FUNDAMENTAL MOVEMENT SKILLS (FMS): ARE … files/Resources...Fundamental Movement Skills are those foundation movements that lead to the development of more specialised, complex skills

FUNDAMENTAL MOVEMENT SKILLS (FMS): ARE THEY ALL CREATED EQUAL?

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Fundamental Movement Skills (FMS) are often considered the building blocks to our Physical Educationprograms. This TOTW will remind you of their importance and encourage you to reflect on how youfocus on these skills in your current PE program.

As stated above, FMS are the precursor movements to many sport, activity and recreational skillsand movements. It is essential for students to develop the confidence and competence in FMS to alevel where they can independently engage in a variety of activities.

Why are they important?

What are FMS?

Fundamental Movement Skills are those foundation movements that lead to the development of more specialised, complex skills that are used in games, sports, dance, gymnastics and recreation activities. Each FMS has specific and observable components which develop in a sequential manner over time. The early school years (F-3) are commonly viewed as a critical time period during which all or many of these skills would normally be developed.

There are numerous resources available to support teachers in the planning, teaching and assessment of FMS. Depending on the purpose of the resource and perspective of the developers there exist variations in those FMS included in a specific resource.

For the purpose of this TOTW and because of it’s continued wide implementation in Victorian schools, we are referencing the Victorian Department of Education resource, “Fundamental Motor Skills – A Manual for Classroom Teachers”.

Presented in Figure 1 below are the 11 locomotor and manipulative skills included in this reference. As you read this TOTW you will find the resource you use is less important than the decisions you make in selecting and teaching those FMS most important for the students you teach.

Figure 1: Core Fundamental Movement Skills

Why are they important? (continued)

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Figures 2 and 3 below reinforce the important link between FMS and lifelong participation in activity. Figure 2 highlights some of the many sports and recreational activities where components of the overhand throw and/or two hand sidearm strike are used. You could also consider the leap and identify many activities that would be negatively impacted if a student was not competent in this skill. These would include leaping to catch and land in netball, the hop, step (leap) and jump in athletics, performing many floor routines in gymnastics and even kicking a soccer ball (you need to leap and land on the non-kicking foot in order to complete a forceful kick in football – soccer)

Figure 2: Sequence of Learning: Effects of FMS Instruction on Performance of Sport Specific Skills (Fundamental Motor Skills – A Manual for Classroom Teachers, 1996)

Figure 3: Relationship Between Fundamental Motor Skills and Sport Specific Skills(Overhand Throw) (Fundamental Motor Skills – A Manual for Classroom Teachers, 1996)

Figure 3 clearly highlights the relationship between the overhand throw and many sport specificskills or applications of this FMS. Consider the impact of not being able to step in opposition whenthrowing, on the ability to perform many of the sport movements above.

Why are they important? (continued)

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A balanced primary school Physical Education program should place a major focus on FMS in theearly to mid-primary school years (F-3). Highlighted in Figure 4 are those Content Descriptionsfrom the Victorian Curriculum that make explicit and specific reference to fundamental motorskills. Even though we all know that many children do not develop competency in FMS by the endof level (Grade) 4 it is interesting to note the change in wording at Levels 5 and 6 to specialisedmovement skills.

Where do they f it?

Figure 4: Victorian Curriculum: FMS progression

Many teachers would be familiar with Figure 5 (below) and the suggested levels to introduce FMS. Itis vital that each teacher take the “suggested levels” as just that, a suggestion, and adapt theintroduction and teaching of FMS to the needs of their students. There are a few principlesembedded in this figure that teachers are encouraged to consider:

How many FMS can be realistically introduced and taught with expectation of improvement atany one level? Over how many units, semesters and years should an FMS be introduced, refined anddeveloped? How often should an FMS be returned to (e.g. in a game, station or warm-up) across the year tomaintain development that occurs when it is taught in an intensive? What does “mastered” mean – does the skill need to be perfect or to be able to be functionallyapplied in a game or recreational setting.

Figure 5: Suggested levels to introduce FMS

Where do they f it? (continued)

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When running workshops, we often ask teachers the questions:

1. How many games, sports and activities involve the kick or punt?2. How many games, sports and activities involve the catch?

So, are al l FMS created equal?

Answer this question for yourself and if one of your program outcomes is for students to developskills needed for involvement in lifelong activity consideration may then be needed regarding howmuch time and resources are allocated to different FMS. Each teacher has a degree of freedom,and while children need to have exposure to, and the opportunity to develop as wide a range ofFMS as possible, the teacher also needs to link program focus to program outcomes.

Within the other reality that most primary physical education teachers work – a lack of time – itbecomes even more important that teachers identify those areas that are most important for theirstudents and allocate as much time as possible and feasible to developing those areas. This mayresult in some areas receiving less focus than others, but may result in more learning of those areasof content that are of greatest importance to our students.

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To find all tips in the series so far, take a look at the resources section of our website here.

Please get in touch for further info, or if you have a topic you'd like to learn more about or a tip you’d like to contribute, feel free to email it through to a member of our PL team Bernie, Annie or Adriana.