Fundamental Movement Skills

Mark McManus MSc CSCSCoaching The Coaches

28th April 2010

What are Fundamental Movement Skills?

Fundamental Movement Skills (FMS) are the movement patterns that involve different body parts.

They are the FOUNDATION MOVEMENTS or PRECURSOR PATTERNS to the more specialised, complex skills used in play, games, sports, dance, gymnastics, outdoor education and physical recreation

Types of FMS

Fundamental Movement Skills training focuses on three categorized groups of skills.

1.Body Management Skills2.Locomotor Skills3.Object Control Skills

Types of FMSBody Management Skills

1. Rolling2. Stopping3. Bending4. Twisting5. Landing6. Stretching7. Climbing8. Static and Dynamic Balancing9. Turning

Types of FMS

Locomotor Skills1. Crawling2. Running3. Galloping4. Walking5.

Hopping6. Skipping7. Dodging

Types of FMS

Object Control Skills1. Throwing2. Catching3. Striking4. Bouncing5.

Dribbling6. Kicking

Does your Coaching Plan address Fundamental Movement Skills?

Why Should your coaching planinclude FMS Training?

The Importance of FMS

“Children who possess inadequate motor skills are often relegated to a life ofexclusion from the organised and free play experiences of their peers, andsubsequently, to a lifetime of inactivity because of their frustrations in earlymovement behavior”(Seefeldt, Haubenstricker & Reuchlien 1979, cited in Graham, Holt, Hale &Parker 2001)

Jess (2004) states that the establishment of a fundamental movementcompetence cannot be overemphasised as it allows children to pass through a‘proficiency barrier’ when attempting to develop the simple activities of earlychildhood to the more complex activities of later years.

If FMS are mastered, they not only provide the optimal environment for this skilltransition to occur, but also lay the foundation for a lifelong commitment tophysical activity.

The Importance of FMSResearch has shown that negative self perceptions of motor skill abilityare often cited by children as a major barrier to participation in physicalactivity and sport as they feel they cannot perform the basic skillsnecessary to achieve any degree of success.

This can lead to the rejection of future participation opportunities, lowerself esteem, reduced fitness and a decrease in social competence.

Alternately, children competent in FMS are more likely to enjoy andhave a positive attitude towards sport and physical activity.

The Importance of FMS

Aside from the obvious health benefits (e.g. lower risk of obesitycardiovascular disease), research has shown that the increased selfconfidence children feel through successfully performing FMS can havea beneficial knock on effect to other areas of their education e.g. proficiency in reading and writing.

“Those with positive expectations about their ability are more willing totake risks, are popular playmates in the school ground, and are morelikely to maintain an active and healthy lifestyle”(Department of Education, Western Australia 2001)

When to teach FMSResearch (e.g. Vallentyne 2002) suggests that the ‘windowof opportunity’ to teach FMS occurs during the first 8 yearsof life.

Much other literature extends this notion further by statingthat one of the most important periods of motordevelopment for young people is between the ages of 7and 12.

At these ages, children are highly intrinsically motivatedand naturally enthusiastic about learning, as well as beingphysically and intellectually capable of benefiting from instruction in physical education.

When to teach FMSHowever, the development of FMS does not happen by chance or maturation alone; children need opportunity and guidance within asupportive learning atmosphere.

Components of this include:

• Developmentally appropriate activities and differentiation (e.g.regarding task difficulty levels, equipment)

• Visual demonstrations and the provision of strong mental images

• Instruction and feedback (from teachers and peers)

• Variety (e.g. through a multi skill approach) with a focus on fun andchallenge

• Encouragement

• The provision of a safe and positive learning environment

Advancing FMSBasic Skills (Fundamental)

Intermediary (Specialised & Functional)

Advanced (Specialised & Functional)

Body Management FMS

Twist, Turn, Balance, Pivot, Stretch

Zig Zag run;Shuttle run; Agility Ladder; Footwork Patterns;Dance mat activitiesRun, Send & Receive; Dribbling;Run & Bounce;Run & Throw/kick/receive/control;Turn & Throw/kick/receive/kick/control; Throw & receive on one leg;Bounce & Pivot/turn

Feed & Receive;

Side Step Send & Receive;

Hop, Step & Jump;

Rebound Catch

Locomotor FMS

Run, Hop, Skip, Jump Gallop

Object Control FMS

Throw, Kick, Control, Bounce, Catch

Coaching FMS

• Work on a maximum of 2 FMS in any one coaching session / period of time.

• Assess the needs of the performer• Select Appropriate Drills & Exercises• Demonstrate Clearly & Lots of feedback• Make it Fun & Challenging

Assessing FMS

Select FMS specific & essential for the chosen sport or activity

Assess according to maturation of participant

How do we assess? – *Breakout Workshop*

FMS & Strength & Conditioning

Often lack of development in FMS is contributed to by a lack of the required Strength & Conditioning available to perform the FMS

Any S&C work carried out should complement & promote the development of FMS and not work against it

Boys v Girls

FMS is related greatly to the opportunity to practice & perform skills.

Society has led to a clear difference in the ability of boys & girls to perform certain FMS

Which FMS do you think Boys & Girls are better at? Why?

FMS

FundamentalMovement

Skills

Questions