The document summarizes a presentation given by Dr. Mark McKean on using seven common movements as a screening tool to assess physical literacy and movement competency in children. It discusses research showing declining physical activity and rising obesity in Australian children. The presentation outlines a study that tested over 1,200 primary school children on seven fundamental movements and their relationship to physical activity, BMI, and motor skills. Preliminary results showed lower movement scores correlated with less daily activity. An intervention integrating movement into the school day improved test scores and classroom behavior over one year. The research aims to develop quantifiable measures of physical literacy and identify ways to improve movement competency from childhood.

1. ACHPER CONFERENCE BRISBANE 15/08/2014
Dr Mark McKean ‐ USC 1
Dr Mark McKean PhD CSCS AEP RSCC*E
SEVEN COMMON MOVEMENTS AS A SCREENING
TOOL FOR MOVEMENT COMPETENCY
RESEARCH TEAM
Dr Mark McKean (USC)
Claire Tompsett (Honours student)
Professor Brendan Burkett (USC)
Chris Turner
Kelvin Giles (Adjunct Sports Scientist USC, Movement
Dynamics UK)
BACKGROUND
Over the last decade there has been a noticeable
increase in the obesity levels of Australian children
Many children are showing risk factors associated with
heart disease such as high blood pressure, increased
cholesterol and obesity
These risk factors were previously only apparent in
middle aged Australians
PHYSICAL LITERACY
Defined as having the ability and motivation, confidence
and knowledge to maintain physical activity at an
individually appropriate level within different contexts
throughout life (Whitehead 2007).
IMPORTANCE OF PHYSICAL LITERACY
Low levels of physical literacy linked to
Obesity (Faigenbaum 2012)
Inactive adulthood (D’Hont et al. 2013)
Increased discomfort when exercising (Faigenbaum 2012)
MOVEMENT COMPETENCY
Fundamental movement skills (FMS) are the building blocks
for movement and they form the foundation for many of the
specialised skills required in popular sports and leisure
activities. (Gallahue et al. 2012)
Developing FMS during childhood may be an important step
toward establishing a lifelong commitment to physical activity.
(Barnett et al. 2009)
Mastery of FMS among school‐aged children is correlated
with a number of health benefits, such as higher levels of
physical activity, cardiorespiratory fitness, perceived
scholastic and athletic competence, and lower levels of
overweight. (Lubans et al. 2010)

2. ACHPER CONFERENCE BRISBANE 15/08/2014
Dr Mark McKean ‐ USC 2
BACKGROUND
The Australian Bureau of Statistics reported an estimated
37%, or almost 974,000 Australian children aged 5‐14 years
did not take part in an organised sport in 2006 and a further
23% either did no exercise, or participated in very low
amounts (ABS 2012)
PHYSICAL ACTIVITY IN YOUNGER
PEOPLE
Mins/day
MOVEMENT DISORDERS
It has been estimated that 5–10% of the school‐aged
population have a development coordination disorder,
defined as displaying unusual difficulties in performing
motor skills despite no identifiable physical or
intellectual disability (Venetansou et al. 2011)
PARENTAL INFLUENCE
Children who received greater parental support for PA
were 6.3 times more likely to be highly active than
inactive. (Zecevic et al. 2010)
Being an older child, having older parents, and watching
more than one hour of television/videos per day
reduced the likelihood that a child would be rated as
highly active.
OLYMPIC PROSPECTS
2028 Olympic Games team
450 athletes (average age 26)
These athletes currently 11 years of age
In year ending June 2012 there were 2.8million 5‐14 year olds
63% overweight/obese leaves – 1.08 million potential
prospects
June 2011 ‐ 9,435 schools meaning we need 1 Olympian from
every 20 schools
RESEARCH GAPS
Current research focuses on the philosophical aspects of
defining physical literacy and the characteristics that
represent a ‘physically literate’ individual.
There are no quantifiable methods of assessing
movement competency or ‘physical literacy levels’.
Validated physical tests for school‐aged children focus
on skill competency or fitness levels not movement
competency.

3. ACHPER CONFERENCE BRISBANE 15/08/2014
Dr Mark McKean ‐ USC 3
MULTI-LAYERED PROJECT
Assessing movement competency in primary school
aged children
Comparing movement competency with Skill
competency
Determining reliability of screening criteria
Assess movement competency in children using a
range of tests
7 movements
Get Active skills
What is correlation between movement
competency and skill literacy
Can performance in these movement competency
tests be related to certain lifestyle factors such as
level of physical activity
AIMS AND OBJECTIVES
METHODS
Included
1200 primary school participants ‐ Qld
150 primary school participants in NSW
Collection of anthropometric data including height
and weight to determine BMI.
Objective measurement of the 7 movement
competencies’ and other tests
Survey ascertaining lifestyle factors
7 MOVEMENT COMPETENCIES
DERIVED FROM ANALYSING COMMON ACTION IN BOTH
SPORT AND DAILY MOVEMENT
9 FOUNDATION SPORT SKILLS –
GET ACTIVE NSW PROGRAM
static balance,
vertical jump,
side gallop,
kick,
overarm throw,
sprint run,
hop,
skip,
dodge.
TEST: BENT LEG HINGE
Main 5 Scoring Points. Achieving each point gains 1 point to a maximum of 5
Sideways view:
Trunk remains straight throughout with no bending or banana action at the lower
back.
Head remains in neutral alignment with trunk and spine.
Knees remain fixed with no excessive flexion/bending
Front view:
Weight remains even between both feet with no movement towards one side
Shoulders remain square and aligned with no rounding or sagging through upper
back

4. ACHPER CONFERENCE BRISBANE 15/08/2014
Dr Mark McKean ‐ USC 4
SPORT
STUDY 1 RESULTS
Average daily time spent in physical activity was less
than sedentary activities
No relationship was found between BMI and 7
foundation exercise performance.
BMI was found to correlate with FSS ability.
Children who achieved the recommended ≥60 minutes
of physical activity per day performed better in both
assessments.
STUDY 2 RESULTS
RESULTS OF 7 MOVEMENTS
Year
level
Gender Squat Lunge Hinge Push Pull Brace Rotate
2 M 3.0 3.1* 2.0* 2.6 2.0 3.1 2.9
F 3.3 2.2* 2.8* 2.5 2.3 3.0 2.9
3 M 3.1 2.4 1.8* 3.0 2.7 3.6 2.0
F 3.1 2.7 2.4* 2.9 2.5 3.9 2.5
4 M 2.6 1.9 1.7* 2.3 2.2 3.3 2.2*
F 2.6 2.2 2.3* 2.3 2.2 3.3 2.9*
5 M 3.0 1.8* 1.9* 3.1 3.0 4.0 3.1*
F 2.7 2.6* 2.6* 3.1 3.0 4.2 3.6*
6 M 3.3 3.0 2.2* 3.4 3.1 4.0 3.7
F 3.0 3.1 2.7* 3.2 3.0 4.1 3.9
Girls always
better than boys
Highest scoring
perhaps too
easy a test
Girls always
better than boys
except year 2
SO FAR….
Appears to be link between
Exercise score and amount of daily activity
Obvious issues relate to
Balance on single leg
Lack of control of the spine and normal alignment
Lumbo‐pelvic coordination poor
Keeping hips and shoulders even when moving
Overall low scores in common joint coordination type activities.
Sedentary behaviour greater than active behaviour

5. ACHPER CONFERENCE BRISBANE 15/08/2014
Dr Mark McKean ‐ USC 5
STUDY 3 - INTERVENTION
4 school terms ‐ 6/10 PE lessons per term
Modified PE lessons to include 7 Moves Training
Each school day
2‐3 movement breaks of 5 min
Movement puzzles
Monitoring
3 re‐assessments over course of the year (Feb, July, Nov)
Survey of students attitude and academic behaviour
FEEDBACK SO FAR
Implementation of the program requires full school buy
in inclusive of parents.
Classroom teachers have most ability to influence the
outcomes.
Children love the ability to explore movement when
allowed
Correct technique in these movements is secondary to
exploration of movement
MID YEAR RETEST
Improved movement scores across all year levels
Improved classroom behaviour
Improved participation in school sport and PE
LONG TERM IMPACT
Introduction of movement specific activities and
stretches at specific ages
Introduction of different sports may be determined by
movement competency of the related age group eg
hockey and hinge movement,
Development of levels to allow for progression of
movement competencies
DR MARK MCKEAN
Research Fellow – USC
Tel: +61 7 54565528
Email: mmckean@usc.edu.au
Questions