Fundamental Movement Skills:

Transcription

1 Fundamental Movement Skills: FMS Tools for Schools Brett Thompson

2 About Us Founded in 1933, Physical and Health Education Canada (PHE Canada) is a national advocacy leader for the healthy growth and development of Canadian children. PHE Canada is the national voice for Physical and Health Education, Intramurals and Dance Education in Canada and is the leader in the call to physically educate all Canadian children and youth. In 2008, the organization changed its name from the Canadian Association for Health, Physical Education, Recreation and Dance to Physical and Health Education Canada.

3 Our Reach. 40, 000 website hits/month 2.5 million people in Print media coverage 2,500 members 150 universities and colleges 12,170 elementary and secondary schools 450 schools boards 292,119 teachers 4.88 million Canadian children 10 million parents/caregivers

4 Long Term Athlete Development Model The LTAD promotes physical activity for all based on developmental progressions.

5 LTAD An inclusive model that encourages individuals to get involved in lifelong physical activity Seeks to make connections and develop relationships with school based physical education programs and sport programs Recognizes physical literacy as the foundation for developing the skills, knowledge, and attitudes needed for Canadians to lead healthy active lives

6 The 3 beginning stages of the LTAD model are crucial and structured upon developing the foundations of physically literate children. Why It Is Our Focus

7 Physical Literacy

8 Fundamental Movement Skills (FMS)

9 FMS The Series The Fundamental Movement Skills (FMS) resources are designed to support generalists and physical education teachers, and coaches, as well as others tasked with teaching motor skill development. FMS I: Active Start & FUNdamentals Stage (Kindergarten to grade 3) FMS IA: Active Start & FUNdamentals: Children with Physical Disabilities FMS IB: Active Start & FUNdamentals: Children with Developmental and Behavioural Disabilities (Coming Summer 2010) FMS II: Learning to Train (grade 4-8) FMS III: Beyond the FUNdamentals: A guide to the development of a high school games program that will keep your students ACTIVE FOR LIFE (grade 9-12) (Coming Summer 2010)

10 P.E. Curriculum & the LTAD Model The motor skills selected for FMS I are a subset of all the motor skills that are to be developed in the primary school years and the early stages of the LTAD model. Dodge Hop Skip Log Roll Stork Stand Jump Kick Dribble Throw Catch Run Strike The physical education (PE) curricula and the LTAD model focus on the development of fundamental motor skills because they provide the basis for developing more sport-specific skills in later years.

11 FMS I: Active Start & FUNdamentals Stage Kindergarten to Grade 3 12 fundamental movement skills A description of the mature movement pattern Still photographs of each skill Teaching tips that include cue words and phrases Coordinating activities that allow practice of the motor skills

12 Handbook Design Description, Activities, and Assessment A. Characteristics of skill B. Teaching tips C. Activities for the skill D. Checklist for skill

13 A. Characteristics

14 B. Teaching Tips

15 C. Activities

16 D. Checklist

17 FMS IA: Active Start & FUNdamentals for Children with Physical Disabilities Focuses upon inclusive programs, movement education, and the successful learning of fundamental movement skills Enables children with a disability to: Have the opportunity to learn essential skills that lead to ongoing participation in sport and physical activity Increase appreciation of game and sport play Improve game performance and increase movement of the ball Adaptations for children: in wheelchairs, with mobility aids, mobility limitations, visual impairments, and hearing impairments What has worked in real life

18 FMS IB: Active Start & FUNdamentals for Children with Developmental and/or Behavioural Disabilities Available Summer 2010 Created utilizing the same design layout and principles as FMS IA Adaptations for children with: Autism Spectrum Disorders, Down Syndrome, Attention Deficit Hyperactivity Disorder, Developmental Coordination Disorder, Intellectual Disabilities Continuum of Prompts (physical, visual, verbal, none) Behavioural management and pedagogical considerations General inclusion tips Difficulties to watch for (If Then ) What has worked in real life Activities

19 FMS II: Learning to Train Grade 4-8 (8-14 years of age) Builds on foundational loco-motor, stability, and manipulative skills Emphasizes more advanced/specialized elaborations and combinations of movement skills that can be transferred to a variety of sport and recreation activities Integrates developmentally appropriate knowledge and understanding with emotional, motivational, social, and spiritual outcomes Transitions to more sport-specific qualities including new fitness-related concepts like speed, strength, stamina, coordination, balance, and agility. Fosters comprehension and application of basic training and self-regulatory principles like warm-up, progression, and anxiety management. Provides a description of the mature movement pattern for the fundamental motor skills, some specific cues, and a number of activities that utilize the skills.

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21 FMS III: Beyond the FUNdamentals A guide to the development of a high school games program that will keep your students ACTIVE FOR LIFE Grades 9-12 (14+ years of age) Available Summer 2010 Aligns with the Train to Train and Active for Life stages of the LTAD model Involves the development of more specialized and contextuallysituated variations of fundamental movement skills that are transferable to several sports. Introduces and addresses a tactical games approach (striking/fielding, net/wall, invasion games) Uses Teaching Games for Understanding (TGFU) approach

22 Online Teaching Tool FMS Resources are supplemented by an online teaching tool through Dartfish TV +

23 Multi-Sensory Teaching Tool Together the print handbook and on-line teaching tool create a userfriendly, multi-sensory teaching tool for both the teacher/coach and the students.

24 Dartfish TV & Mediabooks Video with graphic enhancement Print Key positions Full screen mode

25 Dartfish TV& Mediabooks Three Stages: Early Intermediate Mature Two Views: Front Side

26 Dartfish TV & Mediabooks Let s Take a Look!

27 Who benefits from the link between the LTAD model and Physical Education in schools? The LTAD model has benefits for EVERYONE!

28 Who Benefits? Children and Parents Educators Sport Community Health and Physical Activity Organizations Universities and Post-Secondary Students Government, Municipalities and Community

29 PHE Canada Partnership Opportunities Organizations across Canada have the opportunity to benefit by leveraging PHE Canada s: - Access to every school and school board in Canada - Knowledge of provincial curricula - Expert advice from the educational and sporting fields - Educational seal of approval

30 PHE Canada Partnerships Royal Canadian Golf Association and Canadian Professional Golfers Association - National Golf in Schools Program Tennis Canada - Progressive Tennis in Schools Program

31 PHE Canada s FMS series and partnership opportunities support teachers and community leaders in the integration of LTAD principals and the development of physical literacy and overall healthy childhood development in Physical Education and Sport Programming. Summary

32 To find out more Please visit: Or contact me at: (613) Ext. 230