I Move We Move - Good For Kids - NSW Government

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5.19 Manipulative skills (continued) The order in which manipulative skills develop is throw (underarm, then overarm), kick, roll, dribble, catch and then strike 2,22 . Summary description Catch 4 It is a receptive manipulative skill that involves the receipt of an object. It is one of the more difficult fundamental skills. Key points • Preparation involves holding both hands in front of the body and elbows softly bent • Arms are then stretched in front to reach for the ball as it arrives • The ball is caught in the hands only, not the forearms Summary description I Move We Move, The Guide Edition 1 August 2009 Strike a stationary ball 4 It is a manipulative skill that involves applying a pushing force with a bat to propel an object into the air. This is the most difficult fundamental movement skill to achieve. Key points • The dominant hand grips the bat above the non-dominant hand • The non-preferred side of the body faces the imaginary bowler with the feet parallel • The hips and shoulders rotate during the swing of the bat • Transfer the body weight to the front foot • Swing the bat and hit the ball AREA HEALTH SERVICE
Monitoring progress Recording children's skill levels for each fundamental movement skill will assist services to determine which children may need more opportunities to discover and explore certain skills and which children are ready for extension and challenge. Keep in mind that only some of the children at your service would be at either the utilisation level or the proficiency level for one or more fundamental movement skills; most would be at either the pre-control level or control level. It is also useful to assess the success of the learning experience, i.e. did the provisions have an element of challenge appropriate to each child or were they too hard or too easy for most children? The provisions can then be adjusted immediately or next time to account for the differing levels of confidence and proficiency. See the Physical Activity Handbook – Preschoolers (Figures 1 to 3, page P.22–23) for three examples of tools or documentation methods to assist in monitoring fundamental movement skills. Please note that these are only examples and your service may already have unique and innovative practices which could be shared with the Good for Kids program and other services. I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE 5.20
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I Move We Move The Guide www.goodfo
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Section Four: I Move, We Move Every
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Acknowledgements I Move We Move has
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Section One Introduction I Move We
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Benefits of physical activity and m
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Physical activity for young childre
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Section Two Whole of Service Approa
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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
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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?
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Page 37 and 38: Developmental appropriateness To en
Page 39: Culturally appropriate Physical act
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Page 44 and 45: 4.3 Water play Children often have
Page 46 and 47: 4.5 Physical activity no matter the
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Page 57 and 58: Essential components of a fundament
Page 59 and 60: Putting together a fundamental move
Page 61 and 62: Stability skills (continued) The or
Page 63 and 64: Locomotor skills (continued) The or
Page 65 and 66: Locomotor skills (continued) The or
Page 67: Manipulative skills (continued) The
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Page 76 and 77: 6.5 Sand pit Why not use the sand p
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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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