“The foundation movements or precursor patterns to more specialised, complex skills in games, sports, dance, gymnastics and physical recreation activities. They provide the foundation for human movement and competent and confident participation in a range of physical activities. The fundamental movement skills to be developed through Health and Physical Education include:
locomotor and non-locomotor skills – rolling, balancing, sliding, jogging, running, leaping, jumping, hopping, dodging, galloping, skipping, floating and moving the body through water to safety object control skills – bouncing, throwing, catching, kicking, striking” (ACT Government Health, 2016).
Indoor and outdoor environments offer significantly different yet complementary experiences and should be given equal focus and attention. Well-designed indoor and outdoor environments can support the diverse interests, preferences and learning styles of all children in the service
(ACECAQ, 2013, p. 93).
“Physical activity during the early childhood period is important as that is the time when children can learn and develop healthy behaviours which can then support them throughout their lives”. Research suggests there is a strong relationship between physical activity levels and time spent outdoors (Hinkley & Salmon, 2011, p. 1-3).
“Having a high quality outdoor environment is not sufficient to encourage preschool physical activity. The educational approach is critical in facilitating children’s use of the outdoors.” (Hestenes, DeBord, Moore, Cosco, & McGuinnis, 2005, p. 14).
“During the Foundation year students are given regular practical opportunities to practice a wide range of fundamental movement skills in order to begin to develop movement competence. Through the development of fundamental movement skills, physical play, manipulation of equipment and spatial awareness, children gain a strong sense of movement competence and become sufficiently skilled and confident to participate in everyday tasks and movement activities” (ACARA, 2012, p. 15).
“For healthy development, infants (birth to 1 year) physical activity – particularly supervised floor-based play in safe environments – should be encouraged from birth. Toddlers (1 to 3 years) and preschoolers (3 to 5 years) should be physically active every day for at least three hours, spread throughout the day. Infants, toddlers and preschoolers should not be sedentary, restrained, or kept inactive for more than one hour at a time – with the exemption of sleeping” (Australian Government Department of Health and Ageing, 2010).
The EYLF supports children to develop fundamental movement skills in Learning Outcome 3.2: Children take increasing responsibility for their own health and physical wellbeing. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
locomotor and non-locomotor skills – rolling, balancing, sliding, jogging, running, leaping, jumping, hopping, dodging, galloping, skipping, floating and moving the body through water to safety object control skills – bouncing, throwing, catching, kicking, striking” (ACT Government Health, 2016).
Indoor and outdoor environments offer significantly different yet complementary experiences and should be given equal focus and attention. Well-designed indoor and outdoor environments can support the diverse interests, preferences and learning styles of all children in the service
(ACECAQ, 2013, p. 93).
“Physical activity during the early childhood period is important as that is the time when children can learn and develop healthy behaviours which can then support them throughout their lives”. Research suggests there is a strong relationship between physical activity levels and time spent outdoors (Hinkley & Salmon, 2011, p. 1-3).
“Having a high quality outdoor environment is not sufficient to encourage preschool physical activity. The educational approach is critical in facilitating children’s use of the outdoors.” (Hestenes, DeBord, Moore, Cosco, & McGuinnis, 2005, p. 14).
“During the Foundation year students are given regular practical opportunities to practice a wide range of fundamental movement skills in order to begin to develop movement competence. Through the development of fundamental movement skills, physical play, manipulation of equipment and spatial awareness, children gain a strong sense of movement competence and become sufficiently skilled and confident to participate in everyday tasks and movement activities” (ACARA, 2012, p. 15).
“For healthy development, infants (birth to 1 year) physical activity – particularly supervised floor-based play in safe environments – should be encouraged from birth. Toddlers (1 to 3 years) and preschoolers (3 to 5 years) should be physically active every day for at least three hours, spread throughout the day. Infants, toddlers and preschoolers should not be sedentary, restrained, or kept inactive for more than one hour at a time – with the exemption of sleeping” (Australian Government Department of Health and Ageing, 2010).
The EYLF supports children to develop fundamental movement skills in Learning Outcome 3.2: Children take increasing responsibility for their own health and physical wellbeing. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
- planning for and participating in energetic physical activity with children, including dance, drama, movement and games.
- drawing on family and community experiences and expertise to include familiar games and physical activities in play.
- providing a wide range of tools and materials to resource children’s gross motor skills.
- engaging children in experiences, conversations and routines that promote healthy lifestyles and good nutrition.
- modelling and reinforcing health, nutrition and personal hygiene practices with children.
- providing a range of active and restful experiences throughout the day and supporting children to make appropriate decisions regarding participation.
The photos below relate to activities that I have implemented at my service to support and extend the children with their fundamental movement skills:
OTHER HELPFUL FILES:
|
|
![]()
![]()
![]()
![]()
![]()
![]()
|
![]()
![]()
![]()
![]()
![]()
|
|
|
|
|
References;
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). The Shape of the Australian Curriculum. Health and Physical Education. Sydney, NSW: ACARA Copyright Administration.
Australian Children’s Education & Care Quality Authority (ACECQA). (2013.) Guide to the National Quality Standard. Sydney, NSW: ACECQA.
Australian Government, Department of Health and Ageing (2010) Move and Play Everyday, National Physical Activity Recommendations for Children 0-5 years. Canberra.
ACT Government Health (2016). Kids at Play – Active Play. Retrieved 6/11/16, from http://health.act.gov.au/healthy-living/kids-play/active-play-everyday/fundamental-movement-skills-fms
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide).
Hestenes, L. DeBord, K. Moore, R. Cosco, N. & McGuinnis, J. (2005) Preschool Outdoor Environment Measurement Scale (POEMS). Winston Salem: Kaplan Company.
Hinkley, T & Salmon, J. (2011) Correlates of Physical Activity in Early Childhood. Encyclopedia on Early Childhood Development.
Clips/Links:
ACT Health (2016). Introduction to the importance of teaching fundamental movement skills. Retrieved 8/9/16, from https://www.youtube.com/watch?v=Vvlr2uP3eIQ
ACT Health (2016). Walk the line. Retrieved 8/9/16, from https://www.youtube.com/watch?v=bna2a1uu3DY
ACT Health (2016). Obstacle Course 3 to 5 year olds. Retrieved 8/9/16, from https://www.youtube.com/watch?v=HAEAWaMXxso
ACT Health (2016). Cool down. Retrieved 8/9/16, from https://www.youtube.com/watch?v=smIeIEaEAYk
ACT Health (2016). Heads, Shoulders, Knees. Retrieved 8/9/16, from https://www.youtube.com/watch?v=GnY3R3eEG1Y
ACT Health (2016). Lily Pad Jumping. Retrieved 8/9/16, from https://www.youtube.com/watch?v=cNWOELYHr_g
Early Childhood Australia (2013). Game with rules. Retrieved 25/8/16, from https://youtu.be/BXN-TrIXd3A
Early Childhood Australia (2012). Building upper body strength- NQS PLP Observing Practice series. Retrieved 25/8/16, from https://youtu.be/Dy7ozumGSl8
Early Childhood Australia (2012). Natural play in your environment? Retrieved 25/8/16, from https://youtu.be/c8uCaPBS1sg
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). The Shape of the Australian Curriculum. Health and Physical Education. Sydney, NSW: ACARA Copyright Administration.
Australian Children’s Education & Care Quality Authority (ACECQA). (2013.) Guide to the National Quality Standard. Sydney, NSW: ACECQA.
Australian Government, Department of Health and Ageing (2010) Move and Play Everyday, National Physical Activity Recommendations for Children 0-5 years. Canberra.
ACT Government Health (2016). Kids at Play – Active Play. Retrieved 6/11/16, from http://health.act.gov.au/healthy-living/kids-play/active-play-everyday/fundamental-movement-skills-fms
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide).
Hestenes, L. DeBord, K. Moore, R. Cosco, N. & McGuinnis, J. (2005) Preschool Outdoor Environment Measurement Scale (POEMS). Winston Salem: Kaplan Company.
Hinkley, T & Salmon, J. (2011) Correlates of Physical Activity in Early Childhood. Encyclopedia on Early Childhood Development.
Clips/Links:
ACT Health (2016). Introduction to the importance of teaching fundamental movement skills. Retrieved 8/9/16, from https://www.youtube.com/watch?v=Vvlr2uP3eIQ
ACT Health (2016). Walk the line. Retrieved 8/9/16, from https://www.youtube.com/watch?v=bna2a1uu3DY
ACT Health (2016). Obstacle Course 3 to 5 year olds. Retrieved 8/9/16, from https://www.youtube.com/watch?v=HAEAWaMXxso
ACT Health (2016). Cool down. Retrieved 8/9/16, from https://www.youtube.com/watch?v=smIeIEaEAYk
ACT Health (2016). Heads, Shoulders, Knees. Retrieved 8/9/16, from https://www.youtube.com/watch?v=GnY3R3eEG1Y
ACT Health (2016). Lily Pad Jumping. Retrieved 8/9/16, from https://www.youtube.com/watch?v=cNWOELYHr_g
Early Childhood Australia (2013). Game with rules. Retrieved 25/8/16, from https://youtu.be/BXN-TrIXd3A
Early Childhood Australia (2012). Building upper body strength- NQS PLP Observing Practice series. Retrieved 25/8/16, from https://youtu.be/Dy7ozumGSl8
Early Childhood Australia (2012). Natural play in your environment? Retrieved 25/8/16, from https://youtu.be/c8uCaPBS1sg