Movement Education - PDHPE

1. Movement Education
Megan Pilon 17471435
1H 2016 PDHPE

2. Fundamental
Movement
Skills
‘Patternsofmovement
thatarethefoundation
tomorespecialisedand
complexpatternsof
movement’(Pill,2015).
Static
Balance
Sprint
Run
Vertical
Jump
Side
Gallop
Catch Kick
Hop
Skip
Leap
Overarm
Throw
Two-
hand
Strike
Dodge

3. GameSense
 What is a ‘Game Sense’ approach to PDHPE education in NSW
Schools?
- Engaging
- Minor/modified games
- Helps develop particular fundamental skills
- Promotes understanding of tactics
- Encourages simple modifications which allow for emergent and
advanced learners
- Inclusive for ALL students
- Modification of rules, equipment or area to highlight specific
fundamental skill development
- Encourages ‘thinking players’.
- Student centred

4. How are
teachers using
‘GameSense’
for PDHPE
Adaptedfrom:
https://www.sportingschools.gov.au
/resources-and-pd/schools/playing-
for-life-resources/game-sense-
approach
Session Plans:
1. High activity levels
2. Game modification for
skills/abilities
3. Games before drills and
skills
Correcting:
1. Student modelled
learning
2. Observations
3. Self corrections
4. Individual/group specific
guidance
Questions/Challenges:
1. Ask the player prompts
2. Substitute telling for
questioning
3. Questions to allow for
modification
Feedback
1. Short, brief ‘straight to
the point feedback’
2. PBL Approach 4:1
Positive/Negative
Session Management
1. Lesson plan guides
2. Review/modify/
experiment
3. Mental rehearsal of
lesson plan

5. Equipment
used in
activity to
help with
preparation
Components
of the
Fundamental
Movement
Skill
Fundamental
Movement Skill
GSS1.8
ALS1.6
MOS1.4

6. Teacher
directions for
students
- What the
teacher is
looking for
Critical warm
up activity
- Introduction
to the
Fundamental
Movement
skill
Details of
activity
process
Modification
ideas for
emergent and
advanced
students

7. Teaching
Approach to
Movement
Education
 Natural observations – Students may alter their movements
if they notice they are being observed.
 Observations of how the movement looks. Are the
components of the movement evident?
 Objective observations – Positive behaviour for learning
approach.
 Fundamental skills should be observed in a variety of
contexts
 Use of Get Skilled: Get Active – Show me How.
Does it look
right?

8. Get skilled: get
active –Show
me how.
("Videolinks-Showmehow",2016)
Video’s contain:
• A graphic interface to provide
informative modelled activity
• Range of student abilities
• Coloured ball on the side of the
screen to represent students ability
- P = Proficient
- D = Developing
• A voice over to assist with
developing the components of the
skill
The skill
developments
should be used
alongside a
detailed checklist.
Skip (GSS1.8)
(2016). Curriculumsupport.e
ducation.nsw.gov.au.
Retrieved 27 April 2016,
from
http://www.curriculumsup
port.education.nsw.gov.au
/primary/pdhpe/assets/avi/
mp4/skip__bb_hi_GetSkill
ed.mp4

9. Name
Overall
Check
Legs
Head and
trunk
Arms Comments
Does it look right? 1. Shows
rhythmical
step-hop
2. Lands on the
ball of the foot
3. Knee of
support leg
bends to prepare
for hop
4. Head and
trunk stable,
eyes focused
forward
5.Arms relaxed
and swinging in
opposite
direction
= Introductory components
= Fine-tuning components
How are we testing your kids in movement skills?
The following is an example from the NSW Curriculum support on how teachers are testing
NSW Primary school students in the ‘skip’ fundamental movement skill.
Skill components can be found at:
http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/fms_action.
pdf
MOS1.4
ALS1.6
GSS1.8

10. Rational on
game sense as
a teaching
approach to
movement
 Game sense provides students with the opportunity to develop all
fundamental movement skills when participating in engaging
physical activities. Game sense as a teaching approach allows for
inclusive classrooms and learning.All students are able to
participate regardless of their shape, size, gender, disability etc.
The opportunities for modification of rules, equipment, space and
time allow for an inclusive learning environments.
 This approach to teaching physical education helps teachers fulfil
PDHPE syllabus requirements, allows for fun engaging activities
and encourages all students to further their PDHPE experience.

11. Reference List
Fundamental Movement Skills. (2016). Curriculumsupport.education.nsw.gov.au. Retrieved 27 April 2016, from
http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htm
Live LifeWell @ School - Fundamental Movement Skills in Action. (2016). NSW Department of Education and Communities.
Retrieved 27 April 2016, from
http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/fms_action.pdf
NSW Syllabus: Personal Development, Health and Physical Education (PDHPE). (2016).K6.boardofstudies.nsw.edu.au.
Retrieved 27 April 2016, from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-432b-8ce5-
122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES
Pill, S. (2015). Play with purpose. Perth,WA: Anchper.
Video links - Show me how. (2016). Curriculumsupport.education.nsw.gov.au. Retrieved 27 April 2016, from
http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms002a.htm