91 37–40, 115, 134Sprint run 27, 29, 66, 69, 75–80, 81–85, 21–98, 101, 102, 109, 114, 115, 116,

87–91 118, 130, 131, 132, 134Stay in Step 53 147–160

Teacher structured learning experiences 116–138Teaching resources 113–119 112Two-handed strike 27, 29 81–84, 115, 125, 126, 138

Underhand throw 27, 97–100 65–68, 104, 109, 115, 116, 125, 126, 131, 133, 138




Fundamental Movement Skills - Department of Education

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