Jan 22, 2018
Intended outcomes
• To understand the importance of physical education in the
holistic development of the child
• To understand the Start to Move approach and how it
enables children to become physically literate
• To hone observation skills to pinpoint where children are
and how to help them improve
• Be able to develop competent movers by using the Start
to Move approach together with existing appropriate
resources and your skills as a teacher
• Consider how to develop this approach in your school
Position Specific Skills
Attacking/ defending
Activity/ Sport Specific Skills
Forehand/ backhand driveForehand/ backhand volley
Overarm bowling
Fundamental Sports Skills
Sending: throwing/ rolling/kicking Receiving: catching, trappingRunning/ Jumping, hopping
Fundamental Movement SkillsAgility Balance
Co-ordination(Locomotion, object control, stability)
Multi-skills approach
Thinking
Me
Creative
Me
Healthy
Me
Social
Me
PHYSICAL ME
Understanding physical literacy
“Physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life,” Whitehead 2016
The ability of the Individual
Early
Intermediate
Mature
Reflexive
Rudimentary
Fundamental
Complex
Functional
Locomotion
Object control
Stability
What do we want pupils to learn in KS1?
Key stage 1
Pupils should develop fundamental movement skills,
become increasingly competent and confident and access
a broad range of opportunities to extend their agility,
balance and coordination, individually and with others.
They should be able to engage in competitive (both
against self and against others) and co-operative physical
activities, in a range of increasingly challenging situations.
Movement awareness
• Acquiring a movement vocabulary
• Awareness of what the body can do
• Where the body can move
• How the body can move
• With whom or what the body can move
IMPACTOn average, children’s FMS improved when taught by BupaStart to Move trained teachers; pupils who started with lower levels of movement competence improved even more.
Recommendation: All teachers of 4-7 year olds, particularly where children have low starting levels, should adopt a Bupa Start to Move approach to improve their children’s FMS.
Children from schools in socioeconomically deprived areas had lower levels of movement competence than their more affluent peers, before Bupa Start to Move.
Recommendation: A Bupa Start to Move approach should be particularly encouraged within schools in deprived areas.
By delivering Physical Education using a Bupa Start to Move approach, children engaged in 11% more Total Physical Activity (TPA), with an equivalent reduction in time spent being sedentary.
Recommendation: A Bupa Start to Move approach can increase children’s physical activity levels within EY and KS1 Physical Education and begin to address childhood inactivity.
Children spoke more positively about their PE experiences after their teachers had been Bupa Start to Move trained. They were also observed enjoying PE more when their movement improved.
Recommendation: Teachers of EY and KS1 children should adopt a movement-based approach to improve children’s enjoyment and engagement levels in PE.