Fundamental Movement Skills:

FMS Tools for Schools

Brett Thompson

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. Association for Health, Physical Education, Recreation and Dance to Physical and Health Education Canada.

In 2008, the organization changed its name from the Canadian

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

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

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

Why It Is Our Focus

The 3 beginning stages of the LTAD model are crucial and structured upon developing the foundations of physically literate children.

Physical Literacy

www.physical-literacy.ca

Fundamental Movement Skills (FMS)

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)

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 Kick Hop Dribble Skip Throw Log Roll Catch Stork Stand Run Jump 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.

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

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

A. Characteristics

B. Teaching Tips

C. Activities

D. Checklist

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

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

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.

FMS III: Beyond the FUNdamentals

A guide to the development of a high school games program that will keep your students ACTIVE FOR LIFE
Available Summer 2010

Grades 9-12 (14+ years of age) 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

Online Teaching Tool

FMS Resources are supplemented by an online teaching tool through Dartfish TV

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

Multi-Sensory Teaching Tool

Video with graphic enhancement

Dartfish TV & Mediabooks

Print Key positions

Full screen mode

Dartfish TV& Mediabooks

Three Stages: Early Intermediate Mature Two Views: Front Side

Dartfish TV & Mediabooks

Lets Take a Look!

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

EVERYONE!

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

PHE Canada Partnership Opportunities

Organizations across Canada have the opportunity to benefit by leveraging PHE Canadas:
- 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

PHE Canada Partnerships

Royal Canadian Golf Association
and

Canadian Professional Golfers Association

- National Golf in Schools Program www.nationalgolfinschools.com

Tennis Canada
- Progressive Tennis in Schools Program

Summary
PHE Canadas 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.

To find out more

Please visit: www.phecanada.ca www.excelway.ca www.physical-literacy.ca www.canadiansportforlife.ca
Or contact me at:
brett@phecanada.ca (613)523-1348 Ext. 230