I Move We Move - Good For Kids - NSW Government

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5.1 Fundamental movement skills in early childhood This section of The Guide will help to familiarise you with fundamental movement skills and extend your knowledge and practice for facilitating the development of these skills for children in your care. What are the fundamental movement skills? Fundamental movement skills are specific gross motor movements that involve different body parts such as feet, legs, trunk, hands, arms and head. They are the alphabet or ‘building blocks’ for more complex and specialised skills that are required to play different games, sports and recreational activities offered in the school years and in the community. Fundamental movement skills are categorised either as stability, locomotor and manipulative 2 . Stability skills – moving or standing still with one body part making contact with the ground or equipment, and moving around the vertical or horizontal axis of the body i.e. balancing, stretching, twisting, bending etc. These can also be called non-locomotor skills. Locomotor skills – moving the body from one location to another i.e. walking, running, jumping, leaping, galloping, hopping, sidesliding. Manipulative skills – imparting or receiving force from or to an object i.e. throwing, catching, striking, bouncing, kicking, underarm rolling or bowling. These can also be called object control skills. See Figure 5.2 (page 5.11) for a detailed description and illustration of each skill. I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE
Stages of fundamental movement skills development Children do not naturally learn how to correctly perform fundamental movement skills as part of their normal growth and development. They need to be taught these skills and given opportunities to explore and practice them to become proficient. Although proficiency in each fundamental movement skill is not expected until the end of primary school (i.e. Year 6), the earlier these skills are introduced through play experiences and exploration, the more likely children will be to engage in physical activity throughout their lives. Children's acquisition of fundamental movement skills is characterised by a series of sequential levels as shown below in Figure 5.1. If a child doesn’t have the opportunity to go through the process of experiencing skill development in a sequential manner, proficiency in that skill is unlikely. Swimming and bicycle riding are classic examples; they are complex skills that require time, adult guidance, equipment and a suitable environment to develop and are much easier to master the earlier they are introduced 2 . See Figure 4, page P.24 in The Physical Activity Handbook – Preschoolers for detailed information on the stages of fundamental movement skills acquisition. Figure 5.1: Levels of fundamental movement skill proficiency 2 Level Age group Setting Pre-control or beginner lever Most Toddlers and some Preschoolers Control or advanced beginner level Most Preschoolers Need opportunities that encourage exploration and guided discovery at Children's Service and Home I Move We Move, The Guide Edition 1 August 2009 This is the level that I Move We Move covers. Utilisation or intermediate level Some Preschoolers Most Primary School age children in Kindergarten to Year 4 Did you know? In 2004, proficiency in the sprint run, vertical jump, overarm throw, catch and kick by NSW children in Year 6 ranged from a low of 9.7% of girls for the overarm throw to a high of 49.3% of boys for the catch 21 Proficiency or advanced level Most Primary School age children in Year 4 to Year 6 Need opportunities that encourage exploration and guided discovery at Primary School and Home AREA HEALTH SERVICE 5.2
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