Fundamental movement Skills 2

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Sarah Dandridge

Fundamental movement Skills 3

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Sarah Dandridge

Fundamental movement Skills 4

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Sarah Dandridge

Fundamental movement Skills 5

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Sarah Dandridge

Fundamental movement Skills 6

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Fundamental Movement Skills (FMS) are an essential part to everyday living. Being unable to master these skills could lead to a life of frustration and inactivity. According to Creasy (2012) FMS are best learnt in early childhood, as the students bodies are more susceptible to acquiring these new skills. In saying this Creasy (2012) also showed that FMS can be learnt at any age, although the older the body the harder skill acquisition will be. Determining a students ability to perform FMS can be done via a Stay in Step Screening Test. This test will determine where the student sits in relation to their age and therefore it will determine their FMS abilities.

The testing process Balance was the first FMS tested in the Stay In Step Screening Test. The first trail on Jareds preferred leg was not recordable as he placed his foot on the ground almost immediately after the commencement of the trial. His second trail on his preferred leg resulted in him managing to stand balanced for a total of 9 seconds. The other leg was slightly lower with Jared only managing to stand on this leg for a total of 8 seconds. These scores place Jared in a rating of low for his preferred leg and very low for his non-preferred leg. Overall this resulted in a rating of low for his balance

The hop was the next FMS to be tested. Jared had great understanding of the concept of this task, but unfortunately was unable to execute this knowledge; with him scoring a very low rating in both his preferred and non-preferred legs. His first trial on his preferred leg was unbalanced resulting in a no jump. Jareds second trail on his preferred leg produced the best result with a hop of 40 centimetres, with the results of his non-preferred leg being 30 centimetres for both trials.

The bounce and catch was one of his best FMS with his trail resulting in 16 bounce and catches in the allocated 20 seconds. This put Jareds bounce and catch on a rating score of medium,

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which is an average score for his age. The run also produced a rating score of medium with a time of 13:40 seconds over a distance of 50 meters. Intervention lesson:

According to Gioftsidou et al. (2012) balance is a state of equilibrium that is developed through proprioception. Gioftsidou et al. (2012) also stated that without unconscious perception of movement and spatial orientation the body would be unable to perform daily tasks such as walking, standing and even sitting. Education Department of Western Australia. (2001) concurred this idea adding that balance is fundamental to everything we do (Petersen, 2012) stated that without effective transition from basic balance to sensory integration, leaning and reading development could be significantly delayed, showing again that balance is a basic building block for life skills. I chose to do balance because although this isnt the lowest of Jareds scores, without improvement within the area his hopping would never dramatically improve nor would his movement and sporting skills.

The warm up activities consisted of two parts, both of which focused on a movement followed by a balancing activity. The activity of Freeze aimed to teach Jarred the learning cues for balance, whilst the activity of connect them required Jared to become aware of his bodies movements and how his balance changes as a result.

The main section of the lesson aimed to teach Jared visual cues via teaching these cues in isolation. The first activity Stay Out Of The River aimed to teach Jared about the effects of contracting muscles to hold balance. In particular Jared focused on contracting muscles of the legs (Hamstrings, Quadriceps), the Gluteus Maximus, and the Abdominals. The second main activity Monkey Race aimed to teach Jared how to lower his centre of gravity. According to French (2011) lowering the centre of gravity results in the students mass become closer to the ground making them more stable. I chose this activity as I wanted the students to self discover the effects of a lower centre of gravity.

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The cool down activities focused on tying all the balancing cues together whilst performing a quieter activity. Walk The Line was designed to target Jareds proprioception. Puzzle Balance was aimed to test Jareds balance in terms of his confidence, h is ability and his wiliness. According to Barnett et al. (2009) a child that has confidence in their capabilities will be more likely to test their abilities resulting in a constant improvement of their skills.

Reflection:

I was very pleased with my lesson plan. I felt that I was innovative and creative in designing the activities with the main focus being minimal transition and management time. I felt that my planning and execution contributed to Jareds enthusiastic, highly engaged attitude.

Throughout the lesson I found myself adapting my plan to suit the situation and the needs of Jared. I found that the best way to keep him occupied and entertained for the full 20 min was to do a circuit lesson, meaning that Jared completed each of the warm up, body and cool down twice through. I found that this worked really well and I feel that as a result I am more eager to continue to use circuits.

I feel that I needed to have provided clearer objectives for the second lesson. I found that I tended to speak to Jared in a simplified manor due to his age. Should I have this opportunity again I will need to remember to provide a clearer outline of my expectations for the lesson regardless of the age level.

Overall I felt that the Stay in Step Screening Test not only benefitted Jared but it also allowed me the opportunity to practice collecting data and converting it into a meaningful fun Physical Education lesson. I feel that I would change a few minor details within my lesson plan, but overall I was very happy with both Jareds enthusiasm and progress levels and my preparation and execution.

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Bibliography:

Barnett, L. M., van Beurden, E., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2009). Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity. Journal of Adolescent Health, 44(3), 252-259. Creasy, J. (2012) Fundamental movement skills course - module one. [Lecture] De Kegel, A., Baetens, T., Peersman, W., Maes, L., Dhooge, I., & Van Waelvelde, H. (2012). Ghent Developmental Balance Test: A New Tool to Evaluate Balance Performance in Toddlers and Preschool Children. Physical Therapy, 92(6), 841-852. Education Department of Western Australia. (2001). Fundamental Movement Skills Book 2: The Tools for Learning, Teaching and Assessment. Western Australia. Steps Professional Development French, R. (2011). What helps strengthen your center of gravity? Retrieved 7 November 2012, from http://www.livestrong.com/article/551760-what-helps-strengthen-your-center-of-gravity/ Gagen, L., & Getchell, N. (2006). Using Constraints to Design Developmentally Appropriate Movement Activities for Early Childhood Education. [Article]. Early Childhood Education Journal, 34(3), 227-232. Gioftsidou, A., Malliou, P., Pafis, G., Beneka, A., Tsapralis, K., Sofokleous, P., et al. (2012). Balance training programs for soccer injuries prevention. Journal of Human Sport & Exercise, 7(3), 639647. Petersen. (2012). Why is balance so important? Retrieved 7 Novemeber 2012, from http://www.balanceability.com/what-is-balanceability/why-is-balance-so-important

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