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FUNDAMENTAL
MOVEMENT SKILLS
PACK

FMS
 FMS PACK
FMS

WELCOME
Hi there from the PE Project! We’ve gathered the
best Fundamental Movement Skills (FMS) activities
to bring you a teaching pack for your Elementary PE
lessons. Here at the PE Project we believe in digging
deep from the expansive well of PE pedagogy in order
to help our students make exceptional progress. In this
pack you will find a range of additional content such as
skill cards, questions, differentiation, assessment criteria,
and teaching considerations. When teaching FMS to
your Elementary PE classes, we know they’ll have a
great time learning all the different motor skills!

FMS

FUNDAMENTAL
FITNESS
MOVEMENT
CARDS SKILLS
FMS

Teaching points
CARDS

Indicator for age group

most appropriate for;

Elementary

L ITPULAT MO UL MOT PULAT

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 FMS PACK
FMS

FUNDAMENTAL MOVEMENT
SKILLS (K-2) KS1
FOCUS: In this unit children will focus on exploring and developing
fundamental movement skills: Locomotor (travelling); Manipulative (object control);
and Stability (balance). It has been well supported that children in (K-2) KS1 ultimately
benefit most from developing Fundamental Motor Skills which help them improve
dexterity and confidence in themselves (Chedzoy, 2012).

ULAT MO UL BIL MO UL
CO NITP AT TA IT CO NITP AT
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Locomotor (travelling) Stability (balance) Manipulative

(object control)
Basic Postural
Walk, Jog, Run Upright posture, Ready Send
position, Stopping, Landing, Throw, Slide, Roll, Kick, Punt,
Rhythmical Balance, Freezing Static ball strike, Rolled ball
Skip, Gallop, Side Gallop strike
(side step, bounding) Coordination
Rotation, Turning, Twisting, Receive
Jumps Stretching, Curling, Pivoting, Catch (below waist, above
Jump, Skip jump (See bounding), Spinning, Sink/fall, Body waist), Trap/stop (feet, stick)
Hop roll, Dodging, Cross laterally
(carioca) Travel with
Apparatus
Climb ; Swing Dribble x 3 (feet, hands, stick)

Receive and Send

Volley, Strike

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 FMS PACK Locomotor Games
#10
FMS

Activity: BEAN BAG ON HEAD 5 - 8 mins

Equipment: Description: Each student has a beanbag on their head and must travel
Beanbags around the area trying to make sure it doesn’t fall off. If beanbag does fall
off, students must kneel down next to it and wait for another student to crouch
Space: down and place it back on their head. Teacher can call out different travelling
Large open space challenges such as: walk forwards, backwards, sideways, sit-down, stand up, lie
on you stomach, crawl etc.

Groupings: Whole-class

+/- Pupils move faster or slower

TOP TIP: Look out for students helping each other,
+/- Smaller/bigger and praise/thank them publicly. This will encourage
playing area kindness and care in you lessons.

Teaching points Questions

• What does good posture
• Travel smoothly and avoid dropping mean/look like?
beanbag from head
• Help classmates who’ve dropped their • Why is good posture
important?
beanbag by placing it back on their head
• Explore travelling in different ways whilst • How can you improve your posture?
balancing beanbag on head

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 FMS PACK Locomotor Games
#11
FMS

Activity: WAITER/WAITRESS WARS 5 - 8 mins

Equipment: Description: Pupils have a frisbee each and must hold it in one hand,
Frisbees like a waiter - above their head with one hand. Have pupils start off by walking
around the area as fast as they can without bumping into anyone else, or
Space: dropping their frisbee. If dropped, pupils kneel down next to their frisbee and
Large open space wait for a fellow waiter to help them out, by placing the frisbee back in their
hands. Next, you can introduce ‘mean waiters’ who walk around trying to
knock other’s frisbees out of their hands. Also, you can allow the whole-class to
decide if they want to be nice waiters and help each other out or be mean and
+ Hold frisbee on knock frisbees off.
finger tips only.
Groupings: whole-class
+/- Larger/smaller
space

+ Use weak
hand only

Alternatively: You
can combine waiter wars and
beanbag on your head as
pupils must try and balance
both during this game. You can
also make it a team challenge
where pupils are trying to place
frisbees in the opposing teams
hula-hoops, by walking them
over and placing them inside.
They can only take one frisbee
at a time. Team with the least
frisbees in at the end wins.

TOP TIP: At the end of the game, if you have allowed for mean waiters, make sure you have a brief chat
about the importance of kindness and respect and how it is valued highly in your PE class and in life in general.

Teaching points Questions

• How should we sit/kneel
• Hold the Frisbee with extended arm and with good posture?
with finger tips
• Help those that have dropped their Frisbee • Why is kindness and
respect important?
• Try and knock away other people’s
Frisbees
• How can we help others in this game?

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 FMS PACK Manipulative Games
#2
FMS

Activity: TYRANNOSAURUS 5 - 8 mins

Equipment: Description: Set out your playing area with two safe zones at either
Basketballs, Soccer balls, end. Choose 1-3 students to stand in the middle of the gym with their eyes
Hockey sticks and balls/ closed - they are the Tyrannosauruses (taggers). The rest of the class has a ball
pucks each and when the game begins must dribble around the area, trying to be as
Space: bold as possible by getting close to the dinosaurs. However, when the teacher
Large open space calls “Tyrannosaurus” the taggers open their eyes and must try and tag as many
people as possible. Pupils are safe if they can make it into safe zones without
getting tagged. Tagged pupils, become the ‘tyrannosauruses’ for next round,
previous taggers get equipment and join in.
+/- More/less
Groupings: Whole-class
taggers

+/- More/less
space

Alternatively,
if pupils are competent
dribblers allow
them to shout out
“Tyrannosaurus” when
they lose control of
their ball.

TOP TIP:
Remind students that
when running away
from taggers they must
still dribble their ball
with control i.e., they
can’t pick it up and run
with it.

Teaching points Questions

• How bold were you
• Dribble confidently all around the area in dribbling close to the
• When you hear “Tyrannosaurus” quickly taggers?
dribble to the nearest safe zone
• Always dribble the ball close to body • What does good control when dribbling
look like?
and under control (no picking the ball up
and running with the ball) • When is dribbling used in invasion games?

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 FMS PACK Manipulative Games
#10
FMS

Activity: PASSING STATIONS 12 - 20 mins

Equipment:
Hockey Sticks, Sponge Description: Set up stations around the playing area with cones and
Balls, Tennis Balls, equipment already set out. Students work round each station in pairs, trying to
Basketballs, Soccer Balls, perform passes with good technique and as many as possible. Students should
Frisbees, spend approximately 1-3 minutes on each station. Make sure that students
and cones. leave equipment tidy for the next pair rotating round. Depending upon the size
of your class, you can have numerous pairs working within each station i.e., 3
Space: pairs in each, with their own cones and equipment. Students could also have a
Large open space clipboard and table where they can record how many passes they performed
on each station.
Groupings: Pairs

Under arm Pass Over arm Pass Chest Pass

Kicking Soccer Frisbee Hockey Pass

Teaching points Questions

• What are the differences
• Recall the various passing techniques for between an underarm and
each station an overarm throw?
• Keep track of how many successful • Which station did you perform the most
passes you make passes successfully?
• Work together with your partner, • Which station would you like to improve
encouraging one another the most?

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 FMS PACK Stability Games
#6
FMS

Activity: ROCK, PAPER, SCISSORS, STRETCH & BALANCE 3 - 7 mins

Equipment: Description: Pupils work in pairs, facing each other and standing with
N/A both feet on the same line. To begin the game, both students must have their feet
touching - toes to heel - this it the ‘winner’s/narrow stance’. Students play ‘rock,
paper, scissors’. The student that wins must adopt the narrow stance position,
Space:
Large open space whilst the losing playing steps into the ‘wide stance’ position - stretch rear foot
back, wider than shoulders. Pupils play again. If a student wins and is already
in the narrow stance position, they simply take their front foot behind their rear
foot, again touching toes to heel. Meanwhile the losing student must stretch the
Groupings: Pairs
front leg further forward without lifting up or moving their back foot. This game
is repeated until one player loses their balance and falls off their line. Once a
game is won, both students find a different class mate to play.
+/- Similar abilities

Winning stance Losing stance

Teaching points Questions

• What is stability? What is
• Play “Rock, Paper, Scissors” balance?
• If you lose feet move farther apart
• What is the difference
• If you win, feet come together (toe to heel) between static and dynamic balances?
• Both feet firmly on the same line marking • How could you improve your static/
dynamic balance?

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 FMS PACK Considerations
FMS

Teaching Considerations
Based on experience, we have found it best to begin lessons with young students (K-2) with simple call and
respond games. These are excellent for emphasizing listening skills and an easy way to get all the class
moving and learning basic locomotor/travelling skills. Tag games are also a great group activity where you
can gradually increase the complexity of the tag games, and emphasize the importance of playing fairly and
respectfully with others.

Manipulative Skill Progressions

When introducing the development of manipulative skills it is best to begin with the easiest (i.e., using a large
ball with hands) and progressing towards the most complex (i.e., hitting a small ball with a long stick). Use the
diagram below as a guide for manipulative skill progressions.

Diagram 1: Continuum of skill complexity

Pupils at the youngest ages should experience a broad range of different games, but these must be modified
versions of the game.

Guidelines for Group Activities

When planning for your PE lessons there is a logical way to introduce games to younger students. It is best
to start with individual activities and challenges, then to cooperative and competitive partner games. The
guidelines below provide recommendations for group sizes.

Grade (Year) K-1 (2-3) 2-3 (3/4) 3-4 (4/5) 4-5 (5/6)

Group Size Independent or 3-a-side Max. 4-a-side Max. 6-a-side Max

partner work

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Skill: FORWARDS GALLOP FMS SKILL CARDS
FMS

Maintain
Swing arms a smooth,
forward and rhythmical
back for movement
momentum

Keep the
Land softly
same lead leg
on feet and
forwards
bend knees

Alternate between
pushing off back and
Both feet should be off the
front leg
ground in between gallops

PULAT PULAT BIL MOT

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 Skill: UNDERARM THROW FMS SKILL CARDS
FMS

Face, shoulders
and feet pointing
towards target

Swing arm forward,

Swing arm back keeping arm straight
behind body
Hold the ball in
dominant hand

Release the ball between

waist and shoulder height

Release at waist height to

keep ball low

Release near shoulder height

to throw the ball higher

To throw ball as far as

PULAT PULAT MOT possible, release at 45°
BIL CO
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Feet together then step forwards with

opposite leg to throwing arm
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FITNESS
FMS
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