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Course of Study:
(EDN248) "Teaching Health and Physical Education in Primary Schools"

Title of work:
Play with purpose; a resource to support teachers in the implementation of the
game-centred approach to physical education, 2nd ed. (2010)

Section:
Developing movement skills pp. 43--48

Author/editor of work:
Pill, Shane.; Australian Council for Health, Physical Education and Recreation.

Author of section:
Shane Pill

Name of Publisher:
2. Pill, S. (2010). 'Developing movement skills.' In Play
d
with purpose. (2n ed.). (pp. 43-48). Hindmarsh, South
Australia: ACHPER.
 Developing Movement Skills

------- . - ·----· ·--·---·----·--·· - . . -----·· .

We know}rom observing elite sports people that they often kick a ball or swing
a racquet in a unique way. Don Bradman practised cricket by hitting a golf ball
against a rainwater tank) Nick Parr Jones threw rugby balls through car tyres
strung up in treesj and Craig JohnstonJ as a young apprentice in England) set up
his own practice sessions using targets drawn on walls and ntbbish bins to create
obstacle courses.
-------- - - ··--· . .

Fundamental movement skills

The game-centred approach naturally lends itself to the development of the fundamental
movement skills of running, jumping, skipping and hopping. It also lends itself to teaching the
fundamental skills of kicking, catching and passing, and hitting and trapping. In fact, many simple
activities used to develop these basic skills can later be applied in a fun way when introducing
sport-specific skills.
Children do not learn fundamental movement skills as a consequence of their body's natural
growth and development. Like all skills, they must be developed and refined through repetition and
practice. Learning a fundamental movement skill requires taking in a significant amount of perceptual
information. It must be processed using sequenced and coordinated control of muscles to produce
the desired effect. Leaming these skills is not just activity time; it is also brain development time
(Goddard 1996), thinking time, memory time, language time, inter-personal skill development time
and ideas organisation time. The importance of play with purpose to develop fundamental movement
skills has been highlighted by Collier and Oslin (2001), who stated that, "Physical education provides
for structured activity time which is an important consideration as children do not learn fundamental
movement skills naturally through undirected play" (p.35).
The early and junior primary years of schooling are the best time to learn fundamental movement
skills, as young children are naturally inquisitive and motivated to explore ways of moving, controlling
their bodies and coordinating their movements. Being proficient in fundamental movement skills
enables children to confidently and competently participate in further activities. It lays the foundation
to develop specialised movement skills that become sport-specific. Reducing demands on children to
adhere to complex tules and sequenced instructions allows guided-discovery through structured play
that will enable them to experience success. They are more likely to develop positive associations with
movement and sustain long-term involvement in physical activity.
Many simple activities used to develop basic throwing and catching skills can later be applied to
sport-specific skills like passing and receiving, but in a fun way.
The following teaching sequence could be used with a junior primary class developing self-awareness
and confidence in coordination_, and control of movement skills and sequences.
 Example: Throw & catch
The teacher first models a chest pass motion to throw a soft, medium size ball above the head and catch it in
front of the eyes.

Key questions: What do you have to do with your thumbs to 'brake' the ball and stop it going through your hands
and landing on your nose?
What happms if you don't get your hands behind the ball?
Progression: Can you throw the ball higher above your head before catching it in front of your eyes?

Key questions: What do you do with your arms to get the ball highm· into the air?
Are there any other parts of your body that you can use to help your a>ms get the ball high in the air?
Progression: How many times can you clap befm� catching the ball now that you can get it high in the air?

Key question: What do your eyes and head have to do while you are clapping so that you catch the ball in front of
your eyes?
............. ............. . . . . . . . . . ....... . . . ..... . . . . . . . . . . ..... . . ...... . . ..... . . . . . . . . . . . . . . . . . . . . . . . . . ...... . . ...... . . . .... . . . .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . .

As in all examples of the use of the game-centred approach, the teacher resists the temptation to give answers and
stimulates learning through guided-discovery and problem-solving.

The value of generic games

Physical education lessons do not have to follow the traditional scope and sequenced planning around sport units.
There are game-centred physical activity options that develop thinking and understanding associated with game play.
They can also be played as lead-in activities for traditional sports to enhance confidence and success for all learners.
For example Keeping Off is an excellent generic game that can be adapted to teach the essential understandings
common to most invasion games. It especially lends itself to basketball, netball, touch and team handball, where it can
be progressively shaped into more complex versions of the game.
Modify the playing space to allow students to pass and play behind the goals, and Keeping Off becomes the lead-in
game to teach the positional and tactical requirements of lacrosse before the technical demands of lacrosse equipment
are introduced.
Push passes in soccer are used for short passes and often in a 'give and go' or congested situation. By structuring the
learning environment to reduce space and force students to use the push pass, a game of Keeping Off can teach the
contextual use of the push pass.
If the drive pass, and developing the contextual understanding of running forward and delivering forward of the play,
is the focus, modify the playing environment into a long, narrow pitch to facilitate the natural development to replace
the push pass to move the ball towards the goal.

Keeping Off
Game emphasis: Passing and retaining possession of the ball
Play a modified, small-sided version, eg. basketball - SvS, emphasising the game skill of possession. The aim is
to keep possession for 5 consecutive passes. Use this to develop passing to advantage and receiving in space.
After a period of time stop the game and ask key questions.

Key questions: What is the purpose of the game?

How can play be improved so that you can keep possession for longer?

The group may come u p with the absn·act concept 'making space'. Find out what they understand 'making
space' means, and if they know how to achieve this. Alternatively, players could participate in a role play
scenario or an activity to teach them how to make space before returning to the game.
After a period of time ask more key questions.

Key question: How do you support your team-mate with the ball when you are not in possession?
Progression: This opens up the possibility of developing cotJceptual understatJding related to passing lanes, and
support in front of and behind the player with the ball.
.. . . ... . . . . .. .. .. . . . .. . . . . . . .. ..
.. . . . .. .. . . . . ..... . .. ...... . . . . . . . . . . . .. . . . . . . . . . . .. . .... . . . . . .. . . . . . . . . . . . . .. . . . . ... . . . .. ... . . . ... . . ' .. ' ' ' ' . . . . . . . . . . . . . . . . . ...

Key question: How can you i11dicate that you want possession of the ball?

Progression: The group may suggest, 'call for it'. Find out what they understand 'call for it' means, and if they
know how to achieve this. Alternatively) use a role play scenario or an activity to teach them how to
'call for it' before returning to the game.
. . . .' . . . . . . ' . .
. ' . . . . . ' . ' ....... ' . . . ... . . . . ...... . . . . . ' . . . . . . ' . . . . . . . . . . . . . ' ' . . . . . . . . . . ' . . . . . . . . ........ ' . . . . . . . ..... . . . . . . . ' ' . ' . . . .. . . ...... ' . . . . . ' . . . . .... . . . ' .

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Key questions: How can you prevent the other team from maintaining possession of the ball?
How can you force the apposition into error and create a turn ove-r in possession to you?
Progression: This opens up the possibility of developing conceptual understanding related to Pe>'Sonal and team
defensive strategies.

Keeping Off can also be shaped by adding rules to develop aspects of play or game understanding related to
n·aditional team sports.

Example of modifying rules

After 5 passes the team can pass the ball to a player in their end zone to try to score a point.
After 5 passes the team can have a shot at goal.
Players are not allowed to nm/step when in possession of the ball.
After 5 passes the team can pass the ball to a player who can nm into the end zone to score a goal; however, they
can only pass the ball backwards.
• A player in a team wears a bib to indicate they are the key fonvard. This player's movement is restricted to the
fonvard third. They must receive the ball before the team can go for goal.
Keeping Off can also be used to introduce students to sport-specific game play without the need for specific
equipment. For example, substitute foam pool noodles for hockey sticks to introduce hockey through Noodle Hockey
(p.30). Substitute hand grips for lacrosse sticks to introduce sofcrosse through Grip Ball- Lacrosse.

Court Ball
Game emphasis: Court Ball simplifies tennis so the generic game understanding can be introduced.
Using basic tennis rules and scoring, begin by throwing a soft ball with a reasonable bounce over the net to
simulate a tennis serve.

Rules

Use underarm throw only.

The ball must bounce before it is caught, then thrown back over the net.
The game is over when the ball bounces twice, is thrown into the net and does not go over it, or is thrown
out of court.

Key questions
• Where should the first throw over the net go? What is the advantage of this?
• Where should you position yourself to receive the ball? Why?
Where should you try and place the ball to win the rally?
Where would you throw the ball if a player is at the back of the court? Why?
Where would you throw the ball if a player is at the front of the court? Why?

Progressions
Add a service box.
Alternate sides for serving, as in tennis.
Use a tennis ball.
• Use totem tennis or paddle bats.
Use half-court tennis racquets.

Introduce an overhead serve.

Grip Ball
This game can be used to inn·oduce most ball sports or generic game thinking using a game-centred approach.
It is rich with possibilities for modifying rules and playing space to teach tactical understanding. In sports like
hockey and lacrosse substitute sticks with Grip Ball sets, so players can immediately be placed in a game of
Grip Ball with the essential rules and game understandings.

Grip Ball sets are a great tool to introduce game understanding in a fun way. If they are not available, softball
gloves and a tennis ball can be used.

Grip Ball- Soccer/Football

Game emphasis: Get the ball to the Goal Receiver (GR) to score goals for your team.
Teams of7-6 field players and a GR who plays in a goal zone at the end of the field.

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 Rules
The Grip Ball mit must be used to catch the ball on the full.
If the ball hits the ground or goes out of bounds, the team who touched it last loses possession. The
opposing team receive a free pass.
The ball must be caught by the GR on the full on the grip.
If the GR drops the ball, or it reaches the GR on a bounce, or goes past them, the goal is incomplete and the
opposition has a free throw from the end line.
Players in possession of the ball are allowed 5 seconds before they must pass the ball.
After a goal is scored the opposing team begins with a pass from the centre of the field.
This is a non-contact game. All contact is penalised with a free pass.
All players must be at least 5m from the person with a free pass.

As play understanding develops, add rules and challenges to shape the game towards a more complete
'soccer' game, eg. add goals and a goalkeeper instead of a GR to score.
When teaching junior players, the elimination of one element of complexity will allow them to focus attention
on strategy and understanding the game, eg. modify game or equipment.

Ultimate Frisbee
Game emphasis: Teams of7 on a rectangular field. The object is to gain points by scoring goals when a player
successfully passes the frisbee to a team mate in their attacking end zone. The team with the most points at the
end of the game is the winner.
The game recommences after each goal, with both teams lining up .on the front of their respective end zone
lines, and the defence throws the frisbee to the offence. The frisbee may be advanced in any direction by
completing a pass to a team mate. Players may run but not with the frisbee, and no physical contact is allowed
between players. The player with the frisbee has 10 seconds to throw. The defender guarding the thrower
calls out the 10 counts. When a pass is not completed (eg. out of bounds, dropped, blocked, intercepted), the
defence immediately takes possession of the frisbee.

Generic Striking and Fielding Games

Using generic games to develop game appreciation before focussing on sport specific movement skills does
not apply only to invasion games. The principles can be applied to all game categories. The following games
illustrate generic Striking/Fielding games.

Frisbee Golf
Game emphasis: Throw a frisbee into a target hoop.
Introduce scoring and tactical golf play using a frisbee instead of a golf stick and golf ball. Use hoops instead of
a hole in the ground, and see how many shots it takes from 'teeing off to get the frisbee in the 'hole'.
Key questions

How does yout body movement change when throwing a frisbee for distance compared to throwing for accuracy?
When is it best to throw a fdsbee for distance, m· accuracy?
What do you look at when you throw the fdsbee?
How do you target your throw of the fl'isbee?
What is the best angle of 1�/ease if you wish your frisbee throw to have the best combination of accuracy and
distance?

Tee Ball Cricket

Game emphasis: Hit a ball from a tee.
This is a great way to introduce the game of cricket. Instead of having to hit a ball delivered from a bowler,
players hit off a cricket tee or small witches hat reducing the perceptual demands on the batter. The ball
can be hit into the outfield more often, allowing batters to make more runs and fielders to be more involved
in the game.
Rules
Teams of 8 - 4 numbered pairs.
Pair 1 bats first, remaining pairs - field and wicket keep, rotating through positions until their ttirn to bat.

Each batting pair has 12 hits- 6 hits each.

46
 Batters hit the ball from a tee to score mns.

Fielders try to catch or run batters out.

If batters are caught or run out, the pair continues to bat until they have each completed their 6 hits.
Keep score for each pair - the number of runs minus the number of outs.

Rounders/Hit and Go
Game emphasis: Hit a ball, run to a marker and back as many times as possible.
Use an oval (cricket), a diamond (softball/baseball), a rectangle or a square. One complete round, or up and
back, is one run. The batter can be caught out, tagged, or run out if a fielding player throws down a target.
Players are challenged to explore when to take risks and when to play safe while attempting to score runs,
what are safe hitting areas, how to place the ball to maximise running time between markers, and how to work
together in the field to reduce the number of runs.

Modified Rounders
Team sports, such as Tee Ball or rounders, can be modified to teach movement and game concepts without an
emphasis on sport-specific technical development. Tee Ball can be modified into 'kick ball'. While students are
developing their kicking skills (in place of hitting off a tee they kick the ball; in place of catching and ground
fielding they trap and pass the ball) they are also learning basic rules and game requirements including offence
and defence strategies. Instead of being used as a lead-in game for Tee Ball, kick ball can be used as a fun
game for teaching fundamental game skills like kicking, passing and trapping.

Further examples of modified traditional games

Grip Ball Rounders: Grip Ball sets can be used as a substitute for softball gloves.
Quoit Floor Hockey: Quoits and broomstick handles with felt on the end can be used instead of hockey
sticks and ball.

Quoit Badminton: Quoits can also be used in place of badminton racquets and shuttles.
The advantage of these adaptations is that they are potentially more inclusive of all abilities and interests than
traditional programs based entirely on sporting experiences.

Applv.ing Play with Purpose examples to specialised movement skill

teac11mg.
This approach can be used to develop sport specific skills and movement sequences, such as the volleyball set/
finger pass, or handball in Australian Rules football (AFL).

Example: AFL handball (Australian Rules)

AFL handball nde: The ball must not be thrown and must be hit with a clenched fist off the palm of the other hand.
Safety: Do not tuck your thumb inside your fingers when making a fist.

Game emphasis: Make a fist and contact the football on the 'nose' to handball it above your head and then catch it
in front of your eyes. (Use correct technique to demonstrate.)

Key questions: W'hat do you have to do with your thumbs to "brake" the ball and stop it going through your hands and
landing on your nose? ·

\\?hat happens if you don't get yow· hands behind the ball?
Progression: How do you handball above your head before catching it in front of your eyes?

Key questions: W'hat do you do with your arms to get the ball higher into the air?

Are there any other parts of your body that you can use to help your arms get the ball higher in the
air?
Progression: Can you clap once before catching the ball?

How many times can you clap before catching the ball now that you can get it higher in the air?

Key question: W'hat do your eyes aud head have to do while you are clapping to make sure yau catch the ball i n
front of your eyes?
Progression: As you catch the ball in front of your eyes, jump in the air and raise one kuee.
. .
. ' . . . . . .. . . . . . . . . . . ' . ..
. . . . . . . .
. ' . . . ' . . . . . . . . ... . .. .
. . . ... . . ..' . . . . . .
. . . . .. .. . ' . ' ' . . . . . ' . . . . . . . . . . . . . . . ' . . . . . ' ' . ' ' . ' .. . . . . . .. . . ' ' ' . . . . . .. . . . . . . . . . . . . . . . . .. . . .

47
Key questions: Why is it important to lift your knee when jumping for a mark?
l!7hat difference did it make to your marking attempt to jump and raise your knee?
Progression: Run a few steps and while moving, handball tilto the ail; then mark the ball above your head while jumping
with one knee raised.

Example: Volleyball (set/finger pass)

1v1 Push Ball Example Key Questions

Problem Solving: Reposition the opponent to win the point by
• Where is the best area on your
getting the ball to hit the floor on your opponent's side of the opponent's side to attempt to get
court/on the other side of the half way line. the ball {eg. near the halfway
line or awayfrom (he half way

f
Students placed in 3's: two players and one umpire*.
line)? Why?
Initial rules:
• Where is the best areafor you to

1. The ball must always be played above the head with two hands play the ball from? Why?

2. You lose the rally if the ball hits the floor on your side of • How shouldyou be trying to
the court re-position your opponent to gain
an advantage?
3. The ball must be transferred over the net by taking it in turns
to hit the ball. • How can YOll give yourselfthe
advantage of more time to get
4.Feet must be stationary when the ball is in hands. into the best position on court to
S.Ball is played by a 'push': that is, a chest-pass type movement
receive an opponents retum?
where the fingers extend towards the ceiling at the completion • What factors determine how
of th e movement. Umpires* are instructed to look at the mucltforce you can apply on
direction of the players fingers at the end of a 'push' pass: if
the ball for speed, distance and
.
fingers are pointing forwards rather than to the ceiling it is a
height?
loss of point.
• W'ltat does a push-pass look like
6. Rally point. Service remains with the player who wins
{eg. elbows wide, fi'ngen behind
the point.
. the ball before contaCt etc.)? .

Variations Limit the contact to a • Why is it an advantdge to

Only allow the pass fmger pass/set. That is, contact the ball with elbows bent?
of the ball to be in the the pass is not a throw.
direction a player's chest At this point in the game
development direct

I
is facing (and players are
not allowed to twist at teaching of the finger
the waist to change the pass/set technique may be
direction). required.

Introduce an end line .to 'Include more players.

the court. The start and
re-start of play after each
rally point must occur
from behind the end line.
Vary the minimum or
maximum number of
plays of the ball by a
team before it must be
'u (Umpire)
It is recommended that students be
placed into officiating roles as early

Introduce a serving
technique to start and
restart play.
Limit the contact to a
push. That is, remove any
option of a catch and push
transferred over the half
way line.
Include the addition of
a net. A similar game
development sequence
can be applied to provide
as possible in the game teaching
sequence so that they learn to problem
solve through the application of
game the mles. This is also a context
for the development of assertive
communication skills and leadership

to play the ball. a racquet sport learning through the application of initiative
experience. in problem solving and dispute
resolution.

48