I Move We Move - Good For Kids - NSW Government

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5.11 Figure 5.3: What do the fundamental movement skills look like? A range of fundamental movement skills are outlined for each category i.e. stability, locomotor and manipulative, in the tables below. Stability skills The order in which stability skills develop is stretch, bend, twist and balance 22 . Summary description Stretch 22 Extends the body, it’s parts and one or several joints vertically, horizontally, or to any point in between. Key points • Arms, legs, torso and neck can all stretch • Can be done while standing, sitting, kneeling or lying Summary description Bend 22 Uses body joints (ball and socket or hinge) to bring two adjacent parts of the body together, generally towards the centre of the body. Key points • The body as a whole as well as many body parts can bend e.g. arms, fingers, legs and neck • Bending and stretching are natural partners as once a body part is bent, it must straighten again I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE
Stability skills (continued) The order in which stability skills develop is stretch, bend, twist and balance 22 . Summary description Twist 2,22 Rotation of part of the body around an axis. Key points • Neck, trunk, arms and legs twist most easily • Wrists, ankles, shoulders and hips twist to a lesser extent • If rotating the trunk then heel of one foot should lift off the ground in the direction of the rotation Summary description Balance 2,22 There is an even distribution of weight on each side of a vertical axis. Static balance (in place) develops before dynamic balance (while moving). Key points • The centre of gravity is over the base of support • Uses a wide base of support • If on one foot, arms are held out for balance I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE 5.12
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I Move We Move The Guide www.goodfo
Page 3 and 4:
Section Four: I Move, We Move Every
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Acknowledgements I Move We Move has
Page 7 and 8:
Section One Introduction I Move We
Page 9 and 10: Benefits of physical activity and m
Page 11 and 12: Physical activity for young childre
Page 13 and 14: Section Two Whole of Service Approa
Page 15 and 16: What should we include in the polic
Page 17 and 18: Staff development and training It i
Page 19 and 20: The types of information you commun
Page 21 and 22: Evaluation Evaluating your polices
Page 23 and 24: Building on strengths, how it might
Page 25 and 26: Resource 2: Sample physical activit
Page 27 and 28: Resource 3: Further information on
Page 29 and 30: Why is physical activity important
Page 31 and 32: How much physical activity do young
Page 33 and 34: Young children and TV Did you know?
Page 35 and 36: Section Three Physical Activity in
Page 37 and 38: Developmental appropriateness To en
Page 39: Culturally appropriate Physical act
Page 42 and 43: 4.1 Promoting physical activity thr
Page 44 and 45: 4.3 Water play Children often have
Page 46 and 47: 4.5 Physical activity no matter the
Page 49 and 50: Section Five Learning How to Move I
Page 51 and 52: Stages of fundamental movement skil
Page 53 and 54: A description of the three developm
Page 55 and 56: Adult guided fundamental movement s
Page 57 and 58: Essential components of a fundament
Page 59: Putting together a fundamental move
Page 63 and 64: Locomotor skills (continued) The or
Page 65 and 66: Locomotor skills (continued) The or
Page 67 and 68: Manipulative skills (continued) The
Page 69: Monitoring progress Recording child
Page 72 and 73: 6.1 Active early childhood environm
Page 74 and 75: 6.3 Equipment to encourage fundamen
Page 76 and 77: 6.5 Sand pit Why not use the sand p
Page 78 and 79: 6.7 Sun protection Exposure to UV r
Page 81 and 82: Section Seven I Move We Move Away f
Page 83 and 84: Think carefully about the amount of
Page 85 and 86: 3. Record children’s responses to
Page 87 and 88: Scenario Two - Television or play o
Page 89 and 90: 18. Sport and Recreation New Zealan
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I Move We Move - Good For Kids - NSW Government

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