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0 BACKGROUND; WHY YOU ARE INTERESTED

I am an active person in physical activity in my daily life. Although while I was in school, I did

not actively participate in any sports at school but I always did physical activities such as jogging,

playing football, futsal, badminton, and table tennis. I am very interested in physical activity but

have never represented the school in sports events. I do physical activities with the aim of adopting

a healthy lifestyle and for the purpose of pleasure. I have been motivated to do physical activities

since primary school because of the encouragement from my friends and family who love sports.

I know how to play football with the influence of my friends since primary school and the interest

in playing it comes with a sense of fun while playing. In badminton, my brother taught me to play

badminton and to have fun playing with my friends. When I was in high school, I started playing

table tennis, I became interested in this game of table tennis when I was inspired by my senior who

is a school representative in the sport of table tennis. While in high school, my interest in doing

physical activities increased because at that time I lived in a school dormitory and had many friends

as well as many sports activities every evening that I could do. I started playing softball when I

started studying at the University. This is also the encouragement of my friends to venture into this

sport of softball. I also participated in the Sultan Idris University of Education (UPSI) softball club

team in the Sungai Manik open softball tournament 5th edition, 2019.

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2.0 IDENTIFYING CHILDREN’S INTERESTS STRENGTHS AND NEEDS

Based on my observations, children are very fond of physical activities that involve running and

throwing. Kids love activities that involve balls. Often, children prefer to play games like

dodgeball that involve many children being able to play together. They will play around a large

area of the house. Mostly, children like to play games like dodgeball because it gives a lot of fun

and satisfaction while playing. Based on their interests and strengths, I am confident that they are

good at movement activities such as locomotor skills. This can be seen with activities in dodgeball

games that involve locomotor skills such as running, jumping, and hoping to avoid being hit by

the ball. So I will focus on games that require locomotor skills.

3.0 CHOOSING THE FOCUS SKILL/S AND IDENTIFYING LEARNING

OUTCOMES (FOR EXAMPLE: BALANCE/ THROWING/SKIPPING…)

Because My group of kids love and are good at games like dodgeball, the focus of fundamental

movement skills (FMS) is a dodge, hop, jump, run, and side gallop. These skills are very important

in the game of dodgeball to avoid being hit by the ball. Skills to avoid being hit by the ball in this

dodgeball game can be seen from the video link below:

Link: https://youtu.be/ZBTXDpYCC3U

These skills will be meaningful and relevant to my group of children as they will be able to enjoy

the game with the skills to prevent the ball from hitting the body.

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4.0 ASSESSING CHILDREN’S LEVELS OF ACHIEVEMENT OF FMS

Assess the level of achievement of FMS children using FMS Observation Records in Tools 1:

FMS Descriptions to gather information about the children’s performance. Locomotor skills

involving dodge, jump, hop, side gallop, and run are skills that children can play while playing

dodgeball. Based on my overall observations, each child has different achievements in locomotor

skills while playing dodgeball games. This is due to the physical and age factors that affect

achievement while playing. Some can act quickly to dodge the ball and some are slow. However,

all children can enjoy the game along with fun situations.

5.0 PLANNING AND IMPLEMENTING LEARNING EXPERIENCES

The learning experience in this activity is under the teacher's structured learning experience. I

provide some time for the children to do the activity and give them clear information on how to

perform the skills. Since children are good at locomotor skills involving jump, hop, side gallop,

run, and dodge skills, I only give them basic information about those skills. In addition, I also give

instructions while they play because some of them do not use some techniques. Since not all

children have the same level of skills, I give them time to practice before they play real games.

This training provides an opportunity to observe and master the skills, knowledge, understanding,

attitudes, and values required to implement FMS. I also personalize the children’s learning

experience based on each FMS. First, the area around the house such as parking, this game is not

suitable to be played in a small area, I bring children to play in a larger place that is the field in the

village area. The vast majority of body parts involved in games that focus on FMS are the lower

body. There is a competitive component in the game as the children are divided into 2 groups and

play with each other.

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6.0 ONGOING ASSESSMENT

I identify that there are some children who have poor performance despite being given appropriate

reinforcement and learning individually. There are children who find it difficult to move quickly

because they are physically affected. In the game, a handful of children stumble and fall while

playing. But they show seriousness to play and almost all of them master locomotor skills very

well. To encourage them to participate in sports at school in the future, ongoing assessments need

to be made and FMS with the family at home.

7.0 SHARING THE INFORMATION

I share information about children and children’s skills. I will share that information with children,

other teachers, parents, and even schools. Often I will share information with children during

games. I will also give verbal instructions in doing physical activities that are about important

things in FMS. I also share information by making demonstrations as a way of conveying

information with physical movement. Share information with other teachers by discussing

Observation Records (FMS). Parents are also provided with information on the strengths,

performance, skills, and needs of children such as parental attention to children which is an

ongoing assessment of FMS.

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REFERENCES

Department of Education WA. (2013). Fundamental Movement Skills: Learning, Teaching and

Assessment (Preparing Children For An Active And Healthy Lifestyle) Book 1. Western

Australia.

Department of Education WA. (2013). Fundamental Movement Skills: Learning, Teaching and

Assessment (Preparing Children For An Active And Healthy Lifestyle) Book 2. Western

Australia