fundamental motor skills

FUNDAMENTAL MOTOR SKILLS

H E A LT H & P H Y S I C A L E D U C AT I O N

Contents

© Department of Education Community & Cultural Development,Tasmania ISBN 0724646787This work is copyright. Apart from any use as permitted under a Licence Agreement with Copyright Agency Limited, no part may be reproduced by any process without written permission from the Department. Inquiries should be directed to the Secretary, Department of Education, Community, and Cultural Development, 116 Bathurst Street Hobart, Tasmania, 7000

September 1997Reproduced August 2006

Printed by The Printing Authority of Tasmania Graphic Design Workhorse Design Group, Hobart Colour Photography Peter Whyte PhotographyReproduction & Electronic Version by Tiger Media

PAGEForeword ....................................................................... 2 Acknowledgements ...................................................... 2 Introduction ................................................................... 3 Rationale ....................................................................... 4

Fundamental Motor Skills BenchmarksExplanation .................................................................... 5Charts ............................................................................. 6Skill Components and Sample Activities• Locomotor ................................................................ 9• Body management ................................................. 17• Manipulative ............................................................ 23

Planning for Teaching and Learning ........................... 41Motor Skill Development .............................................. 42Social Skill Development ............................................. 42Children with Disabilities ............................................. 42Safety ............................................................................. 43Class Organisation ....................................................... 43Sample Lesson Plans .................................................. 44Student Assessment and Recordof Development ............................................................. 49Pre and Post Program ................................................. 51Sample Record Sheets ................................................ 52Intervention Programs ................................................. 54Appendices - Teaching Resources ............................ 55Recommended equipment list .................................... 55Skills referenced to available resources .................... 56Fundamental motor skills criteria ................................ 61References .................................................................... 64

1

Foreword

The development of movement skills is a fundamental and vital component in the growth of all children.

The most signifi cant development occurs in the fi rst eighteen months when a child aquires the strength and coordination to balance unaided on two feet. From that point onwards movement becomes a key component in the child’s experience and gradually existing skills are progressively refi ned and new skills developed.

Research has highlighted the need for all children to have the opportunity to develop and refi ne their fundamental motor skills in a sequenced manner.

The aquisition of these skills not only provides an increase in physical competence but is a vital ingredient in the development of self confi dence. This confi dence can have a major impact on other areas of learning and development.

Schools and their parent communities have a key role in ensuring that all children have the opportunity to learn and apply fundamental motor skills and in so doing experience the joys that can be gained from movement.

Graham Harrington

Deputy Secretary (Education) Department of Education, Community and Cultural Development

Acknowledgements

This document has been the cooperative work of a large group of teachers drawn from Tasmanian schools. All have contributed their time to researching, proof reading and providing critical feedback, and all endorse the contents.

The Department of Education, Community and Cultural Development wishes to acknowledge these individuals, reference groups and schools:

Deborah Adams Bethanie Kearney

Chris Bell Rod Kelly

Nigel Carins Katrina Newitt

Peter Claridge Newton Sigrist

Graeme Cooksey Karen Swabey

Jenni Connor Andrew Starick

Val Elliot Steve Smyth

Peter Faulkner Phil Tyson

Geoff Frier Rob Warren

Graham Gates Pam White

Rob Hill Craig Woodfall

Russell Horton

Mt Nelson Primary School Students

Goulburn Street Primary School Students

Physical Education Teachers in Tasmanian

Primary and District High Schools in 1997

2

Introduction

Fundamental Motor Skills has been developed as an integral part of the Health and Physical Education Curriculum Planning and Course Support materials documentation. It is designed for use by K-4 classroom and specialist Health and Physical Education teachers. The document may stand alone for intensive work in the area of Fundamental Motor Skills (FMS), but it must also be viewed in context with other components of the Learning Area of Health and Physical Education.

It is assumed that teachers will use this document in the context of on-going discussion with their colleagues, and with reference to the related materials such as the1 Kindergarten Development Check and 2 Flying Start outcomes frameworks.

By refering to this range of benchmark statements, teachers will be able to plan a sequenced program for young children and to maximise the learning opportunities within classroom activities.

Special features of the document include:

• a chart showing sequential development of skills and the recommended introduction and assessment stages

• possible teaching and learning strategies

• sample lesson formats

• skill criteria and sample activities

• assessment and recording

• a comprehensive resource list

• intervention strategies.

1 Kindergarten Development Check, DEA, 1994

2 Flying Start Program, DECCD Literacy, Numeracy and Social Skills Development Program, 1997

3

Rationale

Rationale

The development of a child’s physical capabilities has long been recognised as an integral and vital part of the educational process. Physical development cannot be achieved effectively in isolation, therefore the opportunity to improve physical performance is inextricably linked to the development of personal and interpersonal competencies such as self-esteem, cooperation, decision making and assertiveness.

Fundamental Motor Skills(FMS) are the foundation movements or precursor patterns to more specialised, complex skills in games, sports, dance, aquatics, gymnastics and recreational activities. School Health and Physical Education programs have traditionally aimed at providing a balance between these more specialised, complex skills rather than developing FMS.

Recent research projects by Dr Jeff Walkley (Royal Melbourne Institute of Technology) and the University of Tasmania have come to the conclusion that the current level of development of FMS in children’s formative years is inadequate.

Early development of FMS is a signifi cant step towards ensuring a lifelong, healthy and safe involvement in physical activity. Without competence in such skills as running, leaping, balancing, rolling, catching, and throwing, students are less likely to access the range of options available to establish an active lifestyle.

Research indicates that the improvement in self esteem and confi dence in movement that accompanies the acquisition of FMS has a fl ow-on effect to all oth er areas of a child’s education. This confi dence and physical coordination also provides a sound foundation for the development of profi ciency in reading and writing. It is therefore critical that current practices and programs are reassessed in order that the present shortcomings in the development of FMS can be addressed.

4

BEN

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SF U N D A M E N TA L M O V E M E N T S K I L L S

BEN

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LEVEL THREE

LEVEL TWO

LEVEL ONE

Benchmarks

Fundamental Motor Skills Benchmarks The Introduction, Development and Acquisition of Skills

The tables in this document have been developed primarily to provide teachers with a sequential series of benchmarks for the fundamental motor skills which are considered critical for all children to have achieved a level of profi ciency in, by the conclusion of year 4.

The major motor skill areas are:

• locomotor

• body management

• manipulative

These are divided into 16 critical developmental skills, with a benchmark identifi ed for each.

Using body management skills as an example, a teacher should interpret information as follows:

Example

Levels equate to the “Health and Physical Education Curriculum Profi le for Australian Schools”

Major Skill

Developmental Skills

A teacher can use this chart to:

• assist with planning by identifying when it is recommended that a skill be introduced.

• evaluate student progress towards the recommended stage of profi ciency for each skill.

In planning, a teacher should consider the criteria of each skill. These criteria are highlighted in the activity section for each skill.

Students normally acquire the individual skill criteria at varying stages of development, but must be combining all these components to show profi ciency at the point indicated on this table.

SKILL CRITERIA

• feet fl at on the beam/line with the toes pointed in the direction of movement

• arms extended to the side head still with eyes focused on an object straight ahead

• trunk of the body remains straight, knees fl exed

The graphics visually demonstrate these skill criteria components.

KEY

BODY MANAGEMENT SKILLS K Prep Yr 1 Yr 2 Yr 3 Yr 4

One foot balance - right • ¸One foot balance - left • ¸Beam walk forward • ¸Body rolling - log (360o) ¸ Body Rolling - forward ¸ Body Rolling- backward(down incline) ¸

SKILLS K Prep Yr 1 Yr 2 Yr 3 Yr 4

Beam walk forward • ¸

• this is a DECCD “Kindergarten Check” item

early teacher emphasis

more detailed teacher emphasis

strong teacher emphasis (the fi nal develop-mental stage prior to profi ciancy)

¸ Benchmark child should have acquired profi ciency, i.e. satisfi ed all of the skill criteria

5

Benchmarks

FMS Benchmarks - Charts Recommended Introduction and Assessment Stages

KEY

Development

¸ Profi ciency

• Kindergarten Check

LEVEL THREE

LEVEL TWO

LEVEL ONE

LOCOMOTOR SKILLS K Prep Yr 1 Yr 2 Yr 3 Yr 4

Running ¸Hopping

left foot • ¸right foot • ¸Galloping ¸Skipping • ¸Dodging • ¸Leaping ¸Jump and Land(off 1 foot, land 2 feet) • ¸

LEVEL THREE

LEVEL TWO

LEVEL ONE


One Foot Balance

left foot • ¸right foot • ¸Beam Walkforward • ¸Body Rolling

log 360o ¸forward ¸

backward (down incline) ¸6

Benchmarks

LEVEL THREE

LEVEL TWO

LEVEL ONE

MANIPULATIVE SKILLS K Prep Yr 1 Yr 2 Yr 3 Yr 4

Dribbling - hand (200 mm ball)

preferred ¸non-preferred ¸Dribbling - feet (200 mm ball)

trapping a rolling ball ¸dribbling with both feet ¸Kicking (200 mm ball)

stationary round ball, run approach • ¸punt kick, round ball, preferredÍ ¸punt kick, round ball, non-preferred ¸

LEVEL THREE

LEVEL TWO

LEVEL ONE


Catch - medium ball (150 mm) - 2 hands

receiving a rolling ball ¸receiving a bounce pass ¸receive on the full ¸Catch - small ball (50 mm)

two- hands • ¸preferred hand ¸non-preferred hand ¸Throw - large ball (200 mm)

chest pass ¸Throw - small ball (50 mm)

underarm preferred hand • ¸underarmnon-preferred hand ¸overarm ¸Striking

two-hand from tee ¸drop & hit (forehand) ¸two-hand moving ball ¸

7

LOC

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RF U N D A M E N TA L M O V E M E N T S K I L L S

Giving force toa body through space

• Running

• Hopping

• Galloping

• Skipping

• Dodging

• Leaping

• Jumping & Landing

LOC

OM

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Locomotor

KEY

Recommended Introduction andAssessment Stages

Development

¸ Profi ciency


LEVEL THREE

LEVEL TWO

LEVEL ONE

LOCOMOTOR SKILLS K Prep Yr 1 Yr 2 Yr 3 Yr 4

Running ¸Hopping

left foot • ¸right foot • ¸Galloping ¸Skipping • ¸Dodging • ¸Leaping ¸Jump and Land(off 1 foot, land 2 feet) • ¸

9

RUNNING

SKILL CRITERIA

• both feet are off the ground for a brief period of time

• arms move in opposition to legs - fi ngers relaxed

• head and trunk are still, with eyes focused straight ahead

• foot placement is near or on a line with heel or ball strike (not fl at-footed)

TEACHING HINTS

1. Ensure the working area is fi rm and even.

2. Break skill down to work on individual components - legs, arms, trunk and head.

3. Ensure that effi cient technique is used before encouraging speed.

ACTIVITIES

1 Activity:

Children explore variations of running. e.g. along a line, around a chair, on tip-toes, long

strides, slow motion.

Equipment: Nil.

Formation: Free spacing.

Variations: Movement to different rhythms, e.g. clapping, rhythm sticks,

music

2 Activity:

High knee lift (slow and then fast) with slow forward speed and elbows bent

Equipment: Nil.


3 Activity:

Jogging slowly over various surfaces - even and uneven.

Equipment: Nil.


4 Activity:

Various running relays - straight and circular.

Equipment: Nil.

Formation: Small teams - maximum of eight, 10 metre distance.

Locomotor

SKILL K Prep Yr 1 Yr 2 Yr 3 Yr 4

Running ¸

10

Locomotor

HOPPING

SKILL CRITERIA• foot on non-support leg is bent and carried behind the body

• landing and springing from the ball of the foot

• head still with eyes looking forward

• rhythmical movement in a straight line

TEACHING HINTS

1. Commence with small hops, then gradually increase the height and distance.

2. Hop on ball of foot.

3. Swing arms upward rapidly to increase height.

ACTIVITIES

1 Activity:

Hopping on the spot with a form of support, e.g. chair, wall, partner, fence.

Equipment: Whatever teacher designates for children to hold.

Formation: Free spacing around the equipment. 2 Activity:

Hopping forwards, backwards, sideways, lightly, heavily, different patterns.

Equipment: Nil.

Formation: Free space within a defi ned area and between two marked lines, e.g. netball court.

3 Activity:

Combine hopping directions with the use of equipment.

Equipment: e.g. line, rope, hoop, cane.

Formation: Equipment and students spaced safely within a defi ned working area.

4 Activity:

Various hopping patterns such as hop scotch.

Equipment: Chalk or some other form of marking to create desired

pattern.

Formation: Equipment and students spaced safely within a defi ned working area.


Hopping - right • ¸Hopping - left • ¸

11

GALLOPING

SKILL CRITERIA

• a step forward with the lead foot, followed by a ste forward with the trailing foot to a position adjacent to or behind the lead foot

• brief period where both feet are off the ground

• head and trunk are still, with eyes focused straight ahead

• able to lead with right and left foot

TEACHING HINTS

1. Smooth and graceful movement.

2. Each foot should have a chance to lead.

3. Make high gallops.

SKILL APPLICATIONS

• Dancing, basketball, collision avoidance, rollerblading, racquet games.

ACTIVITIES

1 Activity:

“Hide in the Giant’s Footsteps”.

Have children hold hands and slide in a circle, moving in time with the teacher.

Gradually ask the class to face the direction in which the circle is moving. This will lead them naturally into a gallop.

Equipment: Rhythm sticks or tambourine.

Formation: Circle. 2 Activity:

Do a series of eight gallops with the same foot leading, then change to other foot.


Formation: Free space.

3 Activity:

Pretend to hold reins and use a riding crop.



4 Activity:

Gallop backwards.



5 Activity:

Gallop like a light pony, gallop like an old heavy draft horse.



Locomotor


Galloping • ¸

12

Locomotor

SKIPPING

SKILL CRITERIA

• arms move in opposition to the legs

• with each step-hop sequence there is a brief period when both feet are off the ground

• head and upper body are stable, with eyes focused to the front

• rhythmical movement in a straight line

TEACHING HINTS

1. Ensure hopping on either foot is well developed.

2. Smoothness and rhythm are the goals.

3. Skip high.

4. Swing the arms.

5. On the toes.

ACTIVITIES

1 Activity:

Walk from one line to another using big and little steps.

Equipment: Rhythm sticks or tambourine; open fl at area with line markings.

Formation: Students spaced along a line. 2 Activity:

Walk through sequence - one big step, hop, one big step, hop; repeat.

Equipment: Rhythm sticks or tambourine; open fl at area with line markings.

Formation: Students spaced along a line.

3 Activity:

Have children hold a large ball (250 mm or more) in front at waist height. A step is taken with one foot, followed by raising the other knee to touch the ball.

Repeat with other foot and opposite knee. Later the child pretends to hold the ball and continues the pattern.

Equipment: Large ball (250 mm or more); rhythm sticks or tambourine.


4 Activity:

Instruct children to skip so lightly that the movement cannot be heard by their partner.




Skipping • ¸

13

DODGING

SKILL CRITERIA

• eyes focused in direction of travel

• change direction by pushing off outside foot

• body lowered during change of direction

• change of direction occurs in one step

TEACHING HINTS

1. Because of the natural combination of running with dodging, the two movements can easily be linked.

2. Start slowly (walking) and have marked points (chalk lines, witches hats) at which students can experience the necessary changes in body position to maintain balance whilst changing direction.

ACTIVITIES

1 Activity:

At walking pace, whole class dodging and weaving. within a defi ned area.

Equipment: Lined area.

Formation: Free spacing within defi ned area.

2 Activity:

Walking, pushing off (sideways) from right and left foot.

Equipment: Parallel lines approximately 1 metre apart.

Formation: Groups in single fi le between parallel lines. Take turns to walk through course, touching the

lines alternately on right and left.

3 Activity:

Increasing speed using the two activities above.

Equipment: Witches hats and parallel lines.

Formation: As in one and two above.

Locomotor


Dodging • ¸

14

Locomotor

LEAPING

SKILL CRITERIA

• take off from one foot and spring to land on the other foot

• arm opposite the lead foot reaches forward

• during fl ight head remains up with eyes focused forwards (not down)

• land softly on the ball of the leading foot to demonstrate a rhythmical movement

TEACHING HINTS

1. Ensure running is well developed.

2. Develop one foot landing.

3. Height, distance and graceful fl ight are the aims.

4. Use arms to help gain height.

5. Head up during fl ight.

6. Landing should be light and relaxed.

7. For safety work in straight lines and in the same direction.

ACTIVITIES

1 Activity:

From a standing start, children take a large step (leap) over an obstacle, landing on one foot.

Equipment: Hoops, bean bags etc. open fl at area with line markings.

Formation: Free space. 2 Activity:

Run and leap over objects or across a space

Equipment: Ropes, lines, hoops.


3 Activity:

Run and leap up to touch an imaginary object in the sky.

Equipment: Nil.

Formation: Free spacings.

4 Activity:

“Leap the Puddles”

Puddles are marked off on the fl oor.

The fi rst is 1 m wide, the next is 1.5 m wide, the last is 1.8 wide.

The children form a single fi le and leap over the narrowest, exploring different take-off and landing foot.

After they have satisfactorily negotiated the smaller puddle, they move to the next, and so on.


Leaping ¸

15

JUMPING & LANDING

SKILL CRITERIA

• head up with eyes focused forward

• lift of the knees and forward upward swing of the arms for power

• land on the balls of the feet and knees bent to retain balance and absorb impact

• a rhythmical action

TEACHING HINTS

1. Develop landing on two feet.

2. Begin standing still to jump - increase speed gradually, eg. one step, walk, slow jog then running.

3. Begin with small jumps, then increase height and distance as skill increases.

4. Use arms for rhythm, balance and control.

5. Landing should be light and relaxed.

ACTIVITIES

1 Activity:

From a standing start, children take a large jump over an obstacle, landing on both feet.

Equipment: Hoops, bean bags etc.


2 Activity:

Run and jump over objects or across a space.

Equipment: Ropes, lines, hoops.


3 Activity:

Run and jump up to touch an imaginary object in the sky, landing on both feet.

Equipment: Nil.

Formation: Free spacings.

4 Activity:

“Jump the Creek”

A creek is marked off on the fl oor for a distance of about 9 m.

For the fi rst 3 m, it is 1 m wide; for the next 3 m, it is 1.5 m wide; for the last 3 m, it is 1.8 m wide.

The children form a single fi le and jump over the narrowest part.

After they have satisfactorily negotiated the narrow part, they move to the next width, and so on.

Locomotor


Jump & Land(off 1 foot, • ¸land 2 feet)

16

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F U N D A M E N TA L M O V E M E N T S K I L L S

• One-Foot Balance

• Beam Walk

• Rolling

“Maintaining balance instatic and dynamicsituations”

BO

DY

Management

KEY


Body

LEVEL THREE

LEVEL TWO

LEVEL ONE


One Foot Balance

left foot • ¸right foot • ¸Beam Walkforward • ¸Body Rolling

log 360o ¸forward ¸

backward (down incline) ¸

17

Development

¸ Profi ciency


ONE FOOT BALANCE

SKILL CRITERIA

• head still with eyes focused on an object straight ahead

• arms extended to the side

• non-support leg raised forward with 90 degree bend at knee

TEACHING HINTS

1. Work on a solid surface.

2. Emphasise importance of focussing on an object straight ahead.

3. Head still.

4. Experiment with different arm positions.

5. Eyes closed to experience the importance of vision.

SKILL APPLICATIONS

1. Kicking (football, soccer).

2. Jumping & Landing ( gymnastics, netball, basketball, volleyball, tennis, badminton).

3. Locomotor activities.

ACTIVITIES

1 Activity:

Standing balance preferred foot - 5-second count.

Standing balance non-preferred foot - 5-second count.

Equipment: Nil.

Formation: Free space. 2 Activity:

Walking along a line - stop and balance on command.

Equipment: Nil

Formation:

3 Activity:

Balance tag - when tagged stand on one foot - alternate feet for each time tagged.

Equipment: Nil.


Variation: Can’t be tagged if balancing on one leg/either leg.

Management


- right foot • ¸ - left foot • ¸

Body

18

ManagementBody

BEAM WALK

SKILL CRITERIA

• feet fl at on the beam/line with the toes pointed in the direction of movement

• arms extended to the side

• head still, with eyes focused on an object straight ahead

• trunk of the body remains straight, knees fl exed

TEACHING HINTS

1. Work at fl oor level till well performed.

2. On a bench with a “spotter” standing by if possible.

3. On the beam at lowest height with “spotter”.

4. On the beam alone.

5. Encourage children to”feel” foot placement.

SKILL APPLICATIONS

1. Directionality for all movement.

2. Gymnastics - balance beam.

ACTIVITIES

1 Activity:

Line Walk.

In a line follow the leader trying not to step off the line.

Equipment: Lines on the ground. e.g. netball court.

2 Activity:

Hoop Walking.

Walk on the hoop - forwards, backwards, sideways.

Equipment: 1 hoop per child.


3 Activity:

Bean Bag Walk.

Students place bean bag on head and walk in a defi ned area.

Equipment: 1 bean bag per student.


4 Activity:

Balance Beam Walk.

Students walk along the balance beam back-wards and forwards, with support from members of the group.

Equipment: Series of balance benches (wide side up, approximately 30 cm).

Formation: Groups.

Variations: Encourage children to make up simple combinations as soon as confi dence and ability permit.


Beam Walk - forward • ¸

19

ROLLINGRecommended Introduction and Assessment Stages

SKILL CRITERIA

• body extended

• arms extended behind the head and legs together

• head still

• rolling continuously in a straight line

TEACHING HINTS

1. Ensure safety by:

- working in designated areas.

- only one group member working at any one time.

- plan for a return activity when working in larger groups.

2. A sloping grassed area is a good alternative venue.

SKILL APPLICATIONS

1. The concept of rolling sideways to prevent injury/ absorb impact when failing in a sporting context . e.g. netball, football, basketball, soccer.

ACTIVITIES

1 Activity:

Roll from back to side - alternate side (90 degree roll).

Equipment: 1 mat per group (2 or 3) or grassed area.

Formation: Mats spaced safely around working area.

2 Activity:

Roll from back to front and front to back, trying different ways to fi nd the best body position (only 180 degree roll).

Equipment: 1 mat per group (2 or 3).


3 Activity:

Roll 360 degrees with arms extended behind the head.



Variations: Link a series of rolls, rolling right, rolling left.

Management


Body rolling- log ¸

Body

20

ManagementBody

ROLLING

SKILL CRITERIA

• knees bent and legs apart, tuck/curl body in crouch position with weight on hands

• transfer weight, in a forward direction, to back of shoulders, maintaining tuck position

• maintain tucked position, continue movement to weight on feet, with or without use of arms

TEACHING HINTS



- only one group member working at any onetime.


2. Emphasise use of hands to take the weight from the head and neck.

3. Emphasise the importance of staying in a tucked body position.

SKILL APPLICATIONS

1. The concept of rolling forward from a standing position to prevent injury/absorb the impact when failing in a sporting context eg. netball, football, basketball, soccer.

2. Diving.

3. Trampolining.

4. Gymnastics.

ACTIVITIES

1 Activity:

From sitting maintain a tucked position while rocking back and forwards six times and then stand up with use of arms or hands.

Equipment: 1 mat per group (2 or 3) or grassed/carpeted area.


2 Activity:

Weight-on-hands activities to develop arm strength.

e.g. bunny hops, angry cat, windscreen wiper.

Equipment: Mats, carpet, grassed area etc.

Formation: Children spaced safely around working area.

3 Activity:

Start in crouch position and roll to a sitting position.



4 Activity:

Start in crouch position and roll to crouch, then stand.



Variations: Link a series of rolls together, without using arms or hands to stand, legs apart, legs crossed.


Body rolling- forward roll ¸

21

ROLLING

SKILL CRITERIA

• start in a crouch position

• keep body in a tucked position to maintain continuous rolling action

• use of arms or hands to take pressure from the head/shoulders and push to the fi nish position

• land on balls of feet and retain balance

TEACHING HINTS



- only one group member working at any one time.


2. Emphasise use of hands to take the weight from the head and neck.

3. Emphasise the importance of staying in a tucked body position.

SKILL APPLICATIONS

1. The concept of rolling backward from a standing position to prevent injury/ absorb the impact when falling or in a sporting context. e.g. netball, football basketball, soccer.

2. Diving.

3. Trampolining.

4. Gymnastics.

ACTIVITIES

1 Activity:

Sitting with palms of hands above shoulders and pointing upwards, roll backward to place hands on the mat and push back to the sitting position.



2 Activity:

Start from sitting position, rolling backwards with hands pushing on the mat to assist the body to fi nish on the feet.

Equipment: Matted incline.

Formation: Inclined mats spaced safely around working area, inclined

mat set up as a station.

Management


Body Rolling - backward ¸down incline

Body

22

MANIPULATIVE

F U N D A M E N TA L M O V E M E N T S K I L L S

“Giving force toand receiving force fromobjects”

• Catching

• Throwing

• Striking

• Dribbling

• Kicking

MANIPULATIVE

Manipulative


LEVEL THREE

LEVEL TWO

LEVEL ONE


• Dribbling - hand (200 mm ball)

preferred hand ¸non-preferred hand ¸• Dribbling - feet (200 mm ball)

trapping a rolling ball ¸dribbling with feet ¸• Kicking (200 mm ball)

stationary round ball, run approach • ¸punt kick, round ball, preferred foot ¸punt kick, round ball, non-preferred foot ¸

LEVEL THREE

LEVEL TWO

LEVEL ONE


• Catch - medium ball (150 mm) - 2 hands

receiving a rolling ball ¸receiving a bounce pass ¸receive on the full ¸• Catch - small ball (50 mm)

two- hands • ¸preferred hand ¸non-preferred hand ¸• Throw - large ball (200 mm)

chest pass ¸• Throw - small ball (50 mm)

underarm preferred hand • ¸underarm non-preferred ¸overarm ¸• Striking

two-hand from tee ¸drop & hit (forehand) ¸two-hand moving ball ¸

23

Development

¸ Profi ciency


KEY

CATCHreceiving a rolling ball

SKILL CRITERIA

• eyes focused on the ball

• behind the direction of the ball

• arms and hands outstretched to receive the ball

• scoop the ball to the body

TEACHING HINTS

1. Remove the “fear factor” by using soft equipment.

2. Size of the ball to get smaller as skill increases.

3. Use verbal clues, “look”, “ready”, “catch”.

4. Balls and background colours should contrast.

SKILL APPLICATIONS

1. Hit the Skittle, Rolling Rounders, Tunnel Ball.

ACTIVITIES

1 Activity:

Sitting opposite each other withfeet apart, ball rolled to partner, who stops it with open hands and rolls it back.

Equipment: 1 medium gator-skin ball per pair.

Formation: Random. Partners spaced two metres apart.

2 Activity:

Ball rolled to partner who scoops it into the arms and stands up.


Formation: Pairs, three metres apart. 3 Activity:

One person rolls the ball to their partner, varying the direction and speed. Partner moves behind the ball to scoop appropriately.

Equipment: 1 medium sized ball per group.

Formation: Pairs 3 m - 5 m apart.

Manipulative


Catch-receiving a ¸rolling mediumsized ball (150mm)

24

Manipulative

CATCHreceiving a bounce pass - two hands

SKILL CRITERIA

• eyes focused on the ball, standing in line with on coming ball

• hands positioned with arms extended to receive the ball

• fi ngers spread and ball caught on the bounce and pulled into the body

TEACHING HINTS

1. Remove the “ fear factor” by using soft equipment.




SKILL APPLICATIONS

1. Basketball, Netball.

ACTIVITIES

1 Activity:

Bounce and Catch.

Begin bounces sitting down, progress to kneeling and then to standing.

Equipment: 1 medium gator-skin ball per student.

Formation: Free spacing - sitting, kneeling and standing. 2 Activity:

Bounce and Catch.

Children bounce and catch a ball with their hands.



Variations: Throw the ball up, bounce it under a body part.

e.g leg, arm, then catch it.

Bounce/Clap/Catch; Bounce/Turn around/Catch.

3 Activity:

Bounce ball to partner aiming at their hands. Partner catches ball and bounces back.

Equipment: 1 medium ball per pair.

Formation: Pairs - 3 m apart.

Variations: Distance apart, speed and direction of ball.


Catch-receiving a ¸bounce pass-2 handsmedium ball (150mm)

25

CATCHreceiving on the full - two hands

SKILL CRITERIA

• eyes focused on the ball and move body in the path of the ball

• arms extended with hands open to receive the ball

• the ball caught with the hands, the arms fl exed to absorb the force of the ball

• the ball hugged to the body

TEACHING HINTS

1. Remove the “ fear factor” by using soft equipment.




5. If the trajectory is raised it will allow more opportunity for successful tracking.

SKILL APPLICATIONS

1. Basketball, Netball, Volleyball, Water Polo.

ACTIVITIES

1 Activity:

The ball thrown up to just above head height and caught.



Variations: Throw/Catch/Bounce/Catch/ Throw - as a sequence.

2 Activity:

Ball thrown underarm with two hands at a waist-high wall target.

The ball permitted to bounce and then scooped into the arms.


Formation: 2-3 metres from a wall.

3 Activity:

Ball thrown underarm to a partner to be caught.


Formation: Pairs, two metres apart.

Manipulative


Catch-receiving on ¸the full-two hands,medium ball (150 mm)

26

Manipulative

CATCHtwo hands small ball

SKILL CRITERIA

• eyes focused on the ball and body moved into the path of the ball

• the ball caught in front of the body with fi ngers spread and hands cupped

• catch “giving” with the arms to absorb the force of the ball

TEACHING HINTS

1. Eyes focused on oncoming ball.

2. Move quickly into position to catch the ball.

3. Little fi ngers together pointing down if the ball is coming below the waist.

4. Thumbs together pointing up if the ball is coming above the waist.

SKILL APPLICATIONS

1. Cricket, Softball, Baseball, Vigero.

ACTIVITIES

1 Activity:

Children throw the bean bag up into the air to catch it themselves.

Equipment: 1 bean bag.

Formation: Individual free spacing.

Variations: Bean bag caught softly; clap and catch, touch body parts

and catch.

2 Activity:

Children throw the bean bag to each other and catch it in their hands.

Equipment: 1 bean bag.

Formation: Pairs, two metres apart.

3 Activity:

Bounce a ball and catch it with the hands.

Equipment: 1 small ball.

Formation: Individual, free spacing.

Variations: Bounce it under a body part, clap, and catch.

4 Activity:

Children throw and catch.

Equipment: 1 small ball.

Formation: Pairs, from 2-5 metres apart.


Catch-receiving a • ¸bounce pass-2 handsmedium ball (150mm)

27

CATCHpreferred hand small ball

SKILL CRITERIA

• eyes focused on the ball and body moves into the path of the ball

• ball caught in front of the body with fi ngers spread and hand cupped

• catch “giving” with the arm to absorb the force of the ball

• the ball hugged to the body

TEACHING HINTS

1. Successful catching activities are dependant on accurate throwing and therefore should be conducted concurrently with throwing skills.

SKILL APPLICATIONS

1. Cricket, Softball, Baseball, Vigero

ACTIVITIES

1 Activity:

Track and trap a ball that has been rolled toward the child or bounced along the ground or rolled at different speeds.

Equipment: One small ball per pair.

Formation: Pairs 2-3 metres apart. 2 Activity:

Ball thrown underarm against the wall and allowed to bounce before the catch is attempted.

Equipment: One small ball per child; rebound wall.


Variations: No bounce / Turn 360” before catching / Clap and catch.

3 Activity:

The bean bag is tossed against the net and caught.

Equipment: Rebound net, 1 bean bag per child.

Formation: Group work. Children line up beside a cone 3

metres from the rebound net.

Note: All of these activities could be used to develop catching with the preferred and non-preferred hands.

Manipulative


Catch-preferred handsmall ball 50mm ¸-non-preferred hand ¸

28

Manipulative

THROWINGlarge ball (200 mm) chest pass

SKILL CRITERIA

• Eyes focused on the target

• Ball held with both hands in front of chest; fi ngers spread with thumbs behind the ball

• Forward step, arms and fi ngers extended, and ball pushed in the direction of target

TEACHING HINTS

1. Hold the ball in the tips of fi ngers and thumb.

2. Keep elbows close to the body.

3. Extend arms and push thumbs downward.

SKILL APPLICATIONS

1. Basketball, Netball, Newcombe Ball, Water Polo.

ACTIVITIES

1 Activity:

From a standing position, children challenged to bounce-pass the ball from their chest with both hands, extending their arms forward.


Formation: Two lines facing, 3 m apart. 2. Activity:

From a standing position, children challenged to push the ball from their chest with both hands to partner, extending their arms forward.



Variations: Push the ball through a suspended hoop; over the head

of another person; against a wall.

3 Activity:

Bouncing the ball to partner, concentrating on stepping forward as pushing the ball from chest.

Equipment: 1 x 200 mm ball per pair.

Formation: Opposite and facing 2-3 metres apart.

4 Activity:

Captain Ball.

Student 1 stands about 3 metres in front and facing the remainder of the team, who are lined up one behind the other.

Student 1 passes to 2 who returns the pass and ducks down.

Student 1 passes to student 3 and then repeats with each member until the last person receives the pass and replaces number 1.

Equipment: 1 x 200 mm ball per team.

Formation: Team of approximately 4.

Variations: Pass the ball through a suspended hoop.


Throw-large ball ¸(200 mm)chest pass

29

THROWING

SKILL CRITERIA

• ball is held in the fi ngers in front of body

• throwing hand supported by non-preferred hand

• throwing arm extended down and back, to full extension

• weight transferred from back to front foot during the throw by stepping forwards with the opposite foot to the throwing arm

• at the end of the release the fi ngers pointed at the target

TEACHING HINTS

1. The effi ciency of the skill performance should be the focus, not the result of the throw.

SKILL APPLICATIONS

1. Basketball, Softball, Cricket.

ACTIVITIES

1 Activity:

Thrower lobs the bean bag underarm to land at feet of partner.

Continue till all 5 bean bags have been thrown.

Reverse roles.

Equipment: 5 bean bags per pair.

Formation: Pairs approximately 5 metres apart.

Variations: Partner stands with feet apart and thrower attempts to lob the bean bag between feet.

2 Activity:

Thrower uses the hoop as target area and lobs bea bag into hoop from close by, progressively trying from further away.

Equipment: 2 bean bags and 1 hoop per person.

Formation: Free spacing with plenty of area between each.

3 Activity:

Partners make a target with their hands, checking to see that the thrower steps forward with the opposite foot.

Equipment: 1 bean bag, 1 small ball per pair.

Formation: Pairs opposite and facing, 3-4 metres apart.

4 Activity:

“Underarm Golf”.

Each student in turn throws the ball underarm into or onto the target.

Equipment: 1 small ball per student and various “fl at” targets (e.g. softball base, quoit, hoop,

lunch-box lid).

Formation: Groups of three and a small “golf” course with various target holes.

Variations: Increase number of targets; increase distance between

targets.

Note: All of these activities can be used to develop underarm throwing with preferred and nonpreferred hands.

Manipulative


Underarm throw - small ball (50 mm)

-preferred hand • ¸-non-preferred hand ¸

30

Manipulative

THROWING

SKILL CRITERIA

• body is side on, with the weight on the rear foot and eyes focused on the target

• ball is held in the fi ngers, the arm extends backwards with elbow down

• step forward onto the foot opposite the throwing arm and shift the weight forward to the front foot during the throw

• rotate the upper body from side-on to face forward during the throw

TEACHING HINTS

1. Experiment with a variety of objects to throw.

2. It is ineffective to emphasise catching and throwing at the same time - students need to focus on one aspect at a time.

3. Beanbags are excellent for developing throwing velocity.

4. Emphasise distance and velocity before accuracy.

SKILL APPLICATIONS

1. Cricket, Softball, Baseball.

ACTIVITIES

1 Activity:

Sitting throw.

a) Throw the ball to a partner by fl icking the wrist.

Keeping the forearm still by holding it tightly with the non-throwing hand.

b) Hold the upper arm against the body and throw using forearm and wrist.

Equipment: 1 bean bag or 1 small gator-skin ball per pair.

Formation: Pairs sitting opposite and facing each other about 5 metres apart. 2 Activity:

Kneeling throw.

Use the whole arm and wrist to throw.

Encourage thrower to rotate upper body, drawing throwing elbow back and non-preferred hand pointed at target.

Follow through in a smooth action.

Equipment: 1 bean bag or 1 small gator-skin ball per pair.

Formation: Pairs sitting opposite and facing each other about 5 metres apart.

3 Activity:

Standing throw.

a) Repeat the progressions listed in fi rst activity with the thrower now in a standing position with feet slightly apart.

b) Repeat, standing side-on to a partner.

Rotate from side-on to chest-on, to throw the ball without moving the feet.

c) Stand side-on with feet slightly apart.

Step forward onto opposite foot as throw is executed.

Equipment: 1 bean bag or small gator-skin ball per pair.

Formation: Pairs facing about 10 metres apart.

Note: It is preferable for the skill to be developed on the non preferred side concurrently.


Overarm throw-small ball ¸(50 mm)- preferred hand

31

STRIKINGtwo hand from tee

SKILL CRITERIA

• bat gripped with hands touching, with the preferred hand above non-preferred hand and fi ngers wrapped around the handle

• stance is side-on to the hitting direction, with body weight on the back foot

• as the swing is commenced, weight is transferred onto the front foot, and hips and shoulders rotate during the swing

• ball is struck level with or slightly behind the front foot, and the bat follows through, ending up behind the body

TEACHING HINTS

1. Technique should be emphasised before hitting for distance.

2. Batting tees and balls on a string are good for introductory activities, introducing striking.

3. Use slow moving objects such as balloons in the early stages.

4. As skill profi ciency increases the size of the projectile and bat (racquet) decreases.

SKILL APPLICATIONS

1. Softball, Baseball, Tennis, Badminton, Volleyball, Golf, Hockey, Polo.

ACTIVITIES

1 Activity:

Practice the rhythm of hitting by mirroring the stance and swing of the teacher.

Equipment: Rolled-up newspaper bound with masking tape.


2. Activity:

Hitting a balloon back and forth to partner.

Equipment: Rolled-up newspaper bound with masking tape, 1 balloon per pair.

Formation: Pairs, 3 metres apart.

Variations: Hang a soft ball suspended in a stocking.

3 Activity:

Commence in small groups lined up behind each tee.

Each student has a ball and in turn places it on the “t” then hits it towards a common target closer to the centre of the playing area.

Students retrieve their own ball then move on to the next tee, moving from tee to tee in the order set prior to the start.

Teacher should note safety precautions.

Equipment: Light-weight soft ball bats, kanga cricket bats.

Formation: Tees or appropriately sized witches’ hats spaced at safe distances along the perimeter of playing area.

(alternating types of bats)

4 Activity:

Each player has a role - striker, fi elder, catcher - and these rotate after every 3 hits.

Hitters practice the correct stance and swing, aiming to hit the ball to the fi elder; the fi elder returns the ball to the catcher, who in turn replaces the ball on the tee.

Equipment: Light-weight soft ball bats, kanga cricket bats or rolled-up newspaper bound with masking tape; witches’ hats or tee ball stands.

Formation: Groups of three, large open playing area.

Manipulative


Striking- two hand ¸from tee

32

Manipulative

STRIKINGdrop & hit, forehand

SKILL CRITERIA

• bat held in preferred hand, “shake hands” grip

• ball held in fi ngers of opposite hand with fi ngers pointing to the ground; the arm is outstretched perpendicular to the direction of hitting

• stance is side-on to the hitting direction, with body weight on the back foot. Bat is back, ready to commence swing forward

• as swing is commenced, weight is transferred onto the front foot; hips and shoulders rotate during the swing

• ball is hit on the rebound, level with waist, elbow slightly bent. Bat follows through towards the target

TEACHING HINT

1. Start with a larger ball, then reduce the size as striking ability improves.

ACTIVITIES

1 Activity:

Students hit a balloon or ball into the air using the palm and fi ngers of their hand.

Equipment: 1 balloon or ball per hitter.


2 Activity:

a) balance ball on bat - stationary, moving, stationary while rocking bat back and forth.

b) balance ball on bat - drop and catch on the bat; drop and hit to self.

Equipment: 1 short-handled bat, 1 light ball per hitter..

Formation: Free spacing 3 Activity:

Hitter strikes ball off tee toward fi elder.

Ball rolled back to catcher, who places it on the tee.

Rotate after fi ve hits.

Equipment: 1 short-handled bat, 1 medium soft ball, 1 tee ball stand per group.

Formation: Group of three (fi elder, receiver, hitter).

4 Activity:

Receiver bounces ball for striker to hit to fi elder.

Ball rolled to the receiver for process to continue.

Rotate after fi ve hits

Equipment: 1 short-handled bat, 1 medium soft ball per group.

Formation: Group of 3. (fi elder, receiver, hitter)


Striking - drop & hit, forehand ¸(short-handled bat)

33

STRIKINGtwo hands moving ball

SKILL CRITERIA

• bat is gripped with hands touching, the preferred hand above non-preferred hand, fi ngers wrapped around the handle and wrists cocked backward; bat is held just behind the preferred shoulder

• stance is side-on to the direction of ball delivery, with body weight on the back foot

• as the swing is commenced weight is transferred onto the front foot by stepping towards the oncoming ball; hip and shoulders rotate during the swing

• ball is struck level with or slightly behind the front foot, arms and bat are in a straight line, and the bat then follows through, ending up behind the body

SKILL APPLICATIONS

1. Baseball, Softball, Cricket, Vigero.

ACTIVITIES

1 Activity:

One student uses bat and sets up as for skill criteria.

Other students line up facing batter just out of reach of bat, proximately where a tee would normally be situated.

First student with a ball drops ball as “striking - drop & hit”, then steps back.

Batter strikes ball on rebound and ball is retrieved by student who dropped the ball.

When batter has hit all balls thenext student has a turn to bat.

Equipment: 1 soft ball bat or light cricket bat per group, 1 medium soft ball per student.

Formation: Small groups spaced safely around the playing area. 2 Activity:

Thrower rolls the ball to the batter, who steps forward to strike the ball back to their partner.

Equipment: 1 soft ball bat or light cricket bat, 1 medium soft ball per pair.

Formation: Pairs 10 metres apart facing their partner, one with the ball, the other with the bat.

Variations: Ball is bounced; Ball is thrown underarm; Ball size is reduced as striking

ability improves.

3 Activity:

Teacher pitches ball; on contact, batter runs to bases.

Equipment: 1 soft ball bat, 1 soft ball, 5 bases/hoops.

Formation: Rounders diamond.

Manipulative


Striking- two hands ¸moving ball

34

Manipulative

DRIBBLINGwith hands

SKILL CRITERIA


• fi ngertips push the ball from about waist height

• slightly fl exed during the bounce

• ball bounces in front of and to the side of the body

TEACHING HINTS

1. Allow wrist, fi ngers and arm to do the work.

2. Push the ball towards the ground.

3. As a child increases running speed so does the height of the dribble.

SKILL APPLICATIONS

1. Basketball, European Handball.

ACTIVITIES

1 Activity:

Two-hand bounce and catch.

Equipment: Medium gator-skin ball per student.


Variations: Bounce, clap, catch; bounce, touch body part, catch; Continuous two-hand bounce.

2 Activity:

Students in a kneeling position practice bouncing the ball beside their hip with preferred hand and then non-preferred hand.

Equipment: 1 ball per student.


Variation: Bounce ball around the body; Changing hands; Eyes closed.

3 Activity:

Using preferred hand, dribble ball within defi ned area, moving in different ways (sideways, backwards, hopping, jumping).

As skill improves, increase the speed.


Formation: Free spacing. 4 Activity:

Follow the leader through an obstacle course.

Equipment: 1 ball per dribbler, cones, hoops and other equipment to create obstacles.

Formation: Obstacle course.

Variations: Vary the distance between obstacles; Increase the speed; Have music playing to provide a rhythm.

Note: All of these activities can be used to develop dribbling with preferred and non-preferred hand.


Dribbling - hand (200mm ball)

preferred hand ¸non-preferred hand ¸

35

DRIBBLINGtrapping a rolling ball

SKILL CRITERIA

• eyes tracking the ball

• body moved behind and in line with the path of the ball

• received with trapping foot which is high enough for the ball to lodge under the sole

• the foot “gives” to cushion the impact of the ball

TEACHING HINTS

1. Practice standing and balancing on either foot.

2. Encourage children to hold their feet so as to wedge the ball.

SKILL APPLICATION

1. Soccer.

ACTIVITIES

1 Activity:

The ball is rolled towards a partner who moves into the line and stops.


Formation: A defi ned grassed or court area.

2 Activity:

The ball is tapped or pushed around an area, and on a command trapped under the sole of the foot.

Equipment: l x 200 mm ball per student.


3 Activity:

The ball is rolled towards a partner to trap.

Vary the direction, speed and distance.



Manipulative


- trapping arolling ball ¸(sole of foot)

36

Manipulative

DRIBBLINGwith feet

SKILL CRITERIA

• eyes looking in the direction of travel

• ball kept close to the feet

• the inside of each foot is used alternately to push or trap the ball

TEACHING HINTS

1. Start by dribbling with inside of foot.

2. Body to be bent slightly forward.

3. Head over the ball.

4. Gently push the ball in short controlled movements.

SKILL APPLICATION

1. Soccer.

ACTIVITIES

1 Activity:

Dribbling the ball whilst walking to the opposite line.

As skill develops, the speed of movement is increased. i.e. fast walk, jog, run.


Formation: Along the sideline of a court. 2 Activity:

Follow the leader.

Students follow designated leader and change on command.


Formation: Defi ned grassed area. 3 Activity:

Dribble the ball, weaving around the witches’ hats in various ways.

Equipment: 1 ball per group, witches’ hats.

Formation: Defi ned grassed or court area, 4-5 students in a single fi le.


- Dribbling with both feet ¸(200 mm ball)

37

KICKINGstationary ball

SKILL CRITERIA

• eyes focused on the ball throughout the approach and kick

• non-kicking foot is placed to the side of the ball

• arms are outstretched for balance

• underneath of ball is contacted with the top of the foot

• kicking foot follows through in the direction of the kick

TEACHING HINTS

1. Focus on technique rather than accuracy.

2. All players should have a ball to kick.

3. Teach various types of kicks - the toe kick, instep kick, side of foot kick.

SKILL APPLICATIONS

1. Soccer, Australian Rules, Rugby.

ACTIVITIES

1 Activity:

Students use their feet to push or tap the balloon around freely, keeping it as close as possible to their feet.

Equipment: 1 balloon slightly fi lled with water, 1 x 200 mm playball per student.


2 Activity:

Students place ball on the ground and practice kicking to their partner from a standing position or one step to kick.

Receiver can practice trapping.

Increase the speed as the skill increases.

Equipment: 1 x 200 mm playball per pair.

Formation: Pairs 3-4 metres apart. 3 Activity:

Vary the distance and height of the ball kicked through witches’ hats or to hit the marker.

Equipment: 1 x 200 mm playball per pair, 2 witches’ hats or markers.

Formation: Pairs opposite each other.

4 Activity:

Students place their ball on the ground and step forward and kick towards the goal.

Equipment: 1 x 200 mm playball per student, a witches’ hat or rubbish bin.

Formation: Students spaced around a central goal.

Variations: Increase distance or width of goals; place balls on a mini “tee”;

Kick a rolling ball in different directions;

Use skittles or milk cartons as targets.

5 Activity:

“Golf Kicking”.

Students are challenged to see how many kicks it takes to “sink” the ball through the goal.

Equipment: 1 x 200 mm playball.

Formation: Set up a fairway with a “tee-off” area and a “green” (witches’ hats as a goal).

Manipulative


stationary ball - run approach • ¸

38

Manipulative

KICKING(200 mm round ball) punt

SKILL CRITERIA

• ball held at hip height with both hands

• eyes focused on the ball throughout the punt

• feet together and in line with the direction of the kick. Three-step run-up, starting on the non-kicking foot

• the ball guided with the preferred hand down the middle of the kicking leg onto the foot

• the centre of the ball kicked with the top of the foot, which follows through in the direction of the ball

TEACHING HINTS

1. Focus on technique rather than accuracy.

2. All players should have a ball to kick.

SKILL APPLICATIONS

1. Soccer, Australian Rules, Rugby.

ACTIVITIES

1 Activity:

“Phantom kicking”.

Kicking action without a ball: “step, swing through”.

Equipment: Nil.

Formation: Free spacing in a large playing fi eld. 2 Activity:

Kicking the ball to each other, start with “step, swing through, kick”, and include 3-step run-up as skill develops.

Equipment: 1 gator-ball per pair.

Formation: Pairs, 3-4 metres apart.

3 Activity:

Students punt-kick back and forth to each other, starting at 10 metres then increasing the distance as skill level increases.

Equipment: 1 x 200 mm soccer ball per pair.

Formation: Pairs. 4 Activity:

Kicker attempts three punts and the marker identifi es the closest kick, placing a bean bag where the ball lands.

Take turns.

Equipment: 3 x 200 mm playballs per pair, 1 bean bag per pair.

Formation: Pairs.


Punt Kick (200mm round ball)

Preferred foot ¸Non-Preferred Foot ¸

39

PLAN

NIN

GF U N D A M E N TA L M O V E M E N T S K I L L S

Planning forTeaching andLearning

PLAN

NIN

G

Planning

Planning for Teaching andLearning

Planning can occur in many forms but good planning ensures:

• inclusion of pre and post evaluation of a unit

• establishment of goals and priorities

• best use of time, space, and equipment

• all children are catered for and included

• a high level of activity without overloading

• appropriate exposure to skill development

• consistency and continuity between lessons

• the appropriate development of spatial awareness

• enjoyment and satisfaction

• adequate provision for safety.

A well planned program aimed at the development of fundamental motor skills also provides a teacher with an excellent context within which the development and application of social competencies can be achieved.

41

Motor Skill DevelopmentWhilst the development of fundamental motor skills is usually considered on a discrete basis, in practice it is more realistic if the skills are integrated. For example, if a child is being taught to catch, then it is obvious that their partner must fi rst throw the ball or bean bag. It is therefore sensible to plan to group interdependent skills. The emphasis can still be on the development of one skill, with supporting skills taking a secondary role.

Social Skill DevelopmentPositive self-concept is the basis of all learning and is also the foundation of all good human relationships. Fundamental Motor Skills provide an important means for children to experience success. Success in FMS development will promote self-worth and eagerness to attempt new challenges, and this is transferable across the full spectrum of their learning

Careful planning will ensure that opportunities are provided for key social skills to be developed and trialed in a range of contexts:

Cooperation: Children can be enticed to work on a shared task and assist their partner or group member to achieve the set goal.

Teachers may also provide challenges for individual students that will harness their enthusiasm to provide assistance to the teacher and their peers.

Fair Play: Situations involving competition will often highlight strengths or weaknesses in an individual child’s approach to issues of acceptance and fairplay.

In the context of the application of physical skills therefore, a teacher can take the opportunity to develop children’s social competencies.

Enjoyment: It should be a basic aim of all teachers to instil a love for learning into their students.

The tangible indicators of success that the development of motor skills provide, enable the teacher to provide positive feedback and in turn enable the child to feel pleased with their achievements.

This provides the initial stage in a child’s gaining pleasure and enjoyment from physical activity and later the adoption of a

healthy active lifestyle.

Leadership/ It is important for all children to Followership: have the opportunity to develop

leadership skills in a range of contexts but also to develop the humility that is required to enable a peer to be assertive in order for a task to be completed.

Independence: It is important that all children are given the opportunity to develop the confi dence and motivation to work independently in completing tasks.

Developmental ConsiderationsA range of factors determine the needs of groups and individuals. These include the stage of growth, social development, level of maturation, previous learning and the capacity for learning. Individuals of the same chronological age vary greatly and planning must cater for these differences.

The Benchmark tables (in Section 3) have been designed to provide teachers with a guide to achievable standards. They have been developed through considerable research, but they should always be taken only as a guide and these specifi c developmental considerations must be factored into the planning process.

Children with DisabilitiesAll children should be encouraged to participate in any activity. In some situations total inclusion may be inappropriate for a child’s needs and alternative planning will be required to ensure that the child is provided with a benefi cial motor skill experience.

It is recommended that teachers refer to Willing and Able1 for general guidelines for inclusion of students with disabilities and that further consultation with parents or carers and occupational therapists take place prior to planning for inclusion.

Positive Learning EnvironmentPositive feelings in a class are vitally important in ensuring that students have the best possible opportunity to succeed. This atmosphere is not created by chance but is developed when teachers:

• are enthusiastic and show interest in all children

• interact with all children

• modify activities to make the skill challenging

• make positive comment about individual

• performance recognise success

• give specifi c information about how to improve.

1 Willing and Able - Australian Sports Commission 1995

P lanning

42

Planning

Goal SettingChildren should be encouraged to set personal goals in their development of specifi c skills.

SafetyCareful planning is needed to determine the balance between challenge and unacceptable risk. It is the responsibility of teachers to ensure that safe guidelines are established and have been explained at a level children will comprehend.

The ongoing objective should be for students to accept and develop responsibility for their personal safety (and equipment and facilities) and that of others.

Spatial AwarenessThis is an essential competency that must be planned for in a range of contexts. The open expanse of a gymnasium or grassed area, coupled with a variety of movements and a range of equipment, enables a child to gain spatial experiences. The language or terms used by the teacher will also enhance the successful development of a child’s spatial awareness.

Class OrganisationThe teacher has the option of utilising a range of organisational structures to meet the needs of the class, and the available equipment, facilities and available time. In any one lesson it is suggested that children be given the opportunity to work in a range of organisational structures.

Possible structures which provide the opportunity to develop fundamental motor skills in conjunction with social competence include:

Individual: By working on their own, children have the opportunity for personal expression and interpretation as well as developing self-confi dence.

Children are often “less visible” to their peers in this situation and will therefore be prepared to experiment and are less concerned with making mistakes.

Pairs: Children can be partnered for skill or social reasons.

There are advantages in the use of a competent partner to help a less competent peer, equal-ability partners to assist with self-

esteem.

Groups: Placing children of lesser ability in mixed-ability groups enables them to obtain a better understanding of the task, whilst the more profi cient children

can provide role models and give direct assistance.

Groups of similar ability enable the teacher to provide learning tasks that are appropriate to each child’s stage of development.

Teams: A team approach can facilitate an atmosphere of healthy rivalry either through direct competition with another team on a shared task/activity or through indirect competition amongst a number of teams.

This organisational option provides excellent opportunities to promote and develop a range of social and personal

competencies.

Whole Class: By having all the members of a class perform the same activity at the one time a teacher can quickly identify the strengths and weaknesses and hence plan remedial action.

From an organisational perspective it provides a quick method of initiating class activity and enables possible behavioural problems to be reduced.

43

Sample Lesson Plans

• The following lesson examples are provided as a suggested lesson structure, content and format of how skills maybe developed.

Each is a snapshot within a sequential program and maybe dependant on prior learning.

• Lessons are based on a minimum of 30 minutes.

• It is recognised that there are a range of other considerations which may affect planning, including prior learning and experiences, numbers in the class, amount of equipment available, safe facilities and surfaces as working areas etc.

• It is recommended that links are made to other learning areas, and this is facilitated by open communication between specialist Physical Educators and Class teachers.

Each lesson will provide opportunities to reinforce appropriate social skill development which should be considered concurrently with fundamental motor skills development.

Individual development will mean that not all students will progress through all activities illustrated in each of these examples in one lesson.

Planning

44

Planning

Lesson ExampleFUNDAMENTAL MOTOR SKILLS

Year: PREP

Focus: Manipulative - Catching (Catch 2 hands bean bag, Activity 1, p 27)

Equipment

• Bean Bags.

Content/Activities:

• Warm up: Children in a line follow a leader to collect bean bag out of a container.

• Place bean bag on head, balancing whilst walking.

• Bean Bag balanced on nominated body parts, whist both stationary and moving.

Skill Development

1. In a sitting position:

• throw and catch;

• throw, clap hands and catch;

• throw, touch body parts and catch;

• transfer bean bag horizontally from hand to hand with increasing speed;

• drop from hand to hand to catch, alternating hands;

• increase distance between hands;

• lob bean bag from hand to hand;

• increase lob height.

2. In a kneeling position:

• repeat all of the above.

3. In a standing position:

• repeat all of the above activities.

• place bean bag on foot, kick the bean bag upwards to catch.

Social Skill Links

• listening and following instructions;

• demonstrating;

• appreciating others efforts.

Layout:

• Free Spacing (illustrated below)

Teaching Tips

• “eyes on the ball” - watch the bean bag all the time.

• “catch bean bag at chest / waist height - don’t reach up”.

• “hands cupped and close around the bean bag to catch”.

Organisational/Safety Tips

• bean bags are preferable to balls in early developmental stages.

• children face away from sun.

• establish “ listening” position to hold bean bag when talking to the class.

Outcomes

HUMAN MOVEMENT:

1.4 combines movement with the use of bean bags.

2.4 demonstrates basic motor skills with equipment in creative play.

45


Year: ONE

Focus: Manipulative - Catching (Catch 2 hands small ball, Activities 2 & 3, p 27)

Equipment

• 1 bean bag per student, 1 50 mm ball per student.

Content/Activities:

• Warm up: Use locomotor skills as a revision e.g. hopping, skipping, galloping in time with a beat or music.

• Visual tracking: Children hold bean bag in one hand and whilst keeping head still, have eyes follow the bean bag as they move it about using alternate hands.

Skill Development

1. Bean Bags:

• children stand opposite partner appox. 2 mtrs apart;

• throw gently to partners;

• vary the height of the throw;

• vary the speed of the throw;

• vary the distance apart.

2. Small Ball: Free Spacing

• two hand drop from waist, bounce and catch;

• one hand drop from waist, bounce and catch;

• drop, clap and catch;

• drop, touch body parts and catch;

• drop, turn around and catch;

• throw ball up, bounce and catch;

• throw up and repeat above variations for drop and catch;

As skill improves, increase height thrown.

Social Skill Links


• demonstrating;

• appreciating others efforts;

• discussing ways to achieve task;

• cooperation.

Layout

1. Lines 2 mtrs apart (illustrated below)

2. Free Spacing (illustrated below)

Teaching Tips

• “eyes on the ball” - watch the bean bag all the time.

• “catch bean bag at chest / waist height - don’t reach up”.

• “hands cupped with partner aiming at the hands”.

• “give with the bean bag to absorb the force”.

• “move to be in line with the bean bag/ball”.



• pairs all throw in the same direction.

• emphasise “check that partner is looking before throwing”.

• adequate personal space.

Outcomes

HUMAN MOVEMENT:

1.4 combines movement with the use of bean bags/small balls.


Planning

46

Planning


Year: TWO

Focus: Manipulative - Catching(Catch 2 hands small ball, Activity 4, p 27)

Equipment

• 1 x 150 mm ball per student.

Content/Activities:

• Warm up: Revise locomotor activities and individual throw and catch activities.

Skill Development

1. Small Balls:

• in pairs approximately 2 mtrs apart throw, gently to partners aiming at waist;

• vary height of throw;

• vary direction of the throw;

• vary the speed of the throw.

2. Partner Challenges:

• “how many catches without dropping the ball?”

• “try catching closer and further apart and see what changes need to be made to throwing and catching techniques?”

• “can you catch and throw as you are walking/jogging?”

3. Groups of 4 -6 in a Circle:

• “can you do a circuit of the group catching and throwing to yourself without dropping the ball?”

• “how many circuits can your group do without dropping the ball?”

Social Skill Links

• listening and following instructions

• demonstrating

• appreciating others efforts

• discussing ways to achieve tasks

• encouragement and teamwork

Layout

• Lines 2 mtrs apart (illustrated below)

Teaching Tips

• “eyes on the ball” - watch the ball all the time.

• “move in line with the on - coming ball”.

• “hands ready to move and cup the ball”.

• “give to receive the impact”.


• work on a fi rm surface.


• pairs working between set points in the same direction.

• establish “ listening” position to hold bean bag when talking to the class.

Outcomes

HUMAN MOVEMENT:

1.4 combines movement with the use of balls.


47


Year: THREE

Focus: Body Management Application of Body Rolling and Balancing Skills

Equipment

• Large and small gym mats, foam wedge or roll, Balance Bench, hoops, bean bags

Content/Activities:

• Warm up: Revision of locomotor skills.

• Movement around, through and over mats spaced around the working area .

• Stretches with special emphasis on neck, back, shoulders and lower body.

Skill Development

1. Revision of Forward Rolls (4 Stations):

• stand, roll, stand;

• variations; straight legs, legs apart, legs crossed, without use of hands, bean bag between feet.

2. Design a linked whole Group Balance

• which has all members of the group making contact with the fl oor.

3. Develop a roll/balance routine:

• challenge set to link a roll, or series of rolls together with a balance.

4. Introduction Backward Rolls:

• rolling down an incline

• return along a wide balance bench climbing through a series of hoops.

Social Skill Links

• cooperation;

• taking turns;


• demonstrating;

• appreciating others efforts;

• assisting other group members.

Layout

1.

3. 2.

4.

Teaching Tips

• “make a ball/keep body tucked while rolling.

• chin tucked on chest”.

• emphasise the use of hands to support the body weight.

• rhythmical motion.

• “push on hands to recover to stand in backward roll”


• establish set routines for safety, time on task, and movement, between stations.

Outcomes

HUMAN MOVEMENT:

2.3 links a series of basic movement patterns to perform a simple movement sequence.

3.3 demonstrates control in performing sequences of simple movement patterns.

Background: This lesson would be implemented only after a series of introductory lessons had been taught introducing both individual balances, partner balances, beam balances and forward rolls. The focus is on introduction to backward rolls.

P lanning

48

Assessment

1 Kindergarten Development Check. DEA, 1994

Student Asessment and Recordof Development

Assessment is an integral part of the teaching and learning program.

Teachers should be planning for assessment when developing teaching and learning activities.

The major purpose is to improve student learning outcomes.

Points for consideration• checks be administered as a part of the physical

education lesson.

• the check be a natural part of the lesson.

• the check be implemented in a non-competitive environment.

• the assessment focus be on the individual performance matched against the set skill criteria.

When assessing children the following ratings apply:

l Has attempted activities designed to develop the skill.

/ Developing the ability to perform the skill.

¸ Can perform the skill profi ciently on a regular basis.

N.B. Children new to the school will need to be checked

immediately, and results transferred to the class list.

Advantages in creating a full class list include• the teacher has an immediate record as to each

child’s level of profi ciency.

• the teacher has a class profi le from which to commence planning.

• children who require extra assistance can be easily identifi ed.

• the teacher has a record sheet from which he /she can add data.

Pre Program• Kindergarten children will move to their next

teacher without a formal fundamental motor skills assessment. They will need to be checked against the Prep FMS items and results recorded on the Class Record Sheet (Figure A).

• Kindergarten teachers will have used the Kinder Check’ and these results will be valuable to Prep teachers as a reference.

• Each child in years 1, 2, 3 and 4 will have arrived at their new class with a Personal Portfolio. Contained in this document will be an FMS Record of Development (Figure B) which clearly shows the child’s assessment results. This information will need to be transferred to the class record sheet for that year.

49

Figure A: Class Record List

Figure B: Pupil Record of Developmet

Assessment

50

Assessment

Post Program

During late November or early December the teacher must complete the fi nal FMS check.

As represented the results need to be:

• included on the class list;

• transferred to the individual child’s Record of Development;

• included in the child’s Personal Portfolio for the following year; and

• transferred to their next teacher at the commencement of the new school year.

As a safeguard, the class list from which results were transferred should be fi led in the school offi ce.

This will also be of great assistance if a child arrives at a new school without a portfolio, as all that the new school will need to do is contact the child’s previous school to gather the relevant information.

Pre and Post Program Assessment Flow

51

Sample Record Sheets

FUNDAMENTAL MOTOR SKILLSPUPIL RECORD OF DEVELOPMENT

l Has attempted activities designed to develop the skill

/ Developing the ability to perform the skill


Assessment

Name:

School:

LOCOMOTOR SKILL K Prep Yr 1 Yr 2 Yr 3 Yr 4

Running

Hopping - left foot

- right foot

Galloping

Skipping

Dodging

Leaping

Jump and Land(off 1 foot, land 2 feet)

BODY MANAGEMENT SKILL K Prep Yr 1 Yr 2 Yr 3 Yr 4

One foot balance - right

One foot balance - left

Beam Walk - forward

Body Rolling - log 360o

- forward

- backward (down incline)

52

Assessment

Sample Record Sheets

FUNDAMENTAL MOTOR SKILLSPUPIL RECORD OF DEVELOPMENT

l Has attempted activities designed to develop the skill

/ Developing the ability to perform the skill


Name:

School:

MANIPULATIVE SKILL K Prep Yr 1 Yr 2 Yr 3 Yr 4

Catch - medium ball (150 mm) - two hands

- receiving a rolling ball

- receiving a bounce pass

- receive on the full

Catch - small ball (50 mm)

- 2 hands

- preferred hand

- non-preferred hand

Throw - large ball (200 mm)

- chest pass

Throw - small ball (50 mm)

- underarm preferred hand

- non-preferred

- overarm

MANIPULATIVE SKILL K Prep Yr 1 Yr 2 Yr 3 Yr 4

Striking

- two-hand from tee

- drop & hit (forehand)

- two-hand moving ball

Dribbling - hand (200 mm ball)

- preferred hand

- non-preferred

Dribbling - feet (200 mm ball)

- trapping a rolling ball

- preferred foot

- non-preferred foot

Kicking (200 mm ball)

- stationary round ball, run approach

- punt kick, round ball, preferred

- punt kick, round ball, non-preferred

53

Intervention Programs

To ensure that a child reaches an acceptable level of essential skill profi ciency it may be necessary for teachers and parents to intervene. This would occur in much the same way as it does in other areas such as, for example, literacy or numeracy.

Once a child is identifi ed as requiring assistance, i.e. does not meet the recommended stage of profi ciency, it is then necessary for the class teacher, specialist, and parents to collaboratively develop an individual program for that child.

There are a variety of ways in which an intervention program could be implemented:

• working one-to-one or in small groups (4-6 children);

• identifying a group of children who have similar needs and conducting a program which focuses on one skill at a time;

• identifying groups of children, dividing them into small sub-groups, setting different tasks at each sub-group and rotating children around.

Parents, teachers, peer group leaders, senior students, senior staff are all examples of personnel who could aid in the delivery of the program.

It is crucial that the parents of children who have been assessed as requiring assistance are informed and are involved in the development of the individual program. The parents need to know the importance of the intervention and the role that they can play in the process.

In preparation for intervention, teachers and parents should consider the following:

Activities should:

• be conducted 3-5 times a week;

• be 10-20 mins in length per session;

• stimulate the child - “fun” - avoiding tedious repetitions;

• be designed to achieve specifi c learning outcomes;

• be reinforced through programs at both home and school.

A child who does not improve and does not achieve profi ciency after working in the intervention program should be recommended for a more detailed assessment.

Teachers should not be reluctant to seek further specialised advice, as the earlier the intervention the greater the chance of a positive outcome.

Some examples of programs which are commercially available to assist in the development of children’s movement skills are:

Name of ProgramAvailable through / Author

Movement for Learning ProgramMovement for Learning Association, Victoria

Sport ItAustralian Sports Commission

Play StationsWestern Australian Education Dept

Sports StartAustralian Sports Commission

Home PlayKeith Burridge & Joanne Landy

Perceptual Motor Lesson Plans - Level 1Jack Capon

Fundamental Motor Skills - Manual for ClassroomTeachersDept. of Education Victoria

Fundamental Movement Skills - Support PackageEducation Dept WA

KIWISPORT - Fundamental SkillsHillary Commission NZ

Assessment

54

Resources

APPENDICES

Appendix ARecommended Equipment List

Each school should have a central pool of equipment which can be accessed by the school’s specialist Health and Physical Education and classroom teachers. However, it is of prime importance that the specialist has prior call on equipment, as it becomes diffi cult to conduct a planned program when the necessary equipment may be in use elsewhere.

The specialist Health and Physical Education teacher has a responsibility to liaise with class teachers and advise as to the equipment requirements of his/her program well in advance, most probably at a time when he/She discusses and distributes copies of the annual program to teachers.

As a minimum, a school’s central store should hold the following types and amounts of equipment in order to conduct an early childhood fundamental motor skills program.

As a guide, and based on 1997 prices, a sample budget is also provided.

Equipment List Approx. Cost

15 gymnastic mats $ 900.0030 small balls (50 mm $ 90.0030 medium playballs (150 mm $ 90.0030 large play balls (200 mm ) $ 180.0030 hitting tees (small marker hats) $ 90.0030 small plastic bats $ 90.0030 hoops $ 120.0030 short ropes $ 60.0030 bean bags $ 50.0015 gator-skin balls (200 mm) $ 60.003 sets of quoits $ 15.003 sets of skittles $ 20.00 --------------Total $ 1,765.00

The list does not include other items which will be required in order to successfully implement a full K-6 Health and Physical Education program, e.g. sporting equipment etc.

In addition to the main store it should be a school’s aim to have equipment readily available to children in the classrooms. There are a number of ways in which this can be organised, including:

• recess and lunchtime access to the central store - through the use of monitors;

• an equipment allocation to each class;

• equipment not in use by the specialist H & PE teacher, for that particular week, being distributed, in sets, around classes.

e.g. Class A - 30 small balls, Class B - 30 hoops etc;

• a duplication of equipment available to classes from the central store which is divided into class sets of 30 pieces of like equipment and rotated around classes on a weekly or fortnightly basis.

(Under this method the central store is for the use solely at the discretion of the HPE teacher).

It should be clearly understood that, whatever method the school chooses, unless allocation is closely monitored and teachers are meticulous in ensuring that the children return equipment, much will be lost and the cost of replacement will be high. Schools should be maximising the amount of equipment available, rather than having to use budgets to replace lost or stolen items.

Some other tips for teachers in helping to ensure that a program runs smoothly are:

• appoint responsible children;

• make use of sport leaders, peer group leaders, older children and others within your school to assist in effective rotation of equipment around classes;

• always return equipment at the conclusion of a lesson;

• clearly mark or label all equipment;

• be quick to repair or maintain damaged equipment before it is too late;

• quickly check to see if all equipment has been returned after daily breaks - this is where most gear is lost ;

• ensure that equipment is stored in appropriate containers (e.g. a large duffl e bag);

• synchronise the rotation at the same time each week - this will ensure that the task is undertaken and in the correct order;

• classes must take fi nancial responsibility for lost or stolen equipment: e.g. establish a classroom contingency fund to ensure equipment replacement;

• obtain an annual budget allocation for equipment replacement;

• seek parental assistance in maintaining the store.

55

Resources

Appendix BFundamental Motor Skills Referenced to Available Resources

Skill Ready toUse K-2

Ready toUse 3-4

Home Play PEP Fitness Sport It Sport Start GymFun Kiwi Sport CrossSport Gallahue

Locomotor

RunningSections1,2,3,4,6,8

Sections1,2,3

35-3719,49,77,80,87,89100,108

21,22 26-33,61 100-102 31-48279-282,293294,309-313

HoppingSections1,2,3,4,5,6

Section1 38-4026,50,5877,87-89,95,111

26-27 26-33 114-132 49-54288,289,303304,310-313

GallopingSections2,3,4,7,8

Section1 47-4949,53,61-6283,87

32 114-132289-291,307-313

Skipping1,2,3,4,5,6,7,8

Sections1,2,3

41-4333,49-51,55-61,77,87-89,111

31 31 114-132 61-66291,292,305-313

DodgingSections1,5,6,7

Sections1,2,3

29 267-276,310

LeapingSections1,2,3,4

Sections3,55,6,7

44-4652,77,80,87,98,111

32-33 26-33 114-132 54-60279,282,283295,296,309312

Jump & Land

Sections1,2,3,4,5,6,7,8

Sections3,5

26-28,3322,30,49,53,57,61,77-100,111

23-25,28,29 26-33 114-132 59-66283,288,297-302,309-313,360-364

Body Management

BalanceSections1,2,3,5,6,8

Sections3,5

29-34,3956,57,77-109

3510,11,18,19,34

103-113 67-75260-265,273-276,366-377

Rolling34,35,43,4464-69,74,90113-125,130,278

55,63,74-7683,89

24,2595-102

92,93 16,25-27 133-143 84,85 356-360265-267,270271,276

Manipulative

CatchSections6,7

Sections6,7

50-6120-34,87,92-94,99

82-10335-37,50-5257,58

147-157 124-13216-26,42-5658-68

305-309

ThrowSections1,6,7,8

Sections6,7

65-7020,23-34,87,92-94,99

60-81 36,48-50 147-157 137-17028-40,58-6870-82,116-128

301-305

Strike204-208236-248

116-140155-163

71-7621,24,2832,35

123-144 37,38,53-55 171-19584-98100-114

333-337

Dribble(hand)

32,189-191,253

207-208247-258

33,53-55,62-64

19-23,26-31,85,90

41-52 147-157 117-122 254-255

Dribble(foot)

192-198,236-246

280-289 45,49-58 58-60110-116133-136

430-431

Kick23,192-198,202-203,277

282,286,283,289

77-8521-25,29-35

104-122 39-40,56,57172-175176-179

310-311422-426

56

Resources

Appendix C

Prep

Locomotor Body Management Manipulative

NAMES

Run

Hop

Left

foot

Hop

Rig

ht fo

ot

Gal

lop

Bal

ance

Left

foot

Bal

ance

Rig

ht fo

ot

Bea

m W

alk

For

war

d

Log

Rol

l

Rec

eive

rolli

ng b

all

Rec

eive

boun

ce p

ass

sample: Peter Forkna l / ¸ l / ¸ l / ¸ l

Date/Year

Class

l Attempted / Needs improvement¸ Profi ciency

57

Resources

Appendix C

Year One

Locomotor

BodyManagement

Manipulative

NAMES

Ski

ppin

g

For

war

d ro

ll

Cat

ch -

2 ha

nds

med

ium

siz

edba

ll

Und

erar

m T

hrow

pref

ferr

ed h

and

Kic

ks s

tatio

nary

ball

sample: Peter Forkna l / ¸ l /

Date/Year

Class


58

Resources

Appendix C

Year Two

Locomotor Manipulative

NAMES

Dod

ging

Leap

ing

Cat

ch tw

o ha

nds

(sm

all b

all)

Cat

ch P

refe

rred

Han

d(s

mal

l bal

l)

Thr

ow U

nder

arm

Non

-Pre

ferr

edH

and

Str

ike

Two

Han

d F

rom

Tee

Drib

ble

- H

and

Pre

ferr

ed S

ide

Drib

ble

- F

eet

Tra

p a

Rol

ling

Bal

l

sample: Peter Forkna l l / ¸ l / ¸ l

Date/Year

Class


59

Resources

Appendix C

Year Three Year Four

Locomotor

BodyManagement

Manipulative Manipulative

NAMES

Jum

p &

Lan

dO

ff on

e fo

ot,

land

two

feet

Bac

kwar

d R

oll

Cat

chno

n-pr

efer

red

hand

sm

all b

all

Che

st P

ass

Ove

rarm

Thr

ow

For

ehan

ddr

op &

hit

Drib

ble

- ha

ndno

n pr

efer

red

side

Drib

ble

- ha

nd

Pun

t Kic

k(R

ound

bal

l)no

n-pr

efer

red

Str

ike

- tw

o ha

nds

mov

ing

ball

Pun

t Kic

k(R

ound

bal

l)no

n-pr

efer

red

sample: Peter Forkna l l / ¸ l / ¸ l l

Date/Year

Class


60

Resources

Appendix DFundamental Motor Skills Criteria

Locomotor

Running

• both feet are off the ground for a brief period of time • arms move in opposition to legs - fi ngers relaxed • head and trunk are still, with eyes focused straight ahead • foot placement is near or on a line with heel or ball strike

(not fl at- footed).

Hopping

• foot on non-support leg is bent and carried behind the body • landing and springing from the ball of the foot • head still, with eyes looking forward • rhythmical movement in a straight line

Gallop

• a step forward with the lead foot, followed by a step forward with the trailing foot to a position adjacent to or behind the lead foot

• brief period where both feet are off the ground • head and trunk are still, with the eyes focused straight

ahead • able to lead with right and left foot

Skipping

• arms move in opposition to the legs • with each step-hop sequence there is a brief period when

both feet are off the ground • head and upper body are stable with eyes focused to the

front • rhythmical movement in a straight line

Dodging

• eyes focused in direction of travel • change direction by pushing off outside foot • body lowered during • change of direction change of direction occurs in one step

Leaping

• take off from one foot and spring to land on the other • arm opposite the lead foot reaches forward • during fl ight, head remains up with eyes focused forwards

(not down) • land softly on the ball of the leading foot to demonstrate a

rhythmical movement

Jump & Land

• head up, with eyes focused forward • lift of the knees and forward upward swing of the arms for

power • land on the balls of the feet and knees bent to retain

balance and absorb impact. • a rhythmical action

Body Management

One-foot balance

• head still, with eyes focused on object straight ahead • arms extended to the side • non-support leg raised forward with 90o bend at knee

Beam Walk

• feet fl at on the beam/line, with the toes pointed in the direction of movement

• arms extended to the side • head still, with eyes focused on an object straight ahead • trunk of the body remains straight, knees fl exed.

Log Roll

• body extended • arms extended behind the head and legs together • head still • rolling continuously in a straight line

Forward Roll

• knees bent and legs apart, tuck/curl body in crouch position with weight on hands

• transfer weight, in a forward direction to back of shoulders, maintaining tuck position maintain tucked position

• continue movement to weight on feet, with or without use of arms

Backward Roll down incline

• start in a crouch position • keep body in a tucked position to maintain continuous

rolling action • use of arms/hands to take pressure off the head/shoulders

and push to the fi nish position • land on balls of feet and retain balance

61

Appendix DFundamental Motor Skills Criteria

Manipulative

Catch - receive a rolling ball


• body behind the direction of the ball

• arms and hands outstretched to receive the ball

• scoop the ball to the body

Catch - receive a bounce pass

• eyes focused on the ball, standing in line with oncoming ball

• hands positioned with arms extended to receive the ball

• fi ngers spread and ball caught on the bounce and pulled into the body

Catch - receive on full

• eyes focused on the ball and move body in the path of the ball

• arms extended with hands open to receive the ball

• the ball caught with the hands, the arms fl exed to absorb the force of the ball

• the ball hugged to the bodyCatch - 2 hands (50 mm ball)

• eyes focused on the ball and body moved into the path of the ball

• the ball caught in front of the body with fi ngers spread and hands cupped

• catch “giving” with the arms to absorb the force of the ball

Catch - preferred & non-preferred hand (50 mm ball)

• eyes focused on the ball and body moves into the path of the ball

• ball caught in front of the body with fi ngers spread and hand cupped

• catch “giving” with the arm to absorb the force of the ball

Throw - chest pass

• Eyes focused on the target

• Ball held with both hands in front of chest; fi ngers spread with thumbs behind the ball

• Forward step, arms and fi ngers extended, and ball pushed in the direction of target

Throw - underarm, preferred & non-preferred hand

• ball is held in the fi ngers in front of body

• throwing hand supported by non-preferred hand

• throwing arm extended down and back to full extension

• weight transferred from back to front foot during the throw by stepping forwards with the opposite foot to the throwing arm

• at the end of the release the fi ngers pointed at the target

Overarm Throw

• body is side-on, with the weight on the rear foot and eyes focused on the target

• ball is held in the fi ngers, the arm extends backwards with elbow down

• step forward onto the foot opposite the throwing arm and

shift the weight forward to the front foot during the throw

• rotate the upper body from side on to face forward during the throw

Striking - two-hand from tee

• bat gripped with hands touching, with the preferred hand above non-preferred hand and fi ngers wrapped around the handle

• stance is side-on to the hitting direction with body weight on the back foot

• as the swing is commenced weight is transferred onto the front foot, and hip and shoulders rotate during the swing

• ball is struck level with or slightly behind the front foot, and the bat follows through ending up behind the body

Striking - forehand drop & hit

• bat held in preferred hand, “shake hands” grip

• ball held in fi ngers of opposite hand with fi ngers pointing to the ground, the arm is outstretched perpendicular to the direction of hitting

• stance is side-on to the hitting direction with body weight on the back foot

• as the swing is commenced weight is transferred onto the front foot, and hip and shoulders rotate during the swing

• ball is hit on the rebound, level with waist, elbow slightly bent. Bat follows through towards the target

Striking - two hands, moving ball

• bat is gripped with hands touching, with the preferred hand above non-preferred hand and fi ngers wrapped around the handle and wrists cocked backward. Bat is held just behind the preferred shoulder

• stance is side-on to the direction of ball delivery, with body weight on the back foot

• as the swing is commenced weight is transferred onto the front foot by stepping towards the oncoming ball, hip and shoulders rotate during the swing

• ball is struck level with or slightly behind the front foot, arms and bat are in a straight line, and the bat then follows through ending up behind the body

Resources

62

LESSON PLAN PROFORMA

Year:

Focus:

Resources

Equipment

Teaching Tips

Social Skill Links

Outcomes

HUMAN MOVEMENT:

Content/Activities

Warm Up

Skill Development

Layout Organisational/SafetyTips

63

References

ACHPER, (Taggart, J.) (1994). Fitness Upper Primary & Fitness Lower Primary. South Australia: Eagle Press.

Australian Gymnastic Federation Inc. (1984). Gym Fun part 2: Lesson Plan Program for Schools and Clubs.

Burridge, K.,& Landy, J. (1996). HOMEPLAY: Fundamental Movement Skill Activities for Teaching Young Children Movement. West Australia.

Capon, J. (1983). Perceptual - Motor Plans Levels 1 & 2 (3rd Ed.). California: Front Row Experience.

Department of Education, Victoria (1996). Fundamental Motor Skills: A Manual for Class Teachers.

Education Department of Western Australia (1997).Fundamental Movement Skills Support Package.

Gailahue, D.L. (1993). Developmental Physical Education for Today’s Children (2nd Ed.). Indiana: Brown & Benchmark.

Gailahue, D.L., & Ozmun, J.C. (1995). Understanding Motor Development: Infants, Children, Adolescents (3rd Ed.). lndianapolis: Benchmark Press.

Hillary Commission (1994). KiwiSport: Fundamental Skills. New Zealand.

Kirchner, Glen (1992). Physical Education for Elementary School Children (3rd Ed.). USA: Brown Publishers.

Landy, M., & Landy, J. (1992). Ready to Use RE. Activities, K-2, 3-4. New York: Parker Publishing.

Meaney, P.H. (1993). SportStart Developing Your Kid’s Skills at Home (Revised edition). Australian Sports Commission.

Murphy, B., & Surridge, G. (1994). The Cross Sport Program: A Hand-Eye Skill Development Program for Young Children. Melbourne: CollinsDove.

Pangrazi, R.P., & Dauer, V.P. (1992). Dynamic Physical Education for Elementary School Children (10th Ed.). New York: Macmillan.

Walkley, J., & Baldock, R. (eds) (1992). Sport It! Teacher Resource Manual. Canberra: Australian Sports Commission.

Resources

64

Resources

CLASS RECORD LIST

Prep Year One Year Two Year Three Year Four

Locomotor Body Management ManipulativeLocomotor

BodyManagement

Manipulative Locomotor ManipulativeLocomotor

BodyManagement

Manipulative Manipulative

NAMES Run

Hop

- L

eft f

oot

Hop

- R

ight

foot

Gal

lop

Bal

ance

- L

eft f

oot

Bal

ance

- R

ight

foot

Bea

m W

alk

For

war

d

Log

Rol

l

Rec

eive

rolli

ng b

all

Rec

eive

boun

ce p

ass

Ski

ppin

g

For

war

d ro

ll

Cat

ch -

2 ha

nds

med

ium

siz

ed

ball

Und

erar

m T

hrow

pref

ferr

ed h

and

Kic

ks s

tatio

nary

bal

l

Dod

ging

Leap

ing

Cat

ch tw

o ha

nds

(sm

all b

all)

Cat

ch p

refe

rred

(sm

all b

all)

Thr

ow U

nder

arm

non-

pref

erre

d

Str

ike

2 H

and

Fro

m T

ee

Drib

ble

- H

and

Pre

ferr

ed S

ide

Drib

ble

- F

eet

Tra

p a

Rol

ling

Bal

l

Jum

p &

Lan

dO

ff on

e fo

ot,

land

two

feet

Bac

kwar

d R

oll

Cat

chno

n-pr

efer

red

hand

sm

all b

all

Che

st P

ass

Ove

rarm

Thr

ow

For

ehan

d -

drop

& h

it

Drib

ble

- ha

ndno

n pr

efer

red

side

Drib

ble

- ha

nd

Pun

t Kic

k(R

ound

bal

l)no

n-pr

efer

red

Str

ike

2 ha

nds

mov

ing

ball

Pun

t Kic

k(R

ound

bal

l)no

n-pr

efer

red

sample: Peter Forkna l / ¸ l / ¸ l / ¸ l l / ¸ l / l l / ¸ l / ¸ l l l ¸ ¸ / ¸ l / ¸ / l

Date/Year

Class


H E A LT H & P H Y S I C A L E D U C AT I O NGPO Box 919 Hobart 7001Telephone (03) 6233 7281Facsimilie (03) 6233 6979Email tony.nichols@postoffi ce.tased.edu.au

DEPARTMENT ofEDUCATION, COMMUNITY andCULTURAL DEVELOPMENT

fundamental motor skills

Documents