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FUNDAMENTAL MOVEMENT SKILL RESEARCH PROJECT - CASE STUDY Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones and red; He did a hundred happy things – And then went to bed. (from ‘Forgotten’ in Now We Are Six, Milne, 1927, p.98)

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Page 1: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

FUNDAMENTAL MOVEMENT SKILL RESEARCH PROJECT

- CASE STUDY

Fundamental Movement SkillsTracy RotheryStudent 171666 He played with his skipping rope,

He played with his ball.He ran after butterflies,

Blue ones and red;He did a hundred happy things –

And then went to bed.(from ‘Forgotten’ in Now We Are Six, Milne, 1927, p.98)

Page 2: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

LEARNING OUTCOMES Play Theories International Perspectives Play and the EYFS The EYFS and Physical Activity The Fundamental Movement Skills

Programme Physical Capital My Research Project The FMS Learning, Teaching and

Assessment Cycle

Page 3: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

PLAY THEORIES - CONSTRUCTIVISM

Vygotsky (1896 – 1934) The Zone of Proximal Development

Someone more skilled can support child physical achievement

(Pound and Hughes,2008: 40)

Piaget (1896 – 1980) Cognitive Theory of Play

Children need active play to construct their knowledge(Waite-Stupiansky,1997: x)

Bruner (1915 - ) Theory of Child Intellectual Development

Children learn through actions on physical objects (lifecircles-inc.com, undated)

“Play provides a relaxed atmosphere in which learning can easily occur” (uwgb.edu, undated)

Page 4: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

INTERNATIONAL PERSPECTIVES

Reggio Emilia Te Whāriki

“The Reggio approach values the learning of the child who expresses himself through... Physical play”

(Thornton and Brunton, 2010: 91)

Woven into the mat – the requirement for children to develop “growing control of body and physical co-ordination”

(Ministry of Education, 1996: 21)

Page 5: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

PLAY AND EYFS“Play is now seen as a major learning

tool and increasingly practitioners are asked to look for ways of

delivering the curriculum outcomes through play”

(Tassoni and Hucker, 2005: v)

Early Years Foundation Stage (2008)

Page 6: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

THE EYFS AND PHYSICAL ACTIVITYChildren “must be supported in

developing an understanding of the importance of physical activity” (DCSF, 2008: 15)

Every Child Matters:Staying SafeBeing HealthyEnjoying and AchievingMaking a Positive Contribution

Page 7: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

THE FUNDAMENTAL MOVEMENT SKILLS PROGRAMME - FRAMEWORK

FMS are important in the development of the ‘whole child’ FMS is best supported when the school, family and

community work together FMS can be embedded in everyday classroom activities FMS can be learned though play Movement skill development is age related and not age

dependent Early childhood is the optimal time to teach and learn FMS

“Supports early years practitioners to design learning and teaching programmes that incorporate the development of children’s fundamental movement skills” (Hands et al., 2004: 1)

Page 8: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

THE SKILLS CHILDREN ACHIEVE WITH FMS

Balance Walk Climb Roll Run Hop Jump Skip Gallop Catch Throw Kick Strike

Page 9: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

ADULTS LEARN THROUGH PLAY TOO!

Page 10: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

THE FINAL COUNTDOWN!

20 sports the Government and its’ agencies have

determined to be ‘Priority Sports’ in the UK.

The Framework for Sport in England (www.sportengland.org)

You have one minute to write down…

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00:00STOP!

Page 72: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

SO…

How have you done?

Page 73: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

ATHLETICS & BADMINTON

Page 74: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

CANOEING & CRICKET

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CYCLING & EQUESTRIAN

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FOOTBALL & GOLF

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GYMNASTICS & HOCKEY

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JUDO & NETBALL

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ROWING & RUGBY UNION

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RUGBY LEAGUE & SAILING

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SQUASH & SWIMMING

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TENNIS & TRIATHLON

Page 83: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

PHYSICAL CAPITAL “developing a range of basic skills

permits a child to interact appropriately with their physical environment”Marsden and Weston (2007: 393)

“physical capital plays a significant part in promoting self-confidence and positive self-esteem” Whitehead (2005: 12)

Page 84: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

MY RESEARCH PROJECT – INTRODUCING EDWARD

Learning to Hop Key Points

Rationale Permission Ethics Evidence Gathering

Interviews Photo Video Written Observation

Page 85: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

PIRATES AHOY!! Pirate Day Circuits Seaside Hop

Scotch Mermaid

Treasure Hunt

Page 86: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

FMS LTA CYCLE -THE OUTCOME SO FAR

(Jefferson-Buchanan, 2010)

Page 87: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

WHAT NEXT? Continue working

on initial skill criteria

Introduce the fine tuning skills

Share evidence with Edward and his mum (at Learning Journal cake and coffee morning)

Introduce peer observations (summer term rising 5’s sessions

Key Understandings:

FMS are important in the development of the ‘whole child’

FMS is best supported when the school, family and community work together

FMS can be embedded in everyday classroom activities

FMS can be learned though play

Movement skill development is age related and not age dependent

Early childhood is the optimal time to teach and learn FMS

Page 88: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

SUMMARYLearning Outcomes: Play Theories International Perspectives Play and the EYFS The EYFS and Physical Activity The Fundamental Movement Skills

Programme Physical Capital My Research Project The FMS Learning, Teaching and

Assessment Cycle

Page 89: Fundamental Movement Skills Tracy Rothery Student 171666 He played with his skipping rope, He played with his ball. He ran after butterflies, Blue ones

REFERENCES: Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder and Stoughton.

DCSF (2008) Statutory Framework for the Early Years Foundation Stage. 2nd ed. Nottingham: DCSF Publications.

Hands, B., Martin, M. and Lynch, P. (2004) Fundamental Movement Skills: Learning, Teaching and Assessment. Perth: Steps Professional Development.

Jefferson-Buchanan, R. (2010) Lecture on Fundamental Movement Skills: Module 1. Bath Spa University. 13.12.2010.

Kay, J. and Hallett, E. (2004) ‘Play and parenting – developmental experiences in children aged 0 – 3 years’. In: MacLeod-Brudenell, I. ed. Advanced Early Years Care and Education. Oxford: Heinemann Educational Publishers, pp. 205 – 240.

Lifecircle-inc.com (undated) Theories of Learning in Educational Psychology [Online] available from: (http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html) [Accessed 25.3.2011].

Marsden, E. and Weston, C. (2007) ‘Locating quality physical education in early years pedagogy’. Sport , Education and Society, 12 (4), pp. 383 – 398.

Ministry of Education (1996) Te Whàriki: Early Childhood Curriculum. Wellington: Learning Media.

Pound, L. and Hughes, C. (2008) How Children Learn: From Montessori to Vygotsky. London: Step Forward Publishing Ltd.

Tassoni, P. and Hucker, K. (2005) Planning Play and the Early Years. 2nd ed. Oxford: Heinemann Educational Publishers.

Thornton, L. and Brunton, P. (2010) Bringing the Reggio Approach to Your Early Years Practice. 2nd ed. Abingdon: Routledge.

Uwgb.edu (undated) Theories of Play [Online] available from: http://www.uwgb.edu/hughesf/Theories%20of%20Play.htm [Accessed 25.3.2011].

Waite-Stupiansky, S. (1997) Building Understanding Together: A Constructivist Approach to Early Childhood Education. London: International Thomson Publishing Europe.

Whitehead, M. (2005) Learning and Leadership: The concept of Physical Literacy and the development of a sense of self [Online] available from: http://www.physical-literacy.org.uk/edmonton2005.pdf [Accessed 21.3.2011].

http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html
http://www.uwgb.edu/hughesf/Theories%20of%20Play.htm
http://www.physical-literacy.org.uk/edmonton2005.pdf

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