1. Fundamentals of Movement Bradford PE Conference 2015 Andy Lockwood

2. Outcomes Session Outcomes Gain a greater understanding of Fundamentals and how that is applied to Physical Education Describe the process of fundamental skill development Understand how this translates into practice

3. Outcomes Physical Education and You What has been your experience of Physical Education? What makes Physical Education enjoyable? Why don’t children take part or participate?

4. Outcomes

5. National Curriculum – Key Stage 1 Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and cooperative physical activities, in a range of increasingly challenging situations.

6. Outcomes National Curriculum – Key Stage 2 Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports.

7. Outcomes What are Fundamental Skills Fundamental movement skills provide the foundation for all athletic maturity and are seen as the building block from which sport specific skills are developed. Fundamental movement skills are specific gross motor skills that involve different body parts. Children NEED to be taught them, they do not develop naturally.

8. Outcomes Why are they important? “Research shows that children who are competent in FMS are more likely to enjoy sports & activities and to develop a lifelong commitment to physical activity. Research also suggests that children who do not master the FMS are more likely to drop out of physical activity in life” Get Skilled: Get Active, 2000

9. Outcomes Why are they important? “Children who possess inadequate motor skills are often relegated to a life of exclusion from the organised and free play experiences of their peers, and subsequently, to a lifetime of inactivity because of their frustrations in early movement behaviour”. (Seefeldt, Haubenstricker & Reuchlien 1979, cited in Graham, Holt, Hale & Parker 2001)

11. Outcomes What do they look like? A gility Locomotion B alance Stability C oordination Object Control

12. Outcomes What do they look like? Locomotion: crawling, rolling, stepping, walking, jogging, running, jumping, climbing, hopping, galloping, leaping, skipping, rolling, swimming Stability: standing, lying, sitting, stopping, landing, static balance, dynamic balance, pivoting, twisting, lunging, bending, stretching, turning, inversion Object Control: reaching, grasping, gripping, receiving, lifting, carrying, placing, passing from hand to hand, sending, receiving, rolling, bouncing, dribbling, kicking, striking, stopping, trapping, retrieving

13. Outcomes Fundamental Skill Journey Introduction with children in a stationary position To Self and from/to another person Pass then move to another position Development of the skill on the move Send to moving partner Receive when moving forwards/backwards etc Practising the skill/tactic under pressure A set practice with opposition A small-sided game with uneven sides Putting the skill/tactic into the game situation

14. Adapted From Mike Jess, University of Edinburgh

15. CAN’T CATCH?

16. Adapted From Mike Jess, University of Edinburgh

17. Outcomes To improve it is all about the quantity and quality of practice!

18. Outcomes Assessment Challenges?

19. Outcomes Food for thought! “If we take care of the beginning, the end will take care of itself”

20. Outcomes Any Questions? Andy Lockwood a.Lockwood@leeds.ac.uk