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REVIEW ARTICLE Sports Med 2010; 40 (12): 1019-1035
0112-1642/10/0012-1019/$49.95/0

ª 2010 Adis Data Information BV. All rights reserved.

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Fundamental Movement Skills in Children Journal of Sport and Health Science 4 (2015) 150e155
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Review
and Adolescents
Review of Associated Health Benefits Teaching for physical literacy: Implications to instructional
design and PETE
David R. Lubans,1 Philip J. Morgan,1 Dylan P. Cliff,2 Lisa M. Barnett3 and Anthony D. Okely2
Stephen Silverman a,*, Kevin Mercier b
1 School of Education, University of Newcastle, Callaghan Campus, Newcastle, New South Wales,
a
Australia Teachers College, Columbia University, New York, NY 10027, USA
b
Exercise Science, Health Studies, Physical Education, and Sport Management, Adelphi University, Garden City, NY 11530, USA
2 Interdisciplinary Educational Research Institute, University of Wollongong, Wollongong, New South
Received 3 February 2015; revised 1 March 2015; accepted 1 March 2015
Wales, Australia Available online 17 April 2015
3 Centre for Physical Activity and Nutrition, Deakin University, Melbourne, Victoria, Australia

Abstract
Contents
Physical education teachers play an important role in helping students’ development of the motor skills needed to be physically literate
Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1019
individuals. Research suggests that teacher made instructional design decisions can lead to enhanced motor skill learning. After presenting a
1. Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1021
model of evidence-based research this paper presents information that will help teachers plan and execute lessons designed to improve students’
1.1 Identification of Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1021 motor skills. Variables that impact motor skill learning in physical education including time, type of practice, content, presentation and
1.2 Criteria for Inclusion/Exclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1021 organizational strategies, and student skill level are presented and discussed. A brief section on student attitudes, their relation to motor skill
1.3 Criteria for Assessment of Study Quality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1021 learning and to physical literacy is included. Motor skills are needed for physically literate people to enjoy lifelong physical activity. Physical
1.4 Categorization of Variables and Level of Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1022 education teachers and the decisions they make contribute to students’ learning and whether the goal of physical literacy is met.
2. Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1022 Copyright ! 2015, Shanghai University of Sport. Production and hosting by Elsevier B.V. All rights reserved.
2.1 Overview of Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1022
2.2 Overview of Study Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1022 Keywords: Motor skill learning; Research on teaching in physical education; Student attitude
2.3 Psychological Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1023
2.4 Physiological Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1030
2.5 Behavioural Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1030
3. Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1031 1. Introduction domains (psychomotor, cognitive, and affective) and the role
3.1 Overview of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1031 of monism (the view that the mind and body are whole) within
3.2 Strengths and Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1032 The promotion of physically literate individuals, through the definition of physical literacy continue among pro-
4. Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1032 their participation in physical education (PE) programs, is a fessionals and policy makers in many countries.1,6,7 While the
somewhat recent goal. Researchers and national organizations definitions, components, and areas of focus may vary slightly
from several countries (i.e., UK, Canada, and the US) have among groups, one constant component is the need for in-
presented definitions of physical literacy1e3 and have incor- dividuals to develop the skills associated with specific topics
porated its goals within national standards4 and provincial in order to become competent in that area. How teachers
Abstract The mastery of fundamental movement skills (FMS) has been purported curricula.5 Components of definitions of physical literacy from select, organize, and carry out tasks for students to perform
as contributing to children’s physical, cognitive and social development and is these sources suggest that physically literate individuals are plays a vital role in students’ abilities to develop the skills
thought to provide the foundation for an active lifestyle. Commonly devel- competent, confident, and motivated with the knowledge, needed to achieve physical literacy. The purpose of this paper
oped in childhood and subsequently refined into context- and sport-specific skills and attitudes for lifelong physical activity (PA). Physical is to provide an overview of instructional design decisions that
skills, they include locomotor (e.g. running and hopping), manipulative or literacy promotes teaching the whole child, allowing for suc- teachers make where research suggests that motor skill
object control (e.g. catching and throwing) and stability (e.g. balancing and cessful and appropriate participation in PA throughout life. learning can be enhanced. A second purpose is to show a
twisting) skills. The rationale for promoting the development of FMS in Conversations regarding the best ways to teach and connection between how developing motor competency is
childhood relies on the existence of evidence on the current or future benefits demonstrate physical literacy within the three learning related to the development of positive attitudes, another
associated with the acquisition of FMS proficiency. The objective of this sys- component of physical literacy.
Teachers play an important role in students’ development of
tematic review was to examine the relationship between FMS competency
motor skills. Good teaching results in learning for all students
and potential health benefits in children and adolescents. Benefits were de- * Corresponding author.
and for motor skill learning to occur, teachers must work to
E-mail address: ss928@columbia.edu (S. Silverman)
fined in terms of psychological, physiological and behavioural outcomes that Peer review under responsibility of Shanghai University of Sport. differentiate instruction for students in their classes.8 Without

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http://dx.doi.org/10.1016/j.jshs.2015.03.003

!"#$%&% % % %'()*$#")+,-%*"%.$%/,+0121*$*% % % %30,45%67"8(1".%9":%

 %&5%X#I,0+$)21$%*"%.$-%</>%
H O S T E D BY Available online at www.sciencedirect.com
S. Silverman and K. Mercier
ScienceDirect
Journal of Sport and Health Science 4 (2015) 150e155
www.jshs.org.cn

nal decisions and teach students

Review

Teaching for physical literacy: Implications to instructional

design and PETE Time allocated for motor skill practice where students are actively participating
likely to be more successful in
b
a
Stephen Silverman a,*, Kevin Mercier b
Teachers College, Columbia University, New York, NY 10027, USA
Exercise Science, Health Studies, Physical Education, and Sport Management, Adelphi University, Garden City, NY 11530, USA
and practicing is correlated with motor skill achievement.
g and thus developing physical
Received 3 February 2015; revised 1 March 2015; accepted 1 March 2015
Available online 17 April 2015

Abstract
Student appropriate practice is highly correlated with motor skill learning and
maximizing appropriate practice is essential for learning motor skill.
Physical education teachers play an important role in helping students’ development of the motor skills needed to be physically literate
individuals. Research suggests that teacher made instructional design decisions can lead to enhanced motor skill learning. After presenting a
model of evidence-based research this paper presents information that will help teachers plan and execute lessons designed to improve students’
motor skills. Variables that impact motor skill learning in physical education including time, type of practice, content, presentation and
organizational strategies, and student skill level are presented and discussed. A brief section on student attitudes, their relation to motor skill

Content development is essential for students to get maximum appropriate

learning and to physical literacy is included. Motor skills are needed for physically literate people to enjoy lifelong physical activity. Physical
education teachers and the decisions they make contribute to students’ learning and whether the goal of physical literacy is met.
Copyright ! 2015, Shanghai University of Sport. Production and hosting by Elsevier B.V. All rights reserved.

Keywords: Motor skill learning; Research on teaching in physical education; Student attitude

de 1. Introduction domains (psychomotor, cognitive, and affective) and the role

The promotion of physically literate individuals, through
their participation in physical education (PE) programs, is a
somewhat recent goal. Researchers and national organizations
from several countries (i.e., UK, Canada, and the US) have
practice. If the complexity of the practice task is too difficult students will not
learn. Gradually increasing task complexity allows students to develop skill.
of monism (the view that the mind and body are whole) within
the definition of physical literacy continue among pro-
fessionals and policy makers in many countries.1,6,7 While the
definitions, components, and areas of focus may vary slightly
among groups, one constant component is the need for in-

Short, focused explanations and demonstrations and greater clarity in

presented definitions of physical literacy1e3 and have incor-

ble to conduct a complete review

porated its goals within national standards4 and provincial
curricula.5 Components of definitions of physical literacy from
these sources suggest that physically literate individuals are
competent, confident, and motivated with the knowledge,
dividuals to develop the skills associated with specific topics
in order to become competent in that area. How teachers
select, organize, and carry out tasks for students to perform
plays a vital role in students’ abilities to develop the skills
needed to achieve physical literacy. The purpose of this paper

promoting the practice task is correlated with student learning.

e context of motor skill learning,
skills and attitudes for lifelong physical activity (PA). Physical
literacy promotes teaching the whole child, allowing for suc-
cessful and appropriate participation in PA throughout life.
Conversations regarding the best ways to teach and
is to provide an overview of instructional design decisions that
teachers make where research suggests that motor skill
learning can be enhanced. A second purpose is to show a
connection between how developing motor competency is

Individual and reciprocal organizational strategies result in more appropriate

demonstrate physical literacy within the three learning related to the development of positive attitudes, another

ddress this concept since if stu-

component of physical literacy.
Teachers play an important role in students’ development of
* Corresponding author.
motor skills. Good teaching results in learning for all students
and for motor skill learning to occur, teachers must work to

practice and motor skill learning. Large group teaching techniques result in fewer
E-mail address: ss928@columbia.edu (S. Silverman)
Peer review under responsibility of Shanghai University of Sport. differentiate instruction for students in their classes.8 Without

, it is likely they will mediate

2095-2546/$ - see front matter Copyright ! 2015, Shanghai University of Sport. Production and hosting by Elsevier B.V. All rights reserved.
http://dx.doi.org/10.1016/j.jshs.2015.03.003

practice trials and more inappropriate practice trials.

ement in practice tasks will
Varying tasks result in greater skill learning, particularly for low skilled students.
attitude influences behavioral
Designing instruction with an attention to skill level will result in more
nfluences whether a person fol-
32,33 learning for low skilled students.
In Carroll’s13,14 Model of
that perseverance is related to Fig. 2. Instructional design variables that impact motor skill learning in
severe when they are interested physical education.
ying learning. In the PE context
hemselves and having fun34 it is 11. Summary
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 but first they must learn the basic motor skills needed
]-I"2+,-%2.$F"^%
for successful participation.

Fundamental activities such as running, jumping,

skipping, sliding, catching, kicking, and striking are the
basic components of the games, sports, and dances
of our society. Children who possess inadequate mo-
tor skills are often relegated to a life of exclusion from
the organized and free play experiences of their peers,
and subsequently, to a lifetime of inactivity because of
their frustrations in early movement behavior.
—VERN SEEFELDT, JOHN HAUBENSTRICKER,
AND SAM REUSCHLEIN

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 for all other milestones were similar, suggest- reports would have led to wider intervals than w

%`5%6F,.(21C)%*"%.$-%</>%
a 2-mo interval did not introduce much error used in the analyses and to less precise estim
relative to monthly assessments. of percentiles. The approach followed effecti

Walking alone

Standing alone
Motor milestone

Walking with assistance

Hands-&-knees crawling

Standing with assistance

Sitting without support

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Age in months

Figure 2. Windows of milestone achievement expressed in months.

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50 UNIT I Background www.mhhe.com/gallahue7e

Lifelong Lifelong Lifelong

daily living recreational competitive
utilization utilization utilization

APPROXIMATE AGE PERIODS THE STAGES OF

OF DEVELOPMENT MOTOR DEVELOPMENT

14 years old and up Lifelong Utilization Stage

11 to 13 years old SPECIALIZED Application Stage
7 to 10 years old MOVEMENT PHASE Transitional Stage

5 to 7 years old Proficient Stage

3 to 5 years old FUNDAMENTAL Emerging Elementary Stages
2 to 3 years old MOVEMENT PHASE Initial Stage

1 to 2 years old RUDIMENTARY Precontrol Stage

Birth to 1 year old MOVEMENT PHASE Reflex Inhibition Stage

4 months to 1 year old REFLEXIVE Information Decoding Stage

MOVEMENT PHASE Information Encoding Stage
In utero to 4 months old

Figure 3.1
The phases and stages of motor development.

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 %R5%'$-"-%*"%.$-%</>%
Rchildren and adolescents, 60 minutes or more
Figure. Changing emphasis of physical activity during childhood
and adolescence. The figure is modified after R. M. Malina. Fitness infancy with pushing up, turning, crawling,
and performance: adult health and the culture of youth, new
paradigms? In: R. J. Park and M. H. Eckert, editors. New
possibilities, new paradigms? (American Academy of Physical
Education Papers No. 24). Champaign, IL: Human Kinetics
Publishers; 1991. p. 30-8.
!"#$%&% % % %'()*$#")+,-%*"%.$%/,+0121*$*%and% coordinated %
protocols varied somewhat among studies,
programs of continuous moderateORIGINAL to vigorou
ARTICLES
30 to 45 minutes duration for 3 to 5 days
reasonable, however, to expect that the amo
EVIDENCE BASED PHYSICAL ACTIVITY FOR SCHOOL-AGE YOUTH
WILLIAM B. STRONG, MD,* ROBERT M. MALINA, PHD,* CAMERON J. R. BLIMKIE, PHD, STEPHEN R. DANIELS, MD, PHD,
activity necessary to achieve similar or greater b
RODNEY K. DISHMAN, PHD, BERNARD GUTIN, PHD, ALBERT C. HERGENROEDER, MD, AVIVA MUST, PHD, PATRICIA A. NIXON, PHD,
JAMES M. PIVARNIK, PHD, THOMAS ROWLAND, MD, STEWART TROST, PHD, AND FRANCxOIS TRUDEAU, PHD
in the context of ordinary daily activities, wh
Objectives To review the effects of physical activity on health and behavior outcomes and develop evidence-based
intermittent, would be substantially more th
recommendations for physical activity in youth.
Study design A systematic literature review identified 850 articles; additional papers were identified by the expert
controlled experimental conditions. This is g
panelists. Articles in the identified outcome areas were reviewed, evaluated and summarized by an expert panelist. The strength
of the evidence, conclusions, key issues, and gaps in the evidence were abstracted in a standardized format and presented and
discussed by panelists and organizational representatives.
tent with rationale for prior recommendatio
Results Most intervention studies used supervised programs of moderate to vigorous physical activity of 30 to 45 minutes
duration 3 to 5 days per week. The panel believed that a greater amount of physical activity would be necessary to achieve similar
beneficial effects on health and behavioral outcomes in ordinary daily circumstances (typically intermittent and unsupervised
allowing for inter- and intra-individual differe
activity).
Conclusion School-age youth should participate daily in 60 minutes or more of moderate to vigorous physical activity that
is developmentally appropriate, enjoyable, and involves a variety of activities. (J Pediatr 2005;146:732-7)
activity and in response to physical activity am
ecommendations for appropriate amounts of physical activity for the US
See editorial, p 719.
population, including school-age youth, have been developed by several
organizations and agencies.1 Although recent reviews have summarized the
benefits of regular physical activity on the health of youth and its potential for reducing the
incidence of chronic diseases that are manifested in adulthood,2-5 a more systematic
vigorous physical activity on a daily basis is
From the Department of Pediatrics, Med-
ical College of Georgia, Augusta, Georgia;
approach is indicated. This report presents results of a systematic evaluation of evidence Tarleton State University, Stephenville,
dealing with the effects of regular physical activity on several health and behavioral Texas; Department of Kinesiology, McMas-
ter University, Hamilton, Ontario, Canada;
outcomes in US school-age youth, with the goal of developing a recommendation for the
desired health and behavioral outcomes.
Department of Exercise Science, University
of Georgia, Athens, Georgia; Children’s
amount of physical activity deemed appropriate to yield beneficial health and behavioral Hospital Medical Center, Cincinnati, Ohio;
outcomes. Department of Pediatrics, Adolescent and
Sports Medicine, Baylor College of Medicine,
Physical activities of children and adoles METHOD
Under a contract with the Divisions of Nutrition and Physical Activity and
Houston, Texas; Department of Family
Medicine and Community Health, Tufts
University School of Medicine, Boston,
Massachusetts; Department of Health and
Exercise Science, Wake Forest University,
age, type of exercise, and setting. Physical ac
Adolescent and School Health of the Centers for Disease Control and Prevention and the
Constella Group, an expert panel was convened to review and evaluate available evidence
on the influence of physical activity on several health and behavioral outcomes in youth
Winston-Salem, North Carolina; Depart-
ment of Kinesiology, Michigan State Univer-
sity, East Lansing, Michigan; Pediatric
Cardiology, Baystate Medical Center,
Springfield, Massachusetts; Department of
aged 6 to 18 years. The co-chairs of the panel selected panelists on the basis of expertise in
specific areas: adiposity, cardiovascular health (lipids and lipoproteins, blood pressure, the
metabolic syndrome, type 2 diabetes mellitus, cardiovascular reactivity, heart rate
Kinesiology, Kansas State University, Man-
hattan, Kansas; Departement des Sciences
de l’Activite Physique, Université du Quebec
à Trois-Rivières, Trois-Rivières, Quebec
City, Canada.
walking, and it progresses to more compl
variability, inflammation, and cardiovascular fitness), asthma, several domains of mental
health (self-concept, anxiety, depression), academic achievement, injury associated with
physical activity, and musculoskeletal health (bone mineral, muscular strength, and
*Contributed equally to this work.
Submitted for publication Sep 9, 2004; last
revision received Nov 29, 2004; accepted
Jan 26, 2005.
neuromuscular control develops. Basic mov
endurance). The epidemiology and tracking of physical activity and overweight in youth Reprint requests: William B. Strong, MD,
3209 Huxley Dr, Augusta, GA 30909.
E-mail: wstrong003@comcast.net.
0022-3476/$ - see front matter
Copyright ª 2005 Elsevier Inc. All rights
develop during preschool ages and are the fo
HDL-C
LDL-C
High-density lipoprotein cholesterol level
Low-density lipoprotein cholesterol level
MS Metabolic syndrome reserved.
10.1016/j.jpeds.2005.01.055
wide range of physical activities at later ages
732
maturation, and experience, basic movement
into more specialized and com
%30,45%67"8(1".%9":%
%R5%'$-"-%*"%.$-%</>% Developing Younger Athletes ❙ 19

YOUTH PHYSICAL DEVELOPMENT (YPD) MODEL FOR FEMALES

CHRONOLOGICAL AGE
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21+
(YEARS)

EARLY
AGE PERIODS MIDDLE CHILDHOOD ADOLESCENCE ADULTHOOD
CHILDHOOD

GROWTH RATE RAPID GROWTH STEADY GROWTH ADOLESCENT SPURT DECLINE IN GROWTH RATE

MATURATIONAL
YEARS PRE-PHV PHV YEARS POST-PHV
STATUS
TRAINING
PREDOMINANTLY NEURAL (AGE-RELATED) COMBINATION OF NEURAL AND HORMONAL (MATURITY-RELATED)
ADAPTATION

FMS FMS FMS FMS

SSS SSS SSS SSS

Mobility Mobility Mobility

Agility Agility Agility Agility

PHYSICAL QUALITIES Speed Speed Speed Speed

Power Power Power Power

Strength Strength Strength Strength
Hypertrophy Hypertrophy Hypertrophy Hypertrophy

Endurance & MC Endurance & MC Endurance & MC Endurance & MC

MODERATE
TRAINING STRUCTURE UNSTRUCTURED LOW STRUCTURE HIGH STRUCTURE VERY HIGH STRUCTURE
STRUCTURE

Figure 2.1b The youth physical development (YPD) model for females. (Note: Font size refers to importance;
light-shaded boxes refer to preadolescent periods of adaptation; dark-shaded boxes refer to adolescent periods
of adaptation; PHV = peak height velocity; FMS = fundamental movement skills; SSS = sport-specific skills; MC =
metabolic conditioning).
Reprinted, by permission, from R.S. Lloyd and J.L. Oliver, 2012, “The Youth Physical Development model: A new approach to long-term athletic development,”
Strength and Conditioning Journal 34(3): 61-72. E5891/Joyce/476328/Fig 02.01b/R2/JG

!"#$%&% % % %'()*$#")+,-%*"%.$%/,+0121*$*% % % %30,45%67"8(1".%9":%

%R5%'$-"-%*"%.$-%</>%
❙
18 Lloyd and Oliver

YOUTH PHYSICAL DEVELOPMENT (YPD) MODEL FOR MALES

CHRONOLOGICAL AGE
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21+
(YEARS)

EARLY
AGE PERIODS MIDDLE CHILDHOOD ADOLESCENCE ADULTHOOD
CHILDHOOD

GROWTH RATE RAPID GROWTH STEADY GROWTH ADOLESCENT SPURT DECLINE IN GROWTH RATE

MATURATIONAL
YEARS PRE-PHV PHV YEARS POST-PHV
STATUS
TRAINING
PREDOMINANTLY NEURAL (AGE-RELATED) COMBINATION OF NEURAL AND HORMONAL (MATURITY-RELATED)
ADAPTATION

FMS FMS FMS FMS

SSS SSS SSS SSS

Mobility Mobility Mobility

Agility Agility Agility Agility

PHYSICAL QUALITIES Speed Speed Speed Speed

Power Power Power Power

Strength Strength Strength Strength
Hypertrophy Hypertrophy Hypertrophy Hypertrophy

Endurance & MC Endurance & MC Endurance & MC Endurance & MC

MODERATE
TRAINING STRUCTURE UNSTRUCTURED LOW STRUCTURE HIGH STRUCTURE VERY HIGH STRUCTURE
STRUCTURE

Figure 2.1a The youth physical development (YPD) model for males. (Note: Font size refers to importance;
light-shaded boxes refer to preadolescent periods of adaptation; dark-shaded boxes refer to adolescent periods
of adaptation; PHV = peak height velocity; FMS = fundamental movement skills; SSS = sport-specific skills; MC =
metabolic conditioning).
Reprinted, by permission, from R.S. Lloyd and J.L. Oliver, 2012, “The Youth Physical Development model: A new approach to long-term athletic development,”
Strength and Conditioning Journal 34(3): 61-72. E5891/Joyce/476327/Fig 02.01a/R2/JG

!"#$%&% % % %'()*$#")+,-%*"%.$%/,+0121*$*% % % %30,45%67"8(1".%9":%

%R5%'$-"-%*"%.$-%</>%

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%R5%'$-"-%*"%.$-%</>%
50 UNIT I Background www.mhhe.com/gallahue7e

Lifelong Lifelong Lifelong

daily living recreational competitive
utilization utilization utilization

APPROXIMATE AGE PERIODS THE STAGES OF

OF DEVELOPMENT MOTOR DEVELOPMENT

14 years old and up Lifelong Utilization Stage

11 to 13 years old SPECIALIZED Application Stage
7 to 10 years old MOVEMENT PHASE Transitional Stage

5 to 7 years old Proficient Stage

3 to 5 years old FUNDAMENTAL Emerging Elementary Stages
2 to 3 years old MOVEMENT PHASE Initial Stage

1 to 2 years old RUDIMENTARY Precontrol Stage

Birth to 1 year old MOVEMENT PHASE Reflex Inhibition Stage

4 months to 1 year old REFLEXIVE Information Decoding Stage

MOVEMENT PHASE Information Encoding Stage
In utero to 4 months old

Figure 3.1
The phases and stages of motor development.

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]2+1F1*$*% CHAPTER 3 Skill Themes, Movement Concepts, and the National Standards 29

Table 3.1 Skill Themes Used in Sports*

Table 3.1 Skill Themes Used Sports

Ultimate Frisbee
Track and Field
Rock Climbing
Martial Arts
Basketball

Volleyball
Tumbling
Aerobics

Football

Softball
Hockey

Soccer
Dance

Tennis
Golf
Skill Themes

Traveling ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
Chasing, fleeing, dodging ! ! ! ! ! ! !
Jumping, landing ! ! ! ! ! ! ! ! ! ! ! ! !
Balancing ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
Transferring weight ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
Rolling ! ! ! ! !
Kicking ! ! ! ! !
Punting ! !
Throwing ! ! ! ! ! ! ! !
Catching ! ! ! ! !
Volleying ! !
Dribbling ! ! !
Striking with rackets !
Striking with golf clubs !
Striking with bats !
Striking with hockey sticks !

*This table is intended only to suggest how various skill themes are applied in sports contexts.

which !"#$%&% % developed.”

variations are % %'()*$#")+,-%*"%.$%/,+0121*$*%
In physical education, %
The instructor % teaches
who %30,45%67"8(1".%9":%
by themes can focus on
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 The sprint run is a locomotor skill characterised by a brief period where both feet are simultaneously off the ground
(called the flight phase). The ability to perform a sprint run is fundamental to many games, sports and everyday

%Z5%</>%;,2,#,+012"-%
activities. Examples include sprinting in athletics, a fast break in soccer or hockey, running to bases in softball and
tee-ball or even just running for a bus, which can be performed better with a proficient running technique. A
proficient running technique can improve speed and endurance, which in turn may also enhance health-related
fitness by improving cardiorespiratory endurance.

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.$%8("%$#=,-%I1"-%"-+?)%")%".%$10"%K4$-"%*"%F(".,M5%

Skill components

1 4 5 6 2 3

1. Lands on ball of the foot.

2. Non-support knee bends at least 90 degrees during the recovery phase.
3. High knee lift (thigh almost parallel to the ground). D,#I"+")21$%$%
4. Head and trunk stable, eyes focused forward.
5. Elbows bent at 90 degrees. .,-%Z%$U,-%
6. Arms drive forward and back in opposition to the legs.
(Introductory components marked in bold)

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 %Z5%</>%;,2,#,+012"-%
O+"K-&
k2_text_2:1209-Book2-1 4/6/10 6:53 AM Page 14

obal Formal or
Legs Arms
eck Skill Criteria Why Are They Important? observation

Feet step onto Indicates confidence and facilitates a more fluid

1 alternate rungs action.
1. Feet step onto 2. Able to climb 3. Climbs fluidly 4. Alternate hand action
or • 5. Strong hand grip
alternate rungs 2 Able to down
up and climb up and downpauses
without Important for safety and feet
to match versatility.

Climbs fluidly without Indicates confidence and competence.

3 pauses

Alternate hand action to Maintains balance and stability.

4 match feet

5 Strong hand grip Important for safety.

!"#$%&% % % %'()*$#")+,-%*"%.$%/,+0121*$*% % % %30,45%67"8(1".%9":%

 Walking

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G-1*K"&

2171-book2_text_2:1209-Book2-1 4/6/10 6:54 AM Page 42

Galloping
Skill Criteria Why Are They Important?
36
Rhythmical and relaxed Indicates whether each body component is being
1 employed in a smooth sequence.

Feet face the front Ensures the movement is in the forward and
2 (direction of travel) backward direction and therefore is more efficient.

Knees slightly bent, Knees bend to absorb the impact, then extend to
3 weight on forefeet drive the body forward and upward.

Can lead with either leg Being able to gallop with either leg ensures the
4 performer can move quickly in all directions.

Trunk, head and eyes face It is important to eliminate lateral movements that
5 the front decrease momentum and efficiency. A moving
head makes staying on course difficult.

6 Arms move to assist action Arms assist the forward drive.

!"#$%&% % % %'()*$#")+,-%*"%.$%/,+0121*$*% % % %30,45%67"8(1".%9":%

 About the skill
%Z5%</>%;,2,#,+012"-%
The side gallop or slide is a unique locomotor movement skill in that the individual is moving sidewards while the
body and sometimes eyes are facing forwards. It is a basic locomotor pattern used in many sports and games, such
as softball, basketball, touch and racquet sports. It is also used extensively in dance.

P"'10C-,0"%4*&;'02"&#-1*K@&

Skill components

3 5 2 4 1 3 4

D,#I"+")21$%$%
1. Smooth rhythmical movement.
2. Brief period where both feet are off the ground.

.,-%ReT%$U,-%
3. Weight on the balls of the feet.
4. Hips and shoulders point to the front.
5. Head stable, eyes focused forward or in the direction of travel.
(Introductory components marked in bold)

!"#$%&% % % %'()*$#")+,-%*"%.$%/,+0121*$*% % % %30,45%67"8(1".%9":%

%Z5%</>%;,2,#,+012"-%
About the skill
The dodge is a locomotor skill that involves a high degree of balance and stability. It is an extension of the side

Q0%4-&;P*2#"@&
gallop and sprint run and incorporates dynamic, fluid and coordinated movement to change direction. It is common
to many playground games and activities and is an important skill in the majority of team sports.
A"-$00,..,%*"%
Skill components Te@Q%$U,-%

1 2 3

1. Changes direction by bending knee and pushing

off the outside foot.
2. Change of direction occurs in one step.
3. Body lowered during change of direction or in the
direction of travel.
4. Eyes focused forward.
5. Dodge repeated equally well on both sides.
(Introductory components marked in bold)
4 5

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3. Body lowered during change of direction or in the

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direction of travel.
4. Eyes focused forward.
5. Dodge repeated equally well on both sides.
(Introductory components marked in bold)
Q0%4-&;P*2#"@& 4 5

Some important considerations

Children are ready to demonstrate proficiently the introductory components of the dodge by the end of Year 2 and
the fine-tuning components by the end of Year 5. Students need to perform this skill at speed in order to be able to
demonstrate component 1.

Non-locomotor movements, such as bending, twisting, turning and swaying, are all good lead-up activities for the
dodge. Children should practise dodging on both sides initially, although it is not unusual for them to be more
proficient on one side. When teaching the dodge, get students to specifically attempt to dodge markers as opposed
to running around them. Touching markers with the outside foot can also assist in the development of this skill.

Students will be more successful at dodging if they are given opportunities to experiment with their base of support.
Students can vary their base of support by changing their feet positions from close together to wide apart. When
changing direction, they should lower their body weight (centre of gravity), and push off the outside foot.

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 Hopping is a continuous rhythmical locomotor skill, characterised by taking off and landing on the same foot. It is
used in many dance forms, in athletics in the triple jump and in many playground games, such as hopscotch. It is

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a good indicator of being able to maintain balance while moving, which is often referred to as dynamic balance.

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Skill components

1 2 3 5 1 2 3 4

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1. Support leg bends on landing, then straightens to push off.
2. Lands and pushes off on the ball of the foot.
3. Non-support leg bent and swings in rhythm with the support leg.
4. Head stable, eyes focused forward throughout the jump.
5. Arms bent and swing forward as support leg pushes off.
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(Introductory components marked in bold)

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 About the skill
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The leap is a locomotor movement characterised by a take-off on one foot, a long flight phase and a landing on the
opposite foot. Although it is an extension of the sprint run, it differs in that it is a discrete skill with a clear beginning
and end point. It is basic to everyday activities, such as jumping over low obstacles, playground games such as
hopscotch, and various team activities. The leap is also used in gymnastics and dance and is specific to events
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such as hurdling and the triple jump in athletics.

Skill components

1 2 3 4 5 6

1. Eyes focused forward throughout the leap.

2. Knee of take-off leg bends.
3. Legs straighten during flight.
4. Arms held in opposition to the legs.
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5. Trunk leans slightly forward.
6. Lands on ball of the foot and bends knee to absorb landing.
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(Introductory components marked in bold)

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 %Z5%</>%;,2,#,+012"-% Appendix
2171-book2_text_2:1209-Book2-1
II
4/6/10 6:53 AM Page 30

Locomotor Skills

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Skill Criteria Why Are They Important?

Ankles, knees and hips By flexing the ankles, knees, and hips, more
1 bend muscles are involved to push backward and
downward, thereby creating more force.

Eyes focused forward This action eliminates lateral movements and

2 therefore is more efficient.

Arms swing behind body Starting with the arms behind the body ensures the
Standing high jump 3 greatest available range of movement and therefore
greater momentum is generated to the whole body.

4 Legs straighten This action generates the power to lift the body.

Formal orBody
Both feet leave the ground informal
weight should be evenly distributed between
Propulsion Landing 5 together Level
both feet. On take-off, the heels may lift before
observational
the legssetting
extend so that the body leans forward.

Arms swing forward and The arms help to lift the body into the air and
6 upward move the centre of gravity upward and forward.
Legs Arms Legs Lands on both feet at the Demonstrates control and balance.
7 same time

5. Both feet 6. Arms swing 7. Lands on 8. Ankles

Ankles knees and hips bend Flexion of these joints absorbs the landing force
4. Legs knees andtohips
absorb impact and dissipates momentum thereby preventing
leave ground forward and both feet at bend to absorb
straighten 8
jarring and reducing stress on bones and joints.
dy together upward same time impact This action also lowers the centre of gravity closer
to the base of support thereby increasing stability.
The arms may also assist in balancing the body.

Standing long jump

41
Teaching Notes
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%Z5%</>%;,2,#,+012"-%
About the skill
The vertical jump is a locomotor skill that involves being able to jump as high as possible. It is the basis for jumps
used in gymnastics, some forms of dance and a range of sports, such as basketball, volleyball and Australian Rules
Football. It is similar to the standing broad jump in terms of its phases, components and preparation and landing.

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Because the vertical jump is related to a wider range of sports, games and physical activities, it is considered to be
a more fundamental movement skill than the standing broad jump.

Skill components

1 2 3 4 5 6

1. Eyes focused forward or upward throughout the jump.

2. Crouches with knees bent and arms behind the body. D,#I"+")21$%$%
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3. Forceful forward and upward swing of the arms.
4. Legs straighten in the air.
5. Lands on balls of the feet and bends knees to absorb landing.
6. Controlled landing with no more than one step in any direction.
(Introductory components marked in bold)

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 About the skill
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Catching is a manipulative skill that involves being able to absorb and control the force of an object with a part of
the body, preferably the hands. The ability to catch proficiently is important to most sports and games that involve
an object, for example, cricket, football codes, netball, basketball, rhythmic gymnastics and playground games.

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Skill components

1 2 3 4 5 6

1. Eyes focused on the object throughout the catch.

2. Feet move to place the body in line with the object.
3. Hands move to meet the object.
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4. Hands and fingers relaxed and slightly cupped to catch the object.
5. Catches and controls the object with hands only (well-timed closure).
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6. Elbows bend to absorb the force of the object.
(Introductory components marked in bold)

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3. Hands move to meet the object.

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4. Hands and fingers relaxed and slightly cupped to catch the object.
5. Catches and controls the object with hands only (well-timed closure).
6. Elbows bend to absorb the force of the object.
(Introductory components marked in bold)
S"5"K509%&

Important considerations
Children are ready to demonstrate proficiently the introductory components of the catch by the end of Kindergarten
and the fine-tuning components by the end of Year 3.

It is strongly recommended that, when introducing the catch in PDHPE and sport, small objects are used.

Learning to catch using a big object and then progressing to a smaller object may be detrimental to the development
of a proficient catching technique. This is because it encourages the use of the chest and arms to help trap the
object. This may be difficult to change at a later stage. Furthermore, it has been shown that children catch smaller
balls better than larger balls.

Research suggests that it takes, on average, five years for a child to progress to proficiency in this skill, irrespective
of gender. Differences in proficiency levels of boys and girls are due to environmental factors, such as lack of
opportunities to practise and lack of exposure to activities which include the catch.

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%Z5%</>%/$)1I(.$+1F$-%
About the skill
The overarm throw is a manipulative skill frequently used in many sports, such as cricket, softball and baseball.

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The action is also used in athletics with the javelin, with the overhead serve and smash in tennis, volleyball and
badminton and passes in netball and basketball.

Skill components
1 2 3 4 5

1 2 3 4 5
1. Eyes focused on target area throughout the throw.
2. Stands side-on to target area.
3. Throwing arm moves in a downward and backward arc.
4. Steps towards target area with foot opposite throwing arm.
5. Hips then shoulders rotate forward.
6. Throwing arm follows through, down and across the body.
(Introductory components marked in bold)

5 6

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 5. Hips then shoulders rotate forward.
6. Throwing arm follows through, down and across the body.

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(Introductory components marked in bold)

T-%C-,0"%4*&K*+&"%50,-&2"&1-&5-/"C-&&
5 6

Important considerations
Children are ready to demonstrate proficiently the introductory components of the overarm throw by the end of
Year 1 and the fine-tuning components by the end of Year 4.

Objects need to be thrown with force, so that components 3, 5 and 6 will develop. For this reason, it is not
recommended to teach throwing and catching together, especially if students are working with partners. Immature
techniques can be seen in students who have not had the opportunity to throw frequently and hard when learning
the skill. To minimise the danger of objects thrown with force, use bean bags, scrunched up paper, soft foam balls
or scarves.

The objects used for throwing need to be of a size which allows them to be comfortably grasped in the individual’s
fingers (not the palm of the hand). If the object is too large it will force the student to resort to an immature
throwing technique. If students are having problems balancing when throwing, instruct them to raise their non-
throwing arm and point it to the target area.

When focusing on specific components of the throw, ensure that the whole movement is practised. Any pause or
breaks in the sequence will cause speed to be lost. Even the follow-through greatly determines the speed of the
throw.

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 The kick is a manipulative striking skill characterised by producing force from the foot to an object. The stationary

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place kick is the focus of this skill and involves kicking an object which is still. It is basic to kicks used in all football
codes. It is also important for foot–eye coordination. The stationary place kick has been chosen as it is the most
widely-used kick by primary school children, is the easiest in which to develop proficiency, and is more closely
related to lead-up activities and modified games than other kicks.

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Skill components

1 2 3 4 5 6

1. Eyes focused on the ball throughout the kick.

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2. Forward and sideward swing of arm opposite kicking leg.
3. Non-kicking foot placed beside the ball.

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4. Bends knee of kicking leg at least 90 degrees during the back-swing.
5. Contacts ball with top of the foot (a “shoelace” kick) or instep.
6. Kicking leg follows through high towards target area.
(Introductory components marked in bold)

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3. Non-kicking foot placed beside the ball.

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4. Bends knee of kicking leg at least 90 degrees during the back-swing.
5. Contacts ball with top of the foot (a “shoelace” kick) or instep.
6. Kicking leg follows through high towards target area.
(Introductory components marked in bold)
G*1K"*&5*%&"1&K0"&

Important considerations
Children are ready to demonstrate the introductory components of the kick proficiently by the end of Year 2 and
the fine-tuning components by the end of Year 5. The kick is one of the last fundamental movement skills in which
students will demonstrate proficiency.

Component 6 is largely dependent upon the amount of force being produced during the preparation and propulsion
phases of the kick. Students should be instructed to kick the ball as hard as possible, concentrating more on velocity
than accuracy, and be given plenty of opportunities to practise in order to develop proficiency.

Placing the ball on a low tee or a bean bag can enable students to get their kicking foot under the ball and make
contact with their shoelaces or instep.

Beach balls, balloons or foam-filled balls are ideal to use when introducing the kick. They are large and soft and
can be kicked forcefully without causing injury or travelling a great distance.

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 About the skill

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The two-hand strike is a manipulative skill in which force is applied to an object using an implement, in this case
a bat. It forms the foundation to more advanced games and sports-specific skills, such as: the strike in T-ball,
baseball and softball; the drive in cricket and hockey; the golf swing; and ground strokes in racquet sports, handball
and volleyball. Because of the variability of ball tosses, performing the two-hand strike from a T-ball stand is the
focus in this resource. Although these striking actions may differ slightly in performance, the same mechanical

6-4"*&
principles apply to both.

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Skill components H$-+$%@Q%$U,-%

1 2 3 4 5

1. Stands side-on to target area.

2. Eyes focused on the ball throughout the strike.
3. Hands next to each other, bottom hand
matches the front foot.
4. Steps towards target area with front foot.
5. Hips then shoulders rotate forward.
6. Ball contact made on front foot with straight
arms.
7. Follows through with bat around the body.
(Introductory components marked in bold)
6 7

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 more. If the ball bounces along the ground, then they need to bend their knees even
lower.

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• Consider using different size balls to vary the difficulty of the activity.
• This skill doesn’t need to be taught before the overhand throw. They are different
ball skills with different skill criteria.

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! Step, swing, follow through
Verbal Cues
v

! Opposite foot forward2171-book2_text_2:1209-Book2-1 4/6/10 6:54 AM Page 66

Skill Criteria Why Are They Important?

Stands face on to direction The body needs to be oriented toward the target.
66
1 of throw
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Stable head and trunk, eyes This action ensures all movement occurs in the
2 focused on target area forward and backward plane.

Ball held in front of body This starting position allows for the back swing of
3 the throwing arm.

Steps forward with opposite This action enables a greater distance over which
4 foot to throwing arm the throwing arm can develop force.

Well timed release The angle of release will determine the distance
5 the ball will travel.

Follows through with The back swing and follow through ensures a
straight arm greater distance and time over which to develop
6 force for the throw. A straight arm creates a longer
lever and therefore a greater range of motion.

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 II

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Manipulative Skills

6*4"&
2171-book2_text_2:1209-Book2-1 4/6/10 6:54 AM Page 86

Bouncing
Skill Criteria Why Are They Important?

Knees bent, legs This action enables movement in any direction.

1 comfortably spaced apart

Slight forward lean of trunk A lean moves the centre of gravity forward and
facilitates moving the body forward. It is therefore
2 important to push the ball downward and forward
so that it rebounds at an appropriate angle.

Use spread finger-tips to Spread fingers and a wrist action allows greater
3 control ball control of the bounce. Slapping the ball causes it
to bounce out of control.

Bounces ball to hip height This height allows control of the ball to be
4 maintained while keeping the trunk relatively
upright.

Can dribble with either Ensures versatility of the skill.

5 hand

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Catching a rolling ball
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%Z5%</>%6-+$=1.1*$*%% Straight sideward rolling

3*80,0"%4*'&-V0-1"'& Appendix
II Airborne turning
Stability Skills Stability Skills

Appendix Sideward rolling Forward rolling Appendix

Straight sideward rolling Twisting
II II
Stability Skills Stability Skills
44
42

Forward rolling Backward rolling

Sideward rolling 43
Airborne turning
42

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lesiones.

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Capacidad de ritmo
Capacidad de orientación
Por capacidad de ritmo entienden Meinel/Schnabel
Por capacidad de orientación entienden Meinel/Schna- (1987, 255) la capacidad para procesar un ritmo que nos
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bel (1987, 252) la capacidad para determinar y modifi- viene dado del exterior, de reproducirlo en forma de mo-

Equilibrio motor

Equilibrio del propio cuerpo Equilibrio de objetos

En un lugar fijo En movimiento

Equilibrio estático Equilibrio dinámico
libre

Carga de traslación Carga de rotación

Figura 376. Tipos de equilibrio (de Fetz, 1989, 258).

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 About the skill
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Balance is an essential prerequisite of almost all movement skills. A static balance is defined as being able to
maintain a stationary position throughout the movement. The static balance on one foot is an important non-
locomotor skill that is used in gymnastics, dance, diving and many team sports. The ability to perform a stationary
balance for a specific period of time has been linked to a reduced risk of suffering from falls, which may lead to
:W(010/+0*&"'47405*&
bone fractures in older individuals.

Skill components

1 2 3 4 5 1 3 4

1. Support leg still, foot flat on the ground.

2. Non-support leg bent, not touching the support leg.
3. Head stable, eyes focused forward.
4. Trunk stable and upright.
5. No excessive arm movements.
(Introductory components marked in bold)

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 %Z5%</>%6-+$=1.1*$*%%
1. Support leg still, foot flat on the ground.
2. Non-support leg bent, not touching the support leg.
3. Head stable, eyes focused forward.
4. Trunk stable and upright.

:W(010/+0*&"'47405*&
5. No excessive arm movements.
(Introductory components marked in bold)

Important considerations
It is expected that most children will demonstrate proficiently the introductory components of the static balance
by the end of Kindergarten. By this time students should have gained control over their trunk and shoulder
movements (components 3 and 4) prior to control over the arms (component 5).

Students are also likely to gain control over muscular movements of the hip and knee (components 2 and 4) before
they gain control over feet movements (component 1).

Because young children are top heavy, they have more difficulty balancing, especially when they have to perform
additionally a manipulative skill, such as catching an object. A major reason why some children drop objects is
because of their need to regain the static balance lost while catching the object.

Proficient demonstration of the fine-tuning components can generally be expected by the end of Year 3.

18
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xt_2:1209-Book2-1 4/6/10 6:53 AM Page 10

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Skill Criteria Why Are They Important?

Uses a stepping action Maintains forward momentum.

1 i.e., alternates feet

Walks fluidly without Indicates confidence.

2 pauses

Keeps both feet on the Indicates good balance. A child with poor balance
3 beam or line with toes will need to increase their base of support by
facing the front turning out the feet.

Head and trunk stable and To maintain stability, it is important to keep the
4 facing the front head and trunk stable and not sway excessively
from side to side.

Uses arms when A proficient balancer understands the role arms

5 necessary to maintain play to maintain balance. Arms can
balance counterbalance any body sway.

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 Changes in ball skills provide an excellent illustration of preschoolers’ gross motor
progress. TAKE A MOMENT... Play a game of catch with a 2- or 3-year-old, and watch the

</%G0("-$-%:%B)$-% child’s body. Young preschoolers stand still, facing the target, throwing with their arm thrust
forward. Catching is equally awkward. Two-year-olds extend their arms and hands rigidly, using

TA B L E 8 .1 Changes in Gross and Fine Motor Skills During Early Childhood

AG E G RO S S M OTO R S K I L L S F I N E M OTO R S K I L L S

2–3 years Walks more rhythmically; hurried walk changes to run
Jumps, hops, throws, and catches with rigid upper body
Pushes riding toy with feet; little steering
3–4 years Walks up stairs, alternating feet, and downstairs, leading
with one foot
Jumps and hops, flexing upper body
Throws and catches with slight involvement of upper body;
still catches by trapping ball against chest
Pedals and steers tricycle
4–5 years Walks downstairs, alternating feet
Runs more smoothly
Gallops and skips with one foot
Throws ball with increased body rotation and transfer
of weight on feet; catches ball with hands
Rides tricycle rapidly, steers smoothly
5–6 years Increases running speed
Gallops more smoothly; engages in true skipping
Displays mature throwing and catching pattern
Rides bicycle with training wheels
Puts on and removes simple items of clothing
Zips and unzips large zippers
Uses spoon effectively
Fastens and unfastens large buttons
Serves self food without assistance
Uses scissors
Copies vertical line and circle
Draws first picture of person, using tadpole image
Uses fork effectively
Cuts with scissors following line
Copies triangle, cross, and some letters
Uses knife to cut soft food
Ties shoes
Draws person with six parts
Copies some numbers and simple words

Sources: Cratty, 1986; Malina & Bouchard, 1991; Haywood & Getchell, 2004.

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Planning guide for programming and teaching Overarm throw

fundamental movement skills

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Chapter 4
Leap

Early Stage 1 Stage 2 Stage

Kick3
Stage 1
Two-hand strike

Skill Kinder-
>=A&& Year
B=D& 1 Year
D=E& 2 Year
E=Z&3 Year
Z=[& 4 [=\]&5
Year \]=\\&6
Year
Dodge
garten
-?*'& -?*'& -?*'& -?*'& -?*'& -?*'& -?*'&

Static balance
Focused teaching and learning, with an emphasis on the introductory components.

Sprint run Practice and development, with an emphasis on the fine-tuning components.

Consolidation and application of skill in sports, games and physical activities.

Vertical jump
Benchmark of when most students should demonstrate proficiency of the skill.

Catch

Hop Programming fundamental movement skills

Side gallop

Skip

Overarm throw

Leap

Kick

Two-hand strike

Dodge

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Focused teaching and learning, with an emphasis on the introductory components.
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0HYSICAL ,ITERACY THE $ETAILS

&IGURE  7HEN AND 7HERE #HILDREN ,EARN AND 0RACTICE &UNDAMENTAL -OVEMENT 3KILLS

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1 4 5 6 2 3

Name Overall check Legs Head and trunk Arms Comments

Does it look 1. Lands on ball 2. Non-support 3. High knee lift 4. Head and 5. Elbows bent 6. Arms drive
right? of the foot. knee bends at (thigh almost trunk stable, at 90º. forward and
least 90º during parallel to the eyes focused back in
the recovery ground). forward. opposition to
phase. the legs.
Observing fundamental movement skills

= Introductory components Hints for observation

= Fine-tuning components • Instructions: “Run as fast as you can from one end to
another.”
• Observation position: To the side halfway along, and to the
front
• Needed: A flat open area, approximately 20 metres long.

Chapter
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 gra76450_ch03_027-039.indd Page 32 10/23/08 10:07:26 AM user-s174 /Users/user-s174/Desktop/TempWork/October/23:10:08/Graham:Revices/MHSF096-03

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32 PART 1 Introduction and Content Overview www.mhhe.com/graham8e

Eff
or t Time
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eo p

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Fo he b ith

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Forward/
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Meeting/parting
backward Manipulative Nonmanipulative
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Rolling
with rackets
ft ough
Right/ le ing
Along /thr

o b je c ts a
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Figure 3.1 Movement analysis framework (wheel) depicting the interaction of movement concepts and skill themes. An “interactive” wheel is
located inside the back cover of this book.

before the skill themes (see Table 3.3). We focus on It’s important to remember, however, that although
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movement
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but cannot even hit the ball into the opponent’s court. of movements that are used in most sports and physi-

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Our goal in the skill theme approach is to lead young-
sters to become skillful adults who enjoy a variety of
physical activities and sports.
As children become ready, they begin to combine skill
themes and movement concepts into the movement
cal activities. These tables also serve as a guide to be
certain that we teach all the important movements
and do not leave any out. The skill themes and move-
ment concepts are defined and thoroughly explained
in Parts 3 and 4.

Table 3.2 Movement Concepts*

Space Awareness Effort
(where the body moves) (how the body moves) Relationships

Location: Self-space and general space Time: Fast /slow Of body parts: Round (curved), narrow, wide,
Sudden/sustained twisted, symmetrical/nonsymmetrical
Directions: Up/down
Forward/backward Force: Strong/light With objects and/or people: Over/under, on/off,
Right /left near/far, in front /behind, along/through,
Clockwise/counterclockwise Flow: Bound/free meeting/parting, surrounding, around, alongside
Levels: Low/middle/high With people: Leading/following, mirroring/
Pathways: Straight /curved matching, unison/contrast, alone in a mass,
Zigzag solo, partners, groups, between groups

Extensions: Large/small
Far/near

*This table represents many of the movement concepts taught in elementary school physical education. It is not meant to be all-inclusive, but to provide examples of
movement concepts.

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