handbook fms

FMS

A Guide for Facilitators

2016 Developed By: Jason Walsh & Cormac Ó Bruic

FMS [Developed By: Jason Walsh & Cormac Ó Bruic]

Table of Contents

1. Introduction……………………………………………………………………………………………….. 2

2. Throwing……………………………………………………………………………………………………. 3

3. Catching…………………………………………………………………………………………………….. 4

4. Running……………………………………………………………………………………………………… 5

5. Jumping……………………………………………………………………………………………………… 6

6. Kicking……………………………………………………………………………………………………..... 7

7. Underhand Roll………………………………………………………………………………………….. 8

8. Conclusion…………………………………………………………………………………………………. 9

9. Useful Resources……………………………………………………………………………………….. 10

A Guide for Facilitators 1


Introduction

Children enter primary school having had a range of movement experiences in the home, pre-school setting and the local community. They will have experienced control, coordination and manipulation of their body, using a range of equipment and will have some awareness of space. Physical Development is about experiencing and developing a range of fundamental movement skills that will improve co-ordination, locomotion, control, balance, and manipulation.

“Fundamental Movement Skills are movement patterns that involve different body parts such as the legs, arms, trunk and head, and include such skills as running, hopping, catching, throwing, striking and balancing. They are the foundation movements necessary for 3–8-year-old children as a precursor to the more specialised, complex skills used in play, games, sports, dance, gymnastics, outdoor education and physical recreation activities.” Ref: Fundamental Movement Skills Teacher Resource, Education Dept., Western Australia 2004.

This programme aims to assess fundamental movement skills using the TGMD-2 tool (Test of Gross Motor Development-2), implement fun games and activities in order to improve these skills and perform a final assessment to identify changes or improvements. The specialist skills the programme will focus on are: running, jumping, hopping, leaping, throwing, catching and kicking. The programme will run for eight consecutive weeks with week one and eight, allocated for assessment purposes.

Research reveals that children attribute low motor skills as a major barrier to participation in physical activity and drop out from organised sport because they cannot perform the skills well enough to play the game successfully. Children who develop confidence with their FMS skills may enjoy many benefits. Those who have a positive attitude to physical activity may have higher self-esteem, improved health and wellbeing, good social skills, are more willing to take risks and are also more likely to maintain an active and healthy lifestyle.



Throwing

TGMD-2 Performance Criteria

1. Windup is initiated with downward movement of hand/arm2. Rotates hip and shoulders to a point where the non-throwing side faces the target3. Weight is transferred by stepping with the foot opposite the throwing hand4. Follow-through beyond ball release diagonally across the body toward the non-

preferred side

Specific activity to improve Fundamental Movement Skill:

‘’Darts’’

Description of game:

Participants are divided into four stations At each station there are three rings at varied distances (close-far) Each ring is a different value; 10, 20, 30 points. Participants take turns throwing into the rings and keep track of their score When a participant throws the dart they collect it, hand it to the next person and run

to the back of their line



Catching

TGMD-2 Performance Criteria

1. Preparation phase where hands are in front of the body and elbows are flexed2. Arms extend while reaching for the ball as it arrives3. Ball is caught by hands only (2 Hands)


‘’Square race’’


Participants are divided into two teams Participants form a square, standing equal distance apart around the perimeter Bean Bag is thrown around the square as fast as possible When the bean bag has made one full cycle each student sits down The square that finishes first is declared the winner Repeat game as much as is necessary

Secondary Skill Targeted: Throwing



Running

TGMD – 2 Performance Criteria:

1. Arms move in opposition to legs, elbows bent2. Brief period where both feet are off the ground3. Narrow foot placement landing on heel or toe (i.e., not flat footed)4. Non-support leg bent approximately 90 degrees (i.e., close to buttocks)


“Stuck in the mud”


One (sometimes two) participant is (are) “on” The other participants are attempting to evade the participant that is “on” If the other participants are caught, they must stop with their legs open The participant who was caught is now “stuck in the mud” The other participants must crawl between their legs to “free” them Ensure to interchange the participant that is “on” Keep enforcing key points of running technique



Jumping


1. Preparatory movement includes flexion of both knees with arms extended behind body

2. Arms extend forcefully forward and upward reaching full extension above the head3. Take off and land on both feet simultaneously 4. Arms are thrust downward during landing


“Crocodile Attack”


Place hoops on the floor around the hall The hoops are safe zones known as a “leaf” The participants have three seconds in the safe zone before they must move on The participants must jump into the leaf using the correct technique Two participants will be the “crocodiles” The “crocodiles” will attempt to catch the other participants Ensure to interchange participants who are the “crocodiles” Keep enforcing key points of jumping technique

Secondary Skill Targeted: Running



Kicking


1. Rapid continuous approach to the ball2. An elongated stride or leap immediately prior to ball contact 3. Non kicking foot placed even with or slightly in back of the ball4. Kicks ball with instep of preferred foot (shoe-laces) or two


“Teacher Target”


Each participant has a small, soft foam ball Each participant will manoeuvre their ball into a position to be able to kick the ball in

the direction of the “teacher” The “teacher” will provide a continuously moving target in order to avoid being

struck by the foam ball The game will last a selected amount of time (i.e., one minute) then reset Keep enforcing key points of kicking technique



Underhand Rolling


1) Preferred hand swings down and back, reaching behind the trunk while chest faces cones

2) Strides forward with foot opposite the preferred hand towards the cones3) Bends knees to lower body 4) Releases ball close to floor so ball does not bounce more than four inches high


“Rolling Darts”


Participants are divided into four stations at the four corners of a large square The first participant of each station has a ball Across from corner to corner there are rings placed along the ground diagonally Aim is to roll the ball into the centre hoop When the ball comes to a complete stop, the participant collects the ball and brings

the ball to the next participant Keep enforcing the key points of the underhand roll technique



Conclusion

For young children, different aspects of the school day offer opportunities to develop and use their fundamental movement skills. Structured Physical Education lessons, along with other planned and incidental experiences and routines of the day, should provide a range of rich contexts for children to explore, develop and refi ne their fundamental movement skills.

Implementation of Fundamental Movement Programmes will inevitably correlate to increases in skill levels among young children. This increased skill competency will lead to higher levels of self-esteem and increase levels of participation in physical activity.

Research reveals that children attribute low motor skills as a major barrier to participation in physical activity and drop out from organised sport because they cannot perform the skills well enough to play the game successfully. Physical activity provides health benefits for children, including:

Providing important protection from developing coronary heart disease

A longer life with better managed weight, lower blood pressure and healthier cholesterol

levels

Healthy growth and development of the cardio respiratory system as well as bones and

muscles

Mental and social health benefits including feelings of confidence, happiness and relaxation

as well as an ability to sleep better.



Useful Resources

Action Kids – A teaching manual and library of physical development activities, 1999,

Val Sabin Publications.

Fundamental Movement Skills Teacher Resource (Kit), Western Australia Minister for

Education, 2004 (available from Steps PD, UK).

Helping Young Children with a Steady Beat, Ross Bayley and Lynn Broadbent

Learning Outdoors in the Early Years, NI Early Years Interboard Panel.

Macmillan Treasury of Nursery Rhymes and Poems, Anna Currey.

Outdoor Play in the Early Years, Helen Bilton.

Singing Games and Rhymes for Early Years, National Youth Choir of Scotland.

The Teeny Weeny Tadpole, Sheridan Cain & Jack Tickle.

Test of Gross Motor Development - Second Edition. PRO-ED, Inc. 2000.

Top Play and Top Athletics Resource, Youth Sport Trust.


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