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Fms staff module
- 1. Click to edit Master title style A joint initiative between the NSW Department of Education and Communities and NSW Health Fundamental Movement Skills staff in-service
- 2. What are fundamental movement skills? • FMS are the building blocks of movement and allow for successful participation in games, sports and other activities. Three categories: • locomotor (moving) • non-locomotor (static) • manipulative (involve equipment)
- 3. When should skills be taught? • Optimal period is K-2 • Children have plenty of opportunities to practice in structured and unstructured activities • Stops current movement patterns being entrenched
- 4. The Skills • static balance • sprint run • vertical jump • catch • hop • side gallop • skip • overarm throw • leap • kick • two handed strike • dodge
- 5. Resources Lanyard Get Skilled: Get active DVD (now available online) Observation posters
- 6. • 12 fundamental movement skills • How to observe – checklists • How to teach – examples • How to program – ideas • Video 1 - Show me how • Video 2 - Teach me how Get skilled: Get active Issued to all schools in 2000 Transferred to DVD in 2005 NOW ONLINE
- 9. About the skills, Checklists Video: Show me how
- 10. The sprint run (view) Components: 1. Lands on the ball of the foot. 2. Non-support knee bends at 90 degrees during the recovery phase. 3. High knee lift (thigh almost parallel to the ground). 4. Head and trunk stable, eyes focused forward. 5. Elbows bent at 90 degrees. 6. Arms drive forward and back in opposition to the legs.
- 11. Relationship between FMS and Sports
- 12. Observing and assessing FMS
- 13. Planning guide Get Skilled: Get Active page 65
- 14. Where to from here?
Editor's Notes
- Prior to this Module you will need to set up the room as per the guidelines on the Fundamental movement skills observation activity. This can be found on your LLW@S thumb drive in the workshop support material folder. For this session, you will need: FMS lanyards Internet connectivity already logged into the internet Have this slide on while your staff come into the room and get settled. “We recently attended the Live Life Well @ School workshop and learnt a lot about Fundamental Movement Skills. This in-service is designed to show us all some simple ways we can improve our teaching of Fundamental Movement Skills. But first, what are fundamental movement skills?”
- Fundamental movement skills are the building blocks of movement. They are skills which children need to participate successfully in all types of games, physical activities and sport. Data collected from the NSW Schools Physical activity and Nutrition Survey, 2010 showed that only a small proportion of students in NSW demonstrated proficiency in the seven FMS assessed. Research has shown that children and adolescents with greater proficiency in fundamental movement skills tend to be more physically active and have higher levels of cardiorespiratory fitness, scholastic and athletic competence, and self-esteem. Developing fundamental movement skills during childhood helps to establish habits of physical activity that provide benefits throughout life. Examples of these skills can be frequently seen in popular games and activities played by children in the school playground. Children do not attain Fundamental movement skills as part of their normal growth and development. The skills need to be explicitly taught, modelled and reinforced through fun and engaging activities.
- Like many programs in our schools, the early years are the optimum time for students to learn Fundamental Movement Skills (FMS). Many children are being exposed to FMS in early childhood services due to their involvement in the Munch and Move program, a NSW Health initiative similar to Live Life Well @ School that promotes physical activity, including FMS and healthy eating. It is therefore important to build on these skills by including them in activities for K-2. Students also need to have lots of opportunities to practise skills through structured and unstructured play activities and experiment with different movements. The early years also stops incorrect movements becoming entrenched before they become bad habits. Unfortunately we sometimes lose sight of this and play skills-based games with infants (K-2) and then start teaching skills in year 3. We don’t give our students novels in infants (K-2) and then teach them to read in year 3. We don’t give our students musical instruments in infants (K-2) and then teach them to play in year 3.
- These 12 Fundamental Movement Skills were selected because together they represent a solid foundation for the development of skills that will enable students to participate in a wide range of physical activities and games. The development of fundamental movement skills is an important step towards ensuring lifelong involvement in physical activity. Without proficiency in skills like throwing, catching, kicking, leaping and balancing, students are less likely to explore the range of options available to them to establish and maintain active lifestyles. We want to instil life-long participation and also want to see ‘more kids, more active, more often’
- There are a number of resources that exist already that make teaching FMS possible for every primary school teacher. From the most reluctant to the most energetic. The FMS Lanyard was developed in 2009 to assist teachers to teach FMS. The lanyard consists of 12 cards (each representing a different FMS). The cards have a photo representation on one side and teaching cues and skill components for each skill on the back. The lanyard is worn around the neck and can be a quick and easy reference to the skill being taught. It allows teachers to give feedback to students during an FMS game or activity. The Observation posters were developed by Distance Education to use with students who did not have assess to a face to face teacher. Students were able to read and follow the instructions on the cards. We are going to use these posters in an activity today. The GS:GA DVD was released to schools in 2000 and transferred to DVD in 2005. The resource was designed as a professional learning tool for schools to support staff developing in teaching, planning and programming fundamental movement skills as part of PDHPE programs. We will now look closer at GS:GA and see some examples of what the skills are and how to teach them.
- Ask participants if they have seen the resource. Explain that this resource was released to schools in 2000 and transferred to DVD in 2005. The resource was designed as a professional learning tool for schools to support staff developing in teaching, planning and programming fundamental movement skills as part of PDHPE programs The clips of the twelve fundamental movement skills are to help teacher observational skills. There are support activities that can be printed off in this resources to help you at school. DEC – owns the copyrights for this resource so it can be downloaded onto the school server for all teachers and students to access. This resource is now available online
- To find it online, go to the curriculum support website, PDHPE. If unsure how to access curriculum support type in Google: curriculum support pdhpe k6. Advance slide Press on submenu Games and sport, the entire booklet as a PDF is available to download under resources and is circled. Advance slide The newly circled link “Get skilled, get active Resource video” will move you onto the videos. Next slide
- The Fundamental Movement Skills Index page provides information on key messages, video links and supporting Professional learning. Key messages provides information about lesson planning, organisation and teaching in a question/answer format. Show me how videos, contain a demonstration on every skill. It displays a proficient student and developing students. It outlines how to identify important features of each FMS. Teach me how videos provides teachers with examples of how a lesson could look when explicitly teaching a fundamental skill based on stage. Supporting Professional Learning: Provides information on planning, organising and teaching a lesson. This information is also in the Get Skilled: Get Active book but presented in an easy to follow method. When you click on the “Show me how” video the following page comes up Advance slide
- The videos come in 3 different formats to make it compatible with a variety of computers. If you are using a windows computer “WMV” files seem to be the best quality. Otherwise, click on the picture. On the same page as the “show me how videos”. You will find the skills and checklists sheets for each fundamental skill as shown in pages 14, 15, and 16 of the booklet. They are pdf’s and would be handy to save on your server to make it easy for teachers to access in school.
- Ask your teachers to look at the run observation checklist in their booklet. Discuss the components of the run. The introductory components (bold) are those components which students are most developmentally capable of demonstrating by the end of Stage 1. The fine tuning components are those components which will generally be demonstrated by students after they have reached proficiency in the introductory components. Fine tuning will typically occur from Stages 2 to 3 as students grow and develop. Press on link (view) Navigate to Video by pressing on Show me how Navigate to the Sprint Run section of the resource Watch the demonstration of the proficient student performing the run using the checklist to guide them. Watch the developing student (sound off). Ask participants to observe the student using the checklist as a guide. What are the differences? What do you observe? Navigate to the checklist for sprint run shown above to demonstrate how easy it is to find. I hope this demonstration has shown you how quickly you can become familiar with the components of each FMS and be able to give some helpful feedback and encouragement.
- You probably think of one or two specific sports or games that use the overarm throw but in fact the skill applies to a range of games and activities as shown on this slide. It is important that the technique is practised and executed correctly as it is the foundation for a range of sports that students enjoy to be involved in.
- In the Get Skilled: Get Active DVD (show participants the cover), the common errors listed for each skill are linked to the components. They could be used as a prompt to draw your attention to a student who may not be performing a skill proficiently. These common errors can be corrected by demonstrating the correct performance of that component, providing feedback to the student and allowing time to practice. Refer to the Fundamental Movement Skills observation posters from the LLW@S thumb drive. This can be found in the workshop support material folder. (The activity should already be set up as per the instructions). I’m going to place you into groups so we can focus on the teaching cues of each fundamental movement skill. Have a look at the poster (move to the closest one that all teachers can see). You will see a picture of a student performing the skill correctly. Surrounding the picture is a series of teaching cues. Nominate someone in your group to take out a task card from the envelope. They are to read the card without anyone else looking at it. Once they have read it, they then perform the skill exactly as stated on the card. The group observes and identifies the error being demonstrated using language modelled on the posters. Each member of the group demonstrates the skill imitating the error they have chosen e.g. performing a catch (the skill) using other parts of the body (the error). Have each person in the group take their turn to demonstrate the skill and error. Once all members of the group have demonstrated the skill and error rotate groups to a new skill and repeat the process.
- This planning guide in GS:GA table is designed as a guide to help us program the fundamental movement skills from Kindergarten to Year 6. Key features: suggests when skills should be introduced. indicates the key years for students’ development of each fundamental movement skill. provides a benchmark of when most students should be expected to demonstrate proficiency in each skill. What would you say about the skill level of the students in your class in relation to the guide?
- Explain to your staff that you have included FMS in our LLW@S school action plan, is anyone interested in assisting in creating a scope and sequence for implementing the FMS in our school? Emphasise that it does not require everyone to become expert PE teachers and that with the available resources teaching the skills shouldn’t be a challenge. Seeing as there is an introduction stage as well as a benchmark, it might make sense to team teach across the stages or buddy up with someone who is more comfortable teaching the skills. A possible format for this could be: K + Year 3 1 + Year 4 2 + Year 5