1. Achper Conference June 2018
Developing Manipulative Skills
Through Game Play (F-3) – Practical
Presenter : Mr.Steve Clogstoun B.App.Sci(Phys.Ed)
Willmott Park Primary School PE & Sport Co-Ordinator

2. Developing Manipulative Skills Through Game Play (F-3) – Practical
Introduction
As Teachers, especially at a primary school level, its very important to look at the way children learn in PE. Over the years the way we throw and catch hasn’t changed, but what has changed is the manner of how we get our information across. There are KTP’s for each FMS, but are there other ways to assist the learning of younger children when forming a foundation of skills to move onto specialized skills and sports.
We are going to look at different methods, games and professional skills that may open your eyes to different ways of assessment, teaching practice and of course ways to get our children prepared for middle and upper school sports which in tail will make sure they lead an active healthy lifestyle when older.

3. Developing Manipulative Skills Through Game Play (F-3) – Practical
Questions
1. What stage of development are they at?
Pre control
Post control
Initial Stage
Elementary stage
Mature stage

4. Developing Manipulative Skills Through Game Play (F-3) – Practical
1. What stage of development are they at?
Pre control
The point where they are developing their body control when completing the movements. We have to consider at this stage also that the instructions are still being interpreted.

5. Developing Manipulative Skills Through Game Play (F-3) – Practical
What stage of development are they at?
Post control
After initial success of the movement then applying it correctly within activities and games. The student is now developing their own intervention and understanding with little or no help from an outsider

6. Developing Manipulative Skills Through Game Play (F-3) – Practical
What stage of development are they at?
Initial Stage
When we first introduce a skill to the student. Here it is important to look at each child and their understanding. To give plenty of time for their development. Utilizing visual cues, analogies & themes, repeating a poem or saying just purely letting these students have a go at it without too much direction. Not only are they physical learning but intellectually processing all in front of them

7. Developing Manipulative Skills Through Game Play (F-3) – Practical
What stage of development are they at?
Elementary Stage
The students will be utilizing their body movements in the way they interpret the information then attempt to apply their understanding of the KTP of the skill physically to the best of their knowledge. At this stage the skill will show form of being developing and show a form that resembles the skill without being at a level of mastery.

8. Developing Manipulative Skills Through Game Play (F-3) – Practical
What stage of development are they at?
Mature Stage
The student has developed their skills to a point where they can complete the skill without instruction within basic activities. More refining of the skill is completed here.
Good to see their application within higher level skilled games and activities.

9. Developing Manipulative Skills Through Game Play (F-3) – Practical
Movement Concepts
Some of the different concepts we can apply when assessing the skill, instead of their ability to complete the specific KTP
Effort / force
Space / level
Relationship to other objects
Time
Direction
Working with others
Flow
Range
Combinations (specialised activities)

10. Developing Manipulative Skills Through Game Play (F-3) – Practical
Teaching Cues / Performance Indicators
As teachers the actual FMS KTP’s might not resonate to your younger students
To assist in learning we can change the cues we use to assist their understanding
Using a theme (eg : Cartoon Characters), a landmark or a simple phrase.
Anything that may open the child’s mind to gain an understanding of what is being taught to them

11. Developing Manipulative Skills Through Game Play (F-3) – Practical
Questioning
Throughout the sessions, questioning students either individually or a group is a key. It’s not a formal you are doing this incorrectly please correct it. It more along the lines of making the student think about what he or she is doing and having a discussion about what's happening. To assist their development and this will also help you understand them as learners, what level are they at, do they get it, can they explain what they are doing and why they are doing it.

12. Developing Manipulative Skills Through Game Play (F-3) – Practical
Questioning
Some to consider
Impact of these concepts on the children and their learning
Will it assist the class as a whole
Looking at the assessment of the children, concentrate on their development
KTP’s of the FMS are still the focus but we look outside the square of the learning patterns of children
Social interaction of the children, can they apply the skill in a “ Free Time” situation

13. Developing Manipulative Skills Through Game Play (F-3) – Practical
Teachers Assessment
Regularly teachers look at the main KTP’s of each FMS
Instead we are may look at the adaption of the student to the skill
The child is attempting to do the skill.
They understand the instructions and now they are applying their knowledge to the physical sense
Can the student do the skill, not perfectly but they have enough of an understanding to complete a task or activity set.

14. Developing Manipulative Skills Through Game Play (F-3) – Practical
Teachers Assessment
Eg : Bounce / Dribble
The Child an bounce the ball along a line in a stationary position or while walking along the line
Catch
Child is moving towards the ball with their hands cupped in preparatory position
Child is getting their hands ready when the object is coming towards them
Child can catch an object thrown underarm from 5 m away
See how the dynamics change if we individualize each assessment towards the students we teach. Each can be successful at a their own level

15. Developing Manipulative Skills Through Game Play (F-3) – Practical
References
Natalie Lander : Teachers’ Perceptions of a Fundamental Movement Skill (FMS) Assessment Battery in a School Setting
Beth P. Hands : How fundamental are fundamental movement skills? :
Moving Towards Physical Literacy with Fundamental Movement Skills - Maria Bonello and Glenn Young :
"Dr Helena Baert, SUNY Cortland, 2014“file:///D:/achper%202018/FMS%20posters.pdf