I Move We Move - Good For Kids - NSW Government

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6.3 Equipment to encourage fundamental movement skills development Development of fundamental movement skills is enhanced by the provision and set-up of a variety of equipment and resources. Different equipment will encourage the exploration of different types of fundamental movement skills. Table 1 provides ideas for equipment that could be used to promote each category of fundamental movement skills and to promote physical activity. You will also have your own favourites or find some new ones that you can add to the list. Table 1: Equipment and resources to encourage fundamental movement skills development Locomotor skills Stability skills Manipulative skills Ropes to create pathways Footprints Tunnels Tails Traffic cones Walk boards Hoops Foam blocks Sand pit Water bed bladders Mini trampolines I Move We Move, The Guide Edition 1 August 2009 Balance beams of different widths Balance discs Log ball Hopper balls Gym balls Pedal peters Stilts Walk boards Logs Body rocker Rocking & twisting toys (e.g. a rocking horse) Flexible balance beams Stepping stones Low brick walls Garden edges Assortment of balls including soft and grip balls Sensory balls Frisbees Bean bags Balloons Lightweight cricket bats Nets Totem tennis Foam ten pin bowling set Quoits Targets Aiming equipment and numbers (e.g. goals, poles with one or more baskets) Scrunched paper Ball of wool See The Physical Activity Handbook – Preschoolers (Tables 1 and 6, pages P.2 and P.10) for more ideas and information. AREA HEALTH SERVICE
Setting up equipment to promote physical activity Bringing different types of equipment together in specific set-ups and combinations is a great way to encourage development of fundamental movement skills. It is also important to regularly change the arrangement of equiptment so that opportunities to promote physical activity remain fresh and exciting for children. Use materials within the centre to make obstacle courses e.g. witches hats, cones/markers or chairs. Combine two materials e.g. footprints and bean bags to promote use of different skills such as walking, running and jumping. You could also use containers such as margarine and ice-cream tubs for children to step over. Attach containers to equipment or the floor with electrical tape or duct tape. See The Physical Activity Handbook – Preschoolers (Tables 1 and 6, pages P.2 and P.10) for some fun and creative ways to set up equipment. Opportunities to explore physical activity outdoors In the outdoor environment there are endless possibilities for children to be physically active. Outdoor active play offers children the opportunity to structure their own play, to explore, and provides them with more room to move freely. Here we provide a few suggestions to encourage physical activity in the outdoor environment. More detailed examples can be found in The Physical Activity Handbook – Preschoolers (Tables 1 and 6, pages P.2 and P.10). Bike paths Include speed humps, cones, crossings and ‘Give Way’ signs to encourage various types of movement. Grassed areas These allow for running, rolling, crawling or ball games. Gardening Having a digging patch allows children to be involved in active gardening experiences (e.g. digging, planting and watering) which increases their strength and coordination. I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE 6.4
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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
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Staff development and training It i
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The types of information you commun
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Evaluation Evaluating your polices
Page 23 and 24: Building on strengths, how it might
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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 69: Monitoring progress Recording child
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