school

1. Movement
Education
(Shauna Hawkins-1`7453240)
What is it?
What are the elements of Movement Education?
Why will it benefit the Happy Hares?
How does it link to the Syllabus Outcomes set by the
NSW Board of Studies (2007)?

2. Movement Education- The Elements
A Movement Education approach to teaching physical education within the primary classroom is
centralized around a multitude of teaching concepts and strategies that focus on the teaching of
movement and how we use our bodies.
“Physical fitness acts as a mediating variable with the relationship among physical fitness, motor
skill competence and physical activity, increasing in strength over developmental time” (Stodden,
Goodway, Langendorfer, Robertson, Rudisill, Garcia & Garcia, 2008, p.299)
THE THREE MOVEMENT EDUCATIONS ELEMENTS THAT ARE THE FOCUS IN 1H ARE:
1) Quality Key Instruction
2) Fundamental Movement Skills
3)
Game Sense

3. Fundamental Movement Skills (FMS)
The mastery of fundamental movement skills contributes to a childs’ cognitive,
physical and social development and provides the foundation for an active lifestyle.
“Fundamental Movement Skills are considered the building blocks that lead to
specialized movement sequences required for adequate participation in organized and
unorganized activities for children and adolescence” (Lubans, Morgan, Cliff, Barnett, &
Okely, 2010, p.1020).
3 types of skills / 12 movements
1) Locomotor
2) Manipulative or object controlled
3) Stability
https://melissayoungteachlearn.wordpress.com/2013/08/11/teaching-fundamental-
movement-skills-for-primary-students/

4. Game Sense
-Fundamental Movement skills are intertwined within physical education programs in
primary schools through the use of Game Sense (Pill, 2013).
-Focuses on ‘guiding players to understand the game and its technical complexities, while
allowing the opportunity to develop and refine the movement competencies’ (Pill, 2013,
p.7)
-Development of technical movement skills, tactical understanding, conditioning,
concentration, and game appreciation.
Quality Instruction
-There is a critical need for ‘appropriate activities and equipment, visual demonstration of
skills, instruction and feedback, variety of activities that are fun and challenging,
encouragement, and a safe and positive learning environment’ (NSW Department of
Education and Training, 2000, p.12)

5. Why a Movement Approach?
“A high quality PE program enables all young people whatever their circumstance or ability, to take part and enjoy PE and sport,
promote young people's health, safety and wellbeing, enables all young people to improve and achieve in line with their age
and potential.” (Meldrum & Peters, 2012, p.233).
A movement approach:
-Encourages physical activity
-Uses strategies that create an effective teaching and learning environment.
According to the NSW Department of Education and Training (2007), 'It is only when skills have been learnt that students can
transfer and apply them to the less predictable and dynamic contexts of different physical activities, eg games, dance,
gymnastics'.
The NSW Board of Studies(2007) PDHPE syllabus rationale states that “The process by which students progress to mastery of
skills commences with their being introduced to the concept of the skill through demonstration and explanation. This is
followed by practice and feedback in a controlled environment that leads to the student reproducing the skill with consistency”.
The best way to put this into action is through a movement education approach to teaching.

6. How does Movement Education link to the PDHPE Syllabus and
ensuring The Healthy Happy Hares are learning the skills to have
healthy lives?
 The Happy Hares are considered a Stage One class.
 Stage one is a foundational stage when it comes to teaching fundamental movement skills, that is, it is in this stage that they are introduced to the idea of
exploring how their bodies move through the twelve fundamental movements.
 It is my job to ensure that while students are learning these skills, they are also meeting the objectives outlined in the PDHPE Syllabus (2007).
 NSW Board of Studies. Objectives that stage one are expected to master in regards to physical education include:
MOS1.4
Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.
GSS1.8
Performs fundamental movement skills with equipment in minor games.
ALS1.6
Participates in physical activity, recognising that it can be both enjoyable and important for health.

Using these outcomes as guidelines to assess your children's productivity and learning means I am able to ensure they are learning at the same rate as
their peers.

Taking into account that these are the outcomes that relate directly to their personal movement skills, using a movement
education . approach means I am able to focus solely on improving their skills through quality
instruction, game sense, games education, and hands . . . on learning.

7. References
Board of Studies, NSW. (2007). Personal development, health and physical education K-6:
Syllabus. Sydney, Australia: Author.
Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental
movement skills in children and adolescents: Review of associated health benefits. Sports
Medicine, 40(12), 1019-1035.
Meldrum, K., & Peters, J. (2012). Program planning in physical education. In Learning to
teach health and physical education: The student, the teacher and the curriculum (pp. 232-
251). Frenchs Forest, Australia: Pearson.
NSW Department of Education and Training. (2000). Get skilled: Get active: A K-6 resource
to support the teaching of fundamental movement skills. Ryde, Australia: Author.
Pill, S. (2013). Introduction. In Play with purpose: Developing netball game sense: Teaching
movement and tactical skills (pp. 7-12). Hindmarsh, Australia: ACHPER.
Stodden, D. F. , Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia,
C., & Garcia, L. E.(2008). A Developmental Perspective on the Role of Motor Skill
Competence in Physical Activity: An Emergent Relationship. National Association for
Kinesiology and Physical Education in Higher Education. Quest, (20), 290-306.