Fundamental Movement Skills

Overview

Fundamental Movement Skills are movement patterns that involve different

body parts such as the legs, arms, trunk and head, and include such skills as running,
hopping, catching, throwing, striking and balancing. They are the foundation
movements or precursor patterns to more specialized, complex skills used tin play
games, sports, dance gymnastics, outdoor education and physical recreation activities
(www.steps-pd,co.uk/fms.htm). There are 3 main types of fundamental movement skills
and they are locomotors skills, non-locomotor skills, and manipulative skills. Locomotor
skills are used to move the body from one place to another or to project the body
upward. Non-locomotors are performed in place, without appreciable spatial
movement. Manipulatives are developed through handling some type of object with a
variety of body parts(Elementary Book).

Importance

It is clear that children and adults who are physically active on a regular basis are
healthier than those who are not active. It is also evident from research findings that
many children and adults do not regularly take part in physical activities that contribute
to a healthy lifestyle. There are many reasons for this lack of physical activity, the most
evident being the lack of exposure tat an early age to physical skill development
activities. If you do not possess the skills to strike a tennis ball you are probably not
going to play tennis. If you are not skilled in throwing or catching you will most likely not
participate in games where those skills are needed. Over the past 20 years we have
created a world of very young techno wizards who spend huge amounts of time
watching TV, playing video games, or surfing the internet instead of using and
developing their physical skills during outdoor play. Have we crated an entire generation
of children who do not know how to throw and catch a ball? If children do not learn to
throw, catch, jump and kick when they are young they will not possess the skills needed
to participate in physical activities as adults and thus most will not get appropriate
amounts of physical activity. Developmentally appropriate practice suggests that we as
adults make educational decisions based on what is known from research and
experience about how children learn and develop. For example, learning to strike a ball
with a bat is not an easy task especially when we use a regulation basketball and
wooden bat. Using a plastic ball and bat is more developmentally appropriate and will
initially better help the child learn the skill. In schools today, children find themselves
focused on learning basic concepts in math, reading and social studies. Physical activity,
in many schools and in many homes does not have the level of importance it deserves.
Children who do not develop physical skills are those who get left out of play with their
friends and could be those who remain physically inactive throughout life. The simple
fact is that if you are going to learn to read you have to spend time reading. If you are
going to learn math skills you need to practice calculations using numbers. If you are
going to learn to catch a ball, you have to participate in a developmentally appropriate
and logical progression of catching activities. We know that in order to develop physical
skills children must spend time practicing those skills
(www.pbs.org/teachersource/prek2/issue.shtm). In the year 2000 only one of the
thirteen physical activity and fitness objectives were met, which led to two new
objectives: to eliminate health disparities and to increase the quantity and quality of life
(Healthy People 2010). Overall the primary focus of physical education is the optimum
health of the student for the present and in the future, and the curriculum was designed
to provide learning experiences that will help student realize their potential in life
(www.ctkrhs.org/curr_physed.htm).
 Integration

Integration is bringing in or adding another subject area into your class such as
math and doing an activity in physical education that requires critical thinking to apply
math while doing a physical activity at the same time. An example of integration in
physical education would be to have the students keep score of their basketball game
while they are playing. Integration is a great thing because it reinforces what is learned
in other classes and might make it more fun doing it in a gym setting. Integrations have
proven success because of all the reinforcement it gives. The only reasons I can see why
integration is not included in a teachers lesson plan is because they are lazy, it is very
time consuming, or they dont know exactly how to do it correctly.

Behavior Objectives
By the end of the unit students should know and be able to:
1. Psychomotor:
Demonstrated how to perform the 3 basic types of fundamental
movement skills, which are locomotors, non-locomotors, and
manipulative skills assessed by teacher observation
2. Cognitive:
Apply primary cues for each skill taught during the unit by passing a
multiple choice and true false test with a score of 70% or better
Display a sense of rhythm with the fundamental movement skills

Display a positive attitude while fully participating in all activities assessed

by teacher observation
Encourage other classmates by giving 3 specific comments of what is
being done well and this will also be assessed by teacher observation

Listing of Skills
1. Locomotors
Jumping taking off with both feet and landing on both feet.
Hopping Propelling the body up and down on the same foot.
 Walking Each foot moves alternately, with one foot always in contact with the
ground or floor. Your weight is transferred from the heel of your foot to the balls
of the foot. The body is straight ant tall; your eyes are looking directly forward
and the arms swinging in opposition with your legs.
Running Same as walking but done at a much faster pace. At one moment both
feet may be off the ground and should be done with a slight body lean forward.
Skipping A series of step hops done with alternate feet
Leaping elongated step designed to cover distance or move over a low obstacle
Sliding going form one side to another by a one-count movement with the
leading foot stepping to the side and the other foot following quickly.
Galloping similar to sliding but progress is in a forward direction. One foot
leads and the other is brought rapidly forward to it.
2. Non-Locomotors
Bending movement at a joint
Stretching a movement that moves body parts away from the body center
Pushing controlled and forceful action performed against an object to move the
body away from the object or move the object in a desired direction by applying
force to it.
Pulling Controlled and forceful action that moves an object closer to the body
or the body closer to an object
Twisting the rotation of a selected body part around its own long axis
Turning rotation around the long axis of the body (body as a whole)
3. Manipulatives
Propulsion
-Throwing an object is thrust into space and is accelerated through the
movement of the arm and the total coordination of the body
-Striking to hit sharply with hand, fist, weapon, or foot
-Kicking striking with the feet
Reception
-Catching using the hands to stop and control a moving object
Redirecting an object in flight
 Listing of skill drills and application activities
Jumping
Simple drill: Stand in a stationary spot then performs a jump.
Compound drill: Run for 10 feet then perform a jump
Application: Free movements The students will be in there own area where
they can perform any movement they have learned in the day and they will move
in any direction then they will change to a new movement when the whistle
blows.
Hopping
Simple drill: Stand and hop on one foot straight up and down
Compound drill: Hop on one foot forwards and backwards
Application: Free movements, and High fives Students move in different
directions throughout the area. On signal, they are challenged to run toward
partner, jump or hop, and give a high five while moving. Emphasis should be
place on timing so that the high five is given at the top of the jump or hop.
Combinations of changing the level as well as changing the speed of the
movement can be developed.
Walking
Simple drill: the students will walk on a straight line
Compound drill: students will walk through obstacle course of cones
Application: Free movements

Running
Simple drill: students will run on a straight line
Compound drill: students will run through an obstacle course of cones
 Application: Free running students run in any direction, changing direction at
will
Skipping
Simple drill: students will skip on a straight line
Compound drill: students will skip through an obstacle course of cones
Application: Free movements
Leaping
Simple drill: The students will start running then leap
Compound drill: the students will start running then leap over cones
Application: High fives
Sliding
Simple drill: students will slide on a straight line
Compound drill: students will slide through an obstacle course of cones
Application: Rhythm movements Rhythm can guide locomotor movements,
with changes in tempo being part of the activity. The intensity of the sound can
be translated into light or heavy movements
Galloping
Simple drill: students will gallop on a straight line
Compound drill: students will gallop through an obstacle course of cones
Application: Free movements, and Relays the teacher will split the class into
groups then have them perform a relay race. The students must do whatever
movement they are asked to do then tag the next person to go. The teacher may
change the movement at any time.
Bending
Simple drill: Bend at the waist and then other body parts
Compound drill: Bend at the waist then jump into air (repeat)
Application: Secret movement the teacher has written a number of
movements on cards and selects one. Direction is given by saying I want you to
show me the secret movement. The children select a movement and continue
the movement with out change until they are signaled to stop, whereupon the
teacher identifies those who performed the movement on the card. The
movement is then demonstrating by those who chance upon it, and all perform it
together. If no one comes up with the movement pattern on the card, repeat the
activity by asking the children to change their responses.
Stretching
Simple drill: Students stretch one body part
Compound drill: Students stretch more than one body part at the same time
Application: Student led stretches for warm-ups
Pushing
Simple drill: Push a ball to a partner
Compound drill: student perform a push up
Application: Ball activities youngsters dribble balls as in basketball or as in
soccer. When a change is signaled, they stop, balance on one leg, and push the
 ball under the other leg, around the back, and overhead, keeping both control
and balance. Other challenges can be supplied that involve both movements
with the ball are manipulative actions performed in place.
Pulling
Simple drill: have a partner, grab hands and pull against each other
Compound drill: Pull your partner on a scooter
Application: Play a game of tug of war the class is split into two teams and they
try to gain the majority of the rope. The maximum amount of time for this is 40
seconds. If a team doesnt win by this 40 seconds then the team that has the
most rope wins. Parachute activity the students will play with the parachute
having bean bags pop up in the middle with out them falling off the parachute.
Twisting
Simple drill: Stand up tall then twist your body
Compound drill: Start running then jump and twist your body
Application: Secret movement, and Athletic movements students move and
stop on signal. They then perform an athletic skill move, such as a basketball
jump shot, leaping football pass catch, volleyball spike, or soccer kick. Students
should place emphasis on correct form and timing. A variation of the activity is
for students to move with a partner and throw a pass on signal, punt a ball, or
shoot a basket. The partner catches the ball or rebounds the shot.
Turning
Simple drill: Stand up tall and turn your body
Compound drill: Run then Turn your body
Application: Athletic movements
Throwing
Simple drill: Throw a bean bag in the air
Compound drill: Throw a bean bag to your partner
Application: Accuracy throw the students will be in groups of two and try to
throw as many beanbags through a hula hoop in 30 seconds. After the 30
seconds the students have 10 seconds to switch and get ready to throw again.
Each person will go three times then we will see which group has the most
accuracy.
Kicking
Simple drill: Kick the ball
Compound drill: Kick the ball on a spot at the wall
Application: Kick the ball to a partner under control
Catching
Simple drill: Throw bean bags in the air and catch it with one or two hands
Compound drill: Move and throw the bean bag up and then catch it with one or
two hands
Application: Play catch with a partner, move around and try to catch on the run

Other games to play during this unit

 Animal shapes have the students at an time pick an animal and have them
mimic what that animal would do, then on the whistle have them pick a new
animal.
Airplanes children pretend to be airplanes. When told to take off, they zoom
with arms out swooping, turning, and gliding. When they are commanded to
land, thy drop to the floor in prone position, simulation a plane at rest. To start
their engines and take off, they can perform a series of push-ups, and move up
and down whole simulating engine noise.
Crossing the river a river can be set up as the space between tow parallel lines
about 40 feet apart, or it can be the crosswise area in a gymnasium. Each time
the children cross the river, they use a different type of locomotor movement.
Children should be encouraged not to repeat a movement. Play is continuous
over a minute or so.
Beanbag touch and go beanbags are spread throughout the area. On signal
youngsters move and touch as many different beanbags as possible with their
hands. Different body parts can be specified for children to use for touching.
Different colors of beanbags can be selected, and the command might be touch
as many blue beanbags as possible with your elbow. Children can also move to
and around a beanbag. The type of movement can be varied.
Medic tag Three or four students are designated as taggers. They try to tag
other students; when tagged, a student kneels as if injured. Another student can
rehabilitate the injured player with a touch, enabling the student to resume
play.

Health and Safety Precautions

Inspect area before games or activities are started

Warm up and stretch
Stop on the whistle
Wait until directions or commands are given
No gum
No jewelry
 No grabbing, pushing, tripping, or horseplay
Act in a safe and healthy manor
Report injuries to instructor
Proper dress
Treat everyone and the equipment with respect

Block Plan
Day 1 Day 2
Beginning Beginning
Anticipatory set good morning class Anticipatory set who can tell me what
today we are going to learn about we did yesterday and what are
locomotor skills. locomotors?
Introductory activity Go over example of Introductory activity Give examples of
locomotors. Establish freeze signal the locomotors being covered today.
Middle Middle
Major Tasks Major Tasks
1. Walking 1. Leaping
2. Running 2. Jumping
3. Skipping 3. Hopping
4. Galloping 4. Sliding
(Tape a line on the floor and have cones) Game High fives, Medic tag
Game Free running with a whistle End
change, Animal shapes, and relay races Closure of lesson Bring everyone
End together
Closure of lesson Bring everyone Recap of lesson Review locomotor skills
together. Assessment Observation of participation
Recap of lesson Review cues for and knowledge in review
Locomotors Preview next class period Tomorrow we
Assessment Observation of participation will be learning about non-locomotors.
and knowledge in review
Preview next class period tomorrow we
will learn more locomotors.

Day 3 Day 4
Beginning Beginning
Anticipatory set Who thinks they know Anticipatory set Who thinks they know
what a non-locomotors are? what manipulatives are?
Introductory activity Define non- Introductory activity Define
locomotors and give examples of the ones manipulatives and give examples of the
being covered today ones being covered today
Middle Middle
Major Tasks Major Tasks
1. Bending 1. Catching
2. Stretching 2. Throwing
3. Twisting/Turning 3. Kicking
4. Pulling/Pushing Game Athletic movements, Moving to
Game Secret movement, tug of war, rhythm, ball activities, playing catch with a
Parachute activity partner
End End
Closure of lesson Bring everyone Closure of lesson Bring everyone
together together
Recap of lesson Review non-locomotor Recap of lesson Review manipulative
skills skills
Assessment Observation of participation Assessment Observation of participation
and knowledge in review and knowledge in review
Preview of next class period Tomorrow Preview of next class period Tomorrow
we will be learning a few new non- we will be reviewing everything we have
locomotor skills learned and tie it all together

Day 5
Beginning
Anticipatory set today we are going to
play games
Introductory activity Review locomotors,
non-locomotors, and manipulatives
Middle
Major Tasks
1. Review skills
2. Play Games
Game Ball activities, beanbag touch and
go, airplane, parachute activity, and
crossing the river
End
Closure of lesson Bring everyone
together
Recap of lesson Review games played
Assessment Observation of participation
and knowledge in review
Preview of next class period End of Unit

Special Activities and Alternative Plans

If the gymnasium was used I could go outside if the weather is nice
I could schedule a field trip if I knew it was needed ahead of time
If half the class was missing I could have a free day of games or do relays where
every we could have class
The class could watch a video

Equipment and Supplies/Space Requirements

40 beanbags
2 parachutes
Tumbling mats (enough to fill the entire gym)
1 tape/CD player
20 jumping boxes
1 portable chalk board
40 rubber balls
30 hula hoops
30 jump ropes
1 long rope
I will need the entire elementary gymnasium for these activities or I could go
outside if the weather is nice
Interdisciplinary Connection/Motivational Techniques
I could incorporate math by having them do addition relays
I could incorporate music and rhythm by playing it while they are doing skills
in class.
I can modify activities and skills to fit needs of everyone
I could let the children pick their partners every once in a while

Teacher Behavior
 Free exploration most child centered style of learning, guided by teacher it
is limited to the selection the instructional materials to be used and
designation of the area to be explored. DAY 1
Cooperative learning focuses on the importance of people working
together to accomplish common goals. Groups of students working together
to achieve a goal. DAY 2
Guided discovery when there is a predetermined choice or result that the
teacher wants students to discover. DAY 3
Task arranging and presenting learning tasks at several learning areas or
stations. DAY 4
Mastery of learning takes a general program outcome and breaks it into
smaller parts providing a progression of skills. DAY 5
Direct providing instruction to either the entire class or small groups and
guides the pace and direction of the class. Explain, demonstrate, then have
the students perform. EVERY DAY

Evaluation of Student learning

Daily Participation 1 2 3 4 5
Acts in a Safe and healthy manor Y or N
Displays knowledge of skills Y or N

Attendance Day Day Day Day Day

list 1 2 3 4 5
Joe
Laura
Tim
Sara
Mike
Kristen
Psychomotor:
Displays correct movements
Participates
Assessed by daily points awarded by teacher observation
Cognitive
Able to identify cues for movements
Teacher asks questions for class discussion
Assessed by teacher observation
Affective
Able to work together, get along with others, and has respect for everything and
everyone, which is assessed by teacher observation.

Skills Check list for each student

 Skills Yes No Comments
Locomotors
Jumping
Hopping
Walking
Running
Skipping
Leaping
Sliding
Galloping
Non-Locomotors
Bending
Stretching
Pushing
Pulling
Twisting
Turning
Manipulatives
Throwing
Kicking
Catching