Movement education is an approach to teaching fundamental movement skills like hopping, throwing, and balancing. It focuses on developing these skills through age-appropriate games and activities. There are 12 key fundamental movement skills. Students progress through initial, formative, and mature stages of skill development. Movement education ties closely to the K-6 physical education curriculum, directly addressing the goal of teaching coordinated body movements and fundamental patterns.

1.  Movement education is an approach to teaching students
about how to develop their fundamental movement skills
(Garrett & Wrench, 2008). It is an effective means of
education in that it can be applied to children at any stage of
the primary school curriculum (since it is an adjustable
approach).
 Because of its adjustability, teachers who adhere to this
approach are able to implement PE lessons with activities
that are of a realistic level for students to effectively
participate in (maximising the inclusive nature of the lesson).
What is Movement Education?
By Chris Aurisch - 17286031

2. What does Movement Education entail?
 Skip
 Side Gallop
 Overarm Throw
 Hop
By Chris Aurisch - 17286031
 Movement education involves focussing on developing the fundamental movement
skills of a person to help build a strong foundation upon which further development
can occur (Garrett & Wrench, 2008). The purpose for targeting these specific sets of
movements is due to the fact that they underpin the way in which we move our bodies
(Blackman, 2008).
 There are 12 fundamental movement skills that children will be taught throughout
their time in primary school. These skills include:
 Two-hand Strike
 Kick
 Dodge
 Leap
 Vertical Jump
 Sprint Run
 Catch
 Static Balance

3. How is Movement Education implemented?
 Movement education is taught through specified activities that
adhere to the game sense school of thought. Games sense falls
under the umbrella of movement education and focuses on having
children develop their fundamental movement skills through their
participation in particular games that are specifically designed to
exercise a particular skill (Light, 2013). As children become more
adept to the game from active participation, their fundamental
movement skills also increase.
 By removing the focus of the exercise from practicing a specific
skill to the learning and playing of a particular game, the child is
more likely to benefit more greatly from it (in terms of both
enjoyment and inadvertent skill practice).
By Chris Aurisch - 17286031

4. Movement Skill Development
 Movement skill development refers to the process by which a
person progresses/grows in terms of their ability at
performing a particular fundamental movement skill
(Blackman, 2008). This development consists of three
recognised stages. These stages include:
 The Initial Stage: Describing a person with little to no experience
of exercising a particular fundamental movement skill. Often
characterised by a lack of competence in performing said skill.
 The Formative Stage: Describing a person who has gathered
somewhat of an understanding of how to perform said skill but
still requires further practice to perfect.
 The Mature Stage: Describing a person competent in the
consistent performance of a particular skill.
By Chris Aurisch - 17286031

5. Linking Movement Education to the Syllabus
 Movement education ties in well with the PDHPE K-6 syllabus in that
it effectively addresses particular points raised in the rationale
section (that effectively sets the scope of what children are desired
to learn). The most notable point that the movement education
approach of teaching adheres to is that of coordinated bodily actions
and fundamental movement patterns (BOS, 2007). As it states that
children do not develop their fundamental movement skills through
natural growth (BOS, 2007), Movement education becomes a
desired approach to incorporate into PE lessons to effectively
overcome that factor.
 The interconnected nature of movement education to the syllabus in
this regard can only be seen as a positive attribute and should be an
approach that is implemented universally for maximum results in
developing a student’s fundamental movement skills.
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6. References
 Blackman, L. (2008). The body: The key concepts. Oxford, UK: Berg.
 Board of Studies, NSW. (2007). Personal development, health and physical
education K-6: Syllabus. Sydney, Australia: Author.
 Garrett, R., & Wrench, A. (2008). Connections, pedagogy and alternative
possibilities in primary physical education. Sport, Education and Society, 13(1),
39-60.
 Light, R. (2013). Game sense for physical education and sport coaching. In Game
sense: Pedagogy for performance, participation and enjoyment (pp. 37-47).
London, UK: Routledge.
 Note: All images (on the slides and the weebly) are royalty free clipart offered on
the weebly website itself. www.education.weebly.com/
By Chris Aurisch - 17286031