Postal Address

GPO Box 412

Melbourne 3001
Tel:
Fax:
Email:
Web:

The Australian Council for Health, Physical

Education and Recreation, Victorian Branch, Inc.
Registration No. A0000871U
ABN 23 911 016 643
Office
1407 Burke Road
Kew East 3102

(03) 9851 6966

(03) 9851 6163
[email protected]
www.achper.vic.edu.au

PHASE
FUNDAMENTAL MOTOR SKILLS MODULE

The Australian Council for Health, Physical Education and Recreation, Victorian Branch
GPO Box 412
Melbourne Vic 3001
Tel: 9851 6966 Fax: 9851 6163
ACHPER Victorian Branch, 2008. This material may not be reproduced without permission and is supplementary to the information presented at this
professional development. No responsibility or liability whatsoever can be accepted by ACHPER Victorian Branch or the authors for any loss, damage or
injury that may arise from any person acting on any statement or information contained in this publication and to the extent permitted by law, all such
liabilities are expressly excluded.

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PHASE MODULE - TEACHING FUNDAMENTAL MOTOR SKILLS

At the completion of this module participants will:
Know where motor skill development fits into the health and Physical Education curriculum
Understand the process of motor development in children
Be developing confidence to make qualitative assessment of childrens motor skills
Understand a variety of teaching approaches to develop motor skill competence
Explore a variety of strategies for assessing FMS
Be familiar with resources to support curriculum development

A NOTE TO PHASE TUTORS

A PHASE module is designed to run for two/two and a half hours. When presenting the TEACHING
FUNDAMENTAL MOTOR SKILLS module the following breakdown is suggested.
THEORY
Fundamental Motor Skills ppt presentation
Fundamental Motor Skills DVD
Fundamental Motor Skills within the HPE curriculum
PRACTICAL ACTIVITIES
Observation and assessment of FMS
Activities for developing FMS

TIME
50 minutes

I hour and twenty minutes

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Program Planning
The Victorian Essential Learning Standards
The Health and Physical Education domain requires students to develop knowledge, skills and behaviours that
enable them to maintain good health and live a healthy lifestyle, understand the role of physical activity in
ensuring good health and engage in physical activity.
The Movement and Physical Activity dimension has a strong focus on students acquisition of motor skills. In the
table below the dot points in the first row highlight the standards directly related to the acquisition of motor skills
DIMENSION
Movement
and
Physical
Activity

Level 1

Level 2

Level 3

Level 4

perform basic motor skills

and movement patterns,
with or without equipment,
in a range of environments

demonstrate basic motor

skills and some more complex
skills

perform a broad range of

complex motor skills

perform confidently and

efficiently in a range of
movement environments
(indoor, outdoor, aquatic)

combine motor skills and

movement patterns during
individual and group
activities

demonstrate a wide variety of

motor skills and apply tem to
basic sport specific situations

evaluate the performance of a

partner and provide constructive
feedback based on performance
criteria to assist skill
development

demonstrate control when

participating in locomotor
activities requiring change
of speed, direction and
level
create and perform coordinated
movement sequences that
contain a variety of motor skills
and movement patterns

apply skills in increasingly

complex games and activities

participate regularly in physical

activities for the purpose of
improving skill and health

maintain regular participation in

moderate to vigorous physicals
activity and monitor exercise
intensity

identify and describe the

components of health related
fitness

explain the process for improving

health related fitness.

explain the contribution

rules and procedures make
to the safe conduct of games and
activities

follow safety principles in

games and activities

work in a group to create a

game, and establish rules and
procedures for safe conduct

use equipment and space

safely

explain the concept of fair play

and respect the roles of officials

work with others to achieve

goals in cooperative and
competitive sporting and games
situations

effectively use strategic

thinking and work with more and
less-skilled peers to improve
game performance

regularly engage in periods

of moderate to vigorous
physical activity

create and perform rhythmic

movement sequences in
response to stimuli

regularly engage in bouts of

moderate to vigorous physical
activity

describe the link between

use simple vocabulary to
physical activity and health
describe movement, physical
responses of the body to activity
and feelings about participation
in physical activity

follow rules and procedures

share equipment and space

safely

refine basic and complex motor

skills

work independently to improve

performance

describe and analyse the

different roles required in
competitive sports

The teaching of FMS should be integrated into the activities taught in the physical education curriculum. It is not
something to add on to the program and taught as a separate unit. Try to identify current units where FMS can be
taught. For example:
Gymnastics leap, roll, balance, run, jump
Dance twist, turn, bend, leap, dodge, skip, slide
Games/Sport Education throw, catch, kick, dodge
PMP catch, throw, run, jump, leap

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What are Fundamental Motor Skills?

Fundamental motor skills are movements that have specific observable patterns. They include:
Locomotor skills such as running, jumping, hopping, galloping, rolling, leaping and dodging;
Manipulative skills such as throwing, catching, kicking, striking and trapping and
Stability skills such as balance, twisting, turning and bending.
A fundamental motor skill involves the basic elements of a particular movement. It does not emphasise the
combining of a variety of fundamental motor skills into complex skills such as the layup in basketball or a
gymnastics floor routine. Each fundamental motor skill is considered in relative isolation from the others.
Fundamental motor skills are part of a movement continuum that begins before birth and continues throughout
life. With exposure to movement experiences the young child begins to learn fundamental motor skills that will be
refined through practice, instruction and modelling. Children who master fundamental motor skills in the early
primary years will be more likely to be active and enjoy a range of recreational and sporting activities.
The following diagram represents the development of motor skills until from birth to adulthood.
.

SPORTS, GAMES AND RECREATIONAL SKILLS

Examples: Swimming, Dance, Martial Arts, Soccer, Hockey, Football, Tennis, Rugby,
Diving, Softball, Cricket, Netball, Archery, Beach Volleyball

TRANSITIONAL SPORTS SKILLS AND GAMES

Examples: Netta netball, Spikezone, Rookey hockey, Super 8s cricket,
Goalkick soccer, Gymstar, Auskick, Joey league, AFL Recreational Football

SPORT SKILL PROFIENCY BARRIER

FUNDAMENTAL MOTOR SKILLS

Examples: run, skip, gallop, hop, jump, leap, slide, dodge
bounce, catch, throw, kick, strike, trap
balance, twist, turn, bend

REFLEXES AND REACTIONS

Examples: walking reflex, sucking, gripping,

Diagram 1 Continuum of Motor Skill Development

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The developmental of motor skills follows a sequential progression that may be subdivided into stages. (refer to
Appendix 1) The physically and cognitively normal child progresses from one stage to the next in a sequential
manner that is influenced both by maturation, genetics and environment. Children cannot rely solely on
maturation to acquire a mastery of fundamental motor skills. Environmental conditions including instruction,
encouragement and opportunities for practice are critical to development. Children arrive at primary school with a
range of experiences related to the acquisition of motor skills. Formal instruction should begin in the early years
of primary school. During these years students are physically and intellectually capable of benefiting from
instruction and are highly motivated and enthusiastic about learning. During the early years students should be
given the opportunity to learn a variety of motor skills upon which later learning is dependant. These skills are
often those displayed by children at play. They include motor skills such as, run, skip, leap gallop, throw, catch,
bounce, kick, forward roll, dodge. Mastery of skills is required if optimum development of higher level skills is to
occur. For example mastery of the fundamental skill of overarm throw is strongly linked to a range of sports
specific skills. (Refer to diagram 2). Students who do not master a range of fundamental skills are less willing to
go on to learn the more complex skills, often leading to withdrawal from physical activity because of a lack of
perceived competence,. This is often referred to as the Sports Proficiency Barrier. (Refer to diagram 1)

OBSERVING FUNDAMENTAL MOTOR SKILLS

Fundamental motor skills are movements that have specific observable patterns. Each skill can be broken down
into a series of components. Teachers need to become skilled at observing student movement and identifying
which components of a particular skill have been mastered and which components need further practice.
For example:
The mature pattern of the fundamental motor skill of running has the following observable components.
Eyes focussed forward throughout the run
Knees bent at right angles during the recovery phase
Arms bend at elbows and move in opposition to legs
Contact ground with front part of foot
Body leans slightly forward
The mature pattern of the fundamental motor skill of ball rolling has the following observable components
Stride stance
Eyes focussed on target throughout
Ball held in hand corresponding to trailing leg
Slight hip rotation and trunk lean froward
Pronounced knee bend
Forward swing with weight transference from rear to front foot
Release ball at knee level or below
Being able to observe the components of a skill assist teachers identify performance errors and provide
students with the appropriate feedback in order to improve
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Teaching Methods
It is important teachers incorporate the following principles into the teaching and learning environment.
Create a positive learning environment
Use visual demonstrations
Demonstrations help communicate the key components of a fundamental motor skill.
They are enhanced by using words or phrases that highlight where the demonstration is focussed.
Provide teaching cues or tips
Give encouragement and feedback
Feedback should be specific and given as soon as possible. Ensure that feedback highlights what is good about the
performance as well as suggestion for improvement. Dont just say well done! What is needed is information
about technique. For example I liked the way you stepped forward with the opposite foot or You watched the
ball carefully, this time hug it to your chest when you catch it
Give easy to follow information
Small step progression is preferable. Provide no more than one/two pieces of new information at a time. Use
words and phrases that are easily understood.
Provide lots of opportunities to practice
Repeated practice is needed for children to master a skill. Make practise opportunities varied and fun rather than
repetitive and boring.
Ensure the student achieves success
Plan drills, activities and games that are at the students level of learning so that the student has successful
experiences. They will then be more willing to attempt harder skills.
Table 1 (below) provides advice for when selected fundamental skills can be introduced into the teaching
program.

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TEACHING METHODS
Teachers need to know how to teach as well as what to teach. A variety of teaching methods will ensure that
students learning styles are acknowledged as well as result in increasing motivation. Skilled teachers are
competent in a variety of teaching styles. Teaching styles range from those that are direct or teacher centred to
those that are indirect or child centred. The Victorian Essential Leaning standards encourage teachers to present
curriculum in ways that take into account a range of student learning styles. Teachers will often use a variety of
methods within a lesson. The teaching approach chosen will depend on:

Teacher philosophy
Teacher knowledge of level of support needed
Student learning styles
Students age, maturity, experience and motor ability
Topic covered
Time available
Facilities and equipment
Number of students in the class

Teaching methods range on a continuum from direct to indirect with a number of teachings methods in between.
The Victorian Essential Learning Standards and the Principles of Learning and Teaching focus on developing in
the students the capacity to take responsibility for and reflect on their own learning. Teachers need to keep this
important focus in mind when considering which teaching method to include.

Teacher Centred Learning and Teaching Approaches

Direct teaching styles are very teacher centred methods where the teacher makes all the decisions concerning
what, how and when the student is to perform. The lesson format of warm-up, skill demonstration, skill practice,
feedback, followed by a class game is typical of a direct teaching style approach. The advantages of this style is
that it is efficient and focussed, is easy to implement with large groups and provide for the learning of basic skills
efficiently. The disadvantages are that direct teaching styles take little account of students individual motor
abilities, learning styles, and intellectual development. This type of teaching approach requires a high level of
teacher support.

Student Centred Teaching and Learning Approaches

A lower level of teacher support and increased student involvement occurs where the teacher works closely with
the students, guiding the learning as they begin to apply the skills, knowledge and understandings being taught.
During independent work, the student is practising, consolidating and applying skills, knowledge and
understandings being taught, so there is a high level of student involvement with the teacher acting as the
facilitator.
Varying the way teachers present the curriculum content during class can provide the learner with greater
responsibility by becoming more involved in the learning process, having opportunities to explore and experiment
with movement in a variety of ways. This in turn increases student motivation.
Learning how to learn and learning through movement are important objectives of student centred teaching
approaches. Further they allow for individuals to respond at their own level of ability and provide more
opportunities for a degree of success.

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Examples are:
Task Cards
Task cards can be successfully used to give some of the control of the learning to the students. They reinforce
vital literacy skills, allow students to progress at their own pace, promote decision making and self-assessment.
They reduce the need for repetitive instructions from the teacher. They can be especially helpful for activities
that are of a self-testing nature. They may be composed of individual or group skills and challenges.
The teacher provides:
A series of tasks related to a fundamental motor skill at sequential degrees of difficulty. Balance activities, ball
handling skills, locomotion activities are suggestions.
The student is able to choose a task that matches their ability level so promoting self-assessment and decision
making. The student may then decide when to progress to a more complex task.
Peer Tutoring and Assessment
Students are more likely to be engaged if they have opportunities to reflect on their own progress and think
about their learning. Peer tutoring and assessment provides advantages for both tutors and learners. The learner
has the opportunity to receive immediate feedback from their partner relating to their performance. The tutor is
encouraged to observe and analyse their partners fundamental motor skill performance and decide which
feedback to provide their partner with in order to improve skill performance. Further it provides the tutor with
the opportunity to gain a greater understanding of the key components of the skill.

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 Teacher Questioning and Problem Solving

Movement is used as a catalyst to stimulate thinking. There are many opportunities for the learner to
incorporate thinking skills as they are encouraged to find solutions to problems in different ways. Convergent
problem solving (discovering answers to a problem) and divergent problem solving (searching for a variety of
alternatives) are ways teachers can involve the students in higher level thinking skills when teaching
fundamental motor skills.
Examples: Which foot should you step forward with when you throw overarm?
Why do you tuck the head under when performing a forward roll?
What should you do if you want to throw the ball as far as possible? Why?
Try dribbling the ball in different ways. What do we do with fingers, wrist, arm? Do we push down or slap at the
ball? Why?
Watch the girl kick the ball each time. How was the second kick different from the first? Which kick went
further? Why?
How can you help a person who is having trouble performing a forward roll on a mat?
What changes would you suggest that Jane makes to her striking technique in order to get more power?
It takes time and practice to incorporate these techniques into physical education teaching. The aim should always
be to provide children with an intellectually as well as a physically stimulating learning environment.

The Process of Skill Acquisition

Movement skill learning occurs in identifiable stages. Each level refers to a period during which the learner and
teacher have specific, identifiable tasks and responsibilities. These are referred to the beginner, intermediate and
advanced levels. The following teaching tips will assist teachers with students at each level.
Beginner level of skill learning
Introduce major aspects of skill only
Provide a demonstration of the skill the help form a mental picture
Let the learner to try out the skill
Provide plenty of opportunity for exploration of the skill and self discovery of the general principles
If possible compare the new skill to others that the student may be familiar with
Provide immediate, precise and positive feedback
Focus on the skill technique not the result
Immediate level of skill learning
Provide numerous opportunities for practice and skill application
Devise practice opportunities that progressively focus on greater skill refinement
Be able to analyse skills and provide constructive feedback
Allow for individual differences in the rate of skill learning
Practice at the rate and in the manner that the skill will be used during real life performance
Advanced level of skill learning
Structure practise sessions that duplicate game like situations
Structure practice sessions that promote intensity
Provide encouragement, motivation and positive support
Offer tips on strategy and tactics
Provide feedback that focuses on specific aspects of the skill
Allow for individual differences in technique
Focus on outcomes rather than process

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Teaching Hints and Common Problems for Selected FMS

FMS

Teaching Hints
Teach landings first in a semi squat
position
Provide soft surfaces for landing when
jumping from a height
Begin by jumping over low objects such
as rope, mat or bean bag
Encourage students to move body weight
forward onto balls of feet
Correct arm technique is critical
Have students jump to grab an object,
keeping eye contact with the object

Common Problems
Failure to get off the ground

FMS

Teaching Hints

Common Problems

Dodge

The run is a pre-requisite skill

Whole body turns to face the intended direction of

travel
Inability to change direction in one step
Twisting of the trunk

Vertical Jump

Avoid slippery surfaces

Run to markers, then dodge, avoid running
around markers
Change direction by pushing off the outside
foot
In the initial stages of learning focus on the
whole skill, as students become more
competent give feedback related to specific
components
FMS
Skipping

Failure to take off with both feet simultaneously

Poor coordination of leg and arm action
Failure to extend body, legs and arms forcefully
Uncontrolled landings

Body remains in an upright position when changing

direction

Teaching Hint
Single hop on either leg is a pre-requisite skill

Common Problems
Inability to use both sides of the body

Slow motion demonstrations can be helpful

Exaggerated movements

Rhythmical use of arms to aid momentum

Landing flat footed

Music may be a helpful aid

Double hop or step sometimes occurs

Lift your knees sharply upward

FMS
Ball Bouncing

Teaching Hints
In the initial learning stages use medium/large
balls that do not require as much force as a
basketball
Controlled repeated bounce and catch is a prerequisite skill
Use different coloured or striped balls to avoid
blending of figure and ground
Stress eye contact at the initial stage of
learning
Master ball bouncing with the dominant hand
prior to practising with the non-dominant hand

Common Problems
Inconsistent force applied to downward push

Slapping at the ball instead of pushing downwards

Inability to move and continue bouncing ball
Failure to focus on and track ball efficiently
Inability to bounce without visually monitoring ball

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Teaching Hints and Common Problems for Selected FMS

FMS
Forehand strike

FMS
Stopping/Trapping

Teaching Hint
Progress from using a stationary ball to
a suspended ball to a bounced ball to a
thrown ball
Progress from using a small bat then a
longer handled bat
Use balloons and beach balls in the
initial stages and progress to smaller
balls
Batting tees are a useful aid

Common problems
Failure to focus on the ball

Teaching Hints
Stress eye contact with the ball
Teach how to trap a rolled ball prior to
an elevated ball
Emphasise the importance of getting
the body in the path of the ball
Encourage giving with the ball to
absorb the force

Common Problems
Failure to keep eyes fixed on the ball
Inability to maintain balance when
stopping the ball
Failure to position body directly in the
path of the ball
Failure to give as ball
contacts foot

Incorrect grip
Chopping or slashing at the ball

Failure to turn the side of the body in

the direction of the intended strike
Jerky uncoordinated action

Use a foam, beach or partially inflated

ball in the initial learning stage

SAFETY
Teachers should ensure

a correct warm up to prepare students for activity

the activity surface is suitable
the area is clear of any obstacles
adequate space is provided,
retrieval procedures are set in place and the appropriate formations and target directions are utilised to
maximise the provision of a safe working environment.
students to wear appropriate footwear and clothing
supervision is provided at all times
caution is exercised when using striking implements with regard to swinging space and the dropping or
throwing of the bat or racquet.

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Assessment of Fundamental Motor Skills

To effectively assess against the Victorian Essential Learning Standards a combination of summative and
formative assessment is required.
Summative (assessment of learning) is required to determine what the student has achieved. Formative
(assessment for learning and assessment as learning) is required to inform the next stage of learning that will
occur, and to encourage students to reflect on their own learning. Both forms of assessment need to include
authentic assessment tasks which are those in which students are asked to perform real world tasks demonstrating
the application of knowledge and skill.
Assessment of students must also evaluate in an integrated way rather than treating each and every standard as
discrete. Assessment in this manner more clearly reflects how students actually learn and develops deep
understanding in learners which can be transferred to new and different contexts.
Effective assessment practices can assist students to learn more effectively if they develop students capacity to
reflect on their learning, develop deeper understanding and cultivate higher order thinking skills.
Assessment for improved student learning and deep understanding requires a range of assessment practices to be
used with three overarching purposes:
Assessment of Learning (summative)
Is the product of on-balance judgement based on an accumulated range of assessment sources to determine what
the student has achieved at the end of a learning sequence or unit. Conducting summative assessment at the end of
a unit enables teachers to ascertain students development against the unit goals and to set future directions for
learning. Summative assessment can be referred to as assessment of learning.
Assessment for Learning (formative)
Are assessment tasks which occur during the teaching and learning activities.
Assessment for learning occurs when teachers make inferences about student learning to inform their teaching. It
provides continuous feedback to both students and teachers which enables them to monitor progress, identify and
address gaps and errors in learning.
Assessment as Learning (formative)
Occurs when students reflect on and monitor their progress to inform their future learning goals. The purpose is to
involve students in their own assessment as they learn When students become proficient at self assessment it
helps understand the purpose of their learning and clarify learning goals.
Authentic Assessment
An authentic assessment task is one that is performed in a real life context that approximates as much as
possible, the use of that skill or concept in the real world. (Elementary Physical Education Teaching and
Assessment, Hopple,C p11)
Authentic assessment is based on the development of a meaningful product, performance or process over time.
Students develop and demonstrate the application of their knowledge and skills in real world situations which
promote and support the development of deeper levels of understanding. Authentic assessment stems from clear
criteria of which students are aware and involved in the development and evaluation of.
The more authentic the context or situation the more motivational the assessment is for the students. As an
example consider the 1.6km run/walk fitness test for cardiovascular health and the setting in which it takes place.
On a specific day students are required to run the 1.6k around a course usually the school grounds or play area.
This is not authentic. How many children typically run this distance as part of their normal lives? Can you suggest
a way of making this type of activity more authentic in nature? (eg as part of an orienteering course, a bushwalk,
the 10,000 steps program, meeting the National Physical Activity Guidelines)
It is not possible to make every assessment task authentic in nature but it is worthwhile asking the question when
considering assessment tasks.
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Authentic assessments meets all/some of the following criteria. It refers to assessment that:

looks at students actively engaged in completing a task that represents the achievement of a learning goal or
standards;
takes place in real life situations;
asks students to apply their knowledge in lifelike situations
intertwines assessment and teaching making it difficult to tell them apart
students are given/negotiate the criteria against which they are being assessed

The following assessment tasks are examples of a summative and formative assessment tasks teachers may use to
assess fundamental motor skills.
When considering which assessment tasks to use consider which elements of the Movement and Physical Activity
standards and the Managing Personal Learning standards each assessment task relates to.
Assessment should always be against the Victorian Essential Learning Standards

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Assessment rubric: Ball skills

Assessment Task (Level 3)
There are three parts to the assessment task:
Part 1: During minor games, students perform an overhand throw from a stationary position.
Part 2: During minor games, students perform a catch from a stationary position.
Part 3: During minor games, students move into position and perform an overhand throw or catch.
Suggested duration: 8 lessons.
Assessment can be integrated throughout the teaching and learning sessions.
Rubric

Assessment criteria

Towards the level

1 Overarm throw in stationary

position

At the level

Attempts skill but lacks correct

technique or control.

Demonstrates skill with the

correct technique and control.

Performs skill with correct

technique and control in a
complex skill development
activity.

Attempts skill but lacks correct

technique or control.

Demonstrates skill with the

correct technique and control.

Performs skill with correct

technique and control in a
complex skill development
activity.

Does not move into the correct

position or moves into the wrong
position, and/or performs skills
without the correct technique or
control.

Demonstrates skills with the

correct technique and control
after moving into correct
position.

Moves into correct position to

perform skills with the correct
technique and control in
response to demands in a
complex skill development
activity.

*Eyes focused on target

*Stand side on to target
*Step forward with opposite foot during
the throw
*Throwing arm follows through down and
across body

Catch in a stationary position.

*Eyes are focused on the ball
*Hands move to meet the ball
*Catch and control the ball with hands
only
*Elbows bend to absorb the force of the
ball

Ability to move into position to

proficiently perform the
overhand throw or catch.

Beyond the level

*Tracks the ball speed and direction

*Anticpates ball trajectory
*Moves towards the ball with correct
footwork
*Positions body behind the ball
*Hands are in correct position to receive
ball

Sample Record Sheet

Student Name: ______________________________
Date

Session
1

Session
2

Session
3

Session
4

Session
5

Session
6

Session
7

Session
8

On
balance
judgement

Criterion 1
Criterion 2
Criterion 3

Source: Adapted from VCAA Assessment Advice

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Fundamental Motor Skills

Name: ____________________________________________________

Date: _______________

Directions: Here is a list of Fundamental Motor Skills. Next to each skill, list three important
things that you should focus on when working to improve that skill. You can use diagrams if you
wish.
What do you have to remember when you are trying to improve your skills?
Overarm Throw:

Leap:

Ball Bounce:

Skip:

Kick:

Forward Roll

1.

__________________________________________________

2.

__________________________________________________

3.

__________________________________________________

1.

__________________________________________________

2.

__________________________________________________

3.

__________________________________________________

1.

__________________________________________________

2.

__________________________________________________

3.

__________________________________________________

1.

__________________________________________________

2.

__________________________________________________

3.

__________________________________________________

1.

__________________________________________________

2.

__________________________________________________

3.

__________________________________________________

1.

__________________________________________________

2.

__________________________________________________

3.

__________________________________________________

Assessment: Your work will be scored according to the criteria in the following rubric.
Use this information to self-asses your work before you hand it in.
Excellent work!

All the skill cues are correct, complete and specific for each fundamental skill.
Artwork, specific examples of details that support answers are included.

Very good work

All the skills are correct, complete and specific for each fundamental skill.

Good attempt

Most of the skill cues are correct, complete and specific for each fundamental skill.
Two or three answers are incorrect or incomplete.

Not satisfactory

Few of the skill cues are correct or complete for each fundamental skill.

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Practical Activities

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Resources
Fundamental Motor Skills Resources
Manual for Classroom Teachers
Activities Resource
Instructional CD
Posters

ACHPER Victorian Branch

GPO Box 412, Melbourne 3001
Tel: (03) 9851 6966
Fax: (03) 9851 6163

Sport It

Australian Sports Commission

PO Box 176, Belconnen 2616
(out of print)

Dynamic Physical Education for Elementary

School Children Robert Pangrazi

Pearson Education 2004

Motor Skills & Movement Stations

Lesson Plans for Young Children
Landy and Burridge

Centre for Applied Research in Education 2000

Developmental Physical Education

For all Children
Gallahue, D.

WCB McGraw Hill 2002

PE Teachers Pre-Sport Skills

Lessons, Activities and Games for
Grades 4-6
Landy, J

Centre For Applied Research in Education 2002

Teaching Children Physical Education

Graham, G.

Human Kinetics 2001

Pedometer Power
Pangrazi et al

Human Kinetics 2003

Active Playgrounds
Doyle

Cira Ontario 2003

Teaching Physical Activity: Change,

Challenge and Choice

Human Kinetics 2007

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APPENDIX 1

Stages of the horizontal jumping pattern

The jump for distance is an explosive movement requiring coordinated performance of all parts of the body. It is a
complex motor skill in which it is difficult to avoid the tendency to step forward on one foot. In general children
will progress through the stages similar the above diagram before they reach the mature form at approximately 7-8
years of age.
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