Handbook FMS

FMS
A Guide for Facilitators
2016 DEVELOPED BY: JASON WALSH & CORMAC Ó BRUIC

FMS [DEVELOPED BY: JASON WALSH & CORMAC Ó BRUIC]
A Guide forFacilitators 1
Table of Contents
1. Introduction……………………………………………………………………………………………….. 2
2. Throwing……………………………………………………………………………………………………. 3
3. Catching…………………………………………………………………………………………………….. 4
4. Running……………………………………………………………………………………………………… 5
5. Jumping……………………………………………………………………………………………………… 6
6. Kicking……………………………………………………………………………………………………..... 7
7. Underhand Roll………………………………………………………………………………………….. 8
8. Conclusion…………………………………………………………………………………………………. 9
9. Useful Resources……………………………………………………………………………………….. 10

Introduction
Childrenenterprimaryschool havinghada range of movementexperiencesinthe home, pre-school
settingandthe local community.Theywill have experiencedcontrol,coordinationandmanipulation
of theirbody,usingarange of equipmentandwillhave some awarenessof space.Physical
Developmentisaboutexperiencinganddevelopingarange of fundamental movementskillsthatwill
improve co-ordination,locomotion,control,balance,andmanipulation.
“Fundamental MovementSkillsare movementpatternsthatinvolve differentbodypartssuchas the
legs,arms,trunkand head,and include such skillsasrunning,hopping,catching,throwing,striking
and balancing.Theyare the foundationmovementsnecessaryfor3–8-year-oldchildrenasa
precursorto the more specialised,complex skillsusedinplay,games,sports,dance,gymnastics,
outdooreducationandphysical recreationactivities.”Ref:Fundamental MovementSkillsTeacher
Resource,EducationDept.,WesternAustralia2004.
Thisprogramme aimsto assessfundamental movementskillsusingthe TGMD-2 tool (Testof Gross
Motor Development-2),implementfungamesandactivitiesinordertoimprove these skills and
performa final assessmenttoidentifychangesorimprovements.The specialistskillsthe programme
will focusonare: running,jumping,hopping,leaping,throwing,catchingandkicking. The
programme will runforeightconsecutive weekswithweekone andeight, allocatedforassessment
purposes.
Researchrevealsthatchildrenattributelow motorskillsasa majorbarrierto participationin
physical activityanddropout fromorganised sportbecause theycannotperformthe skillswell
enoughtoplaythe game successfully.Childrenwhodevelopconfidence withtheirFMSskillsmay
enjoymanybenefits.Those whohave apositive attitude tophysical activitymayhave higherself-
esteem,improvedhealthandwellbeing,goodsocial skills,are more willingtotake risksandare also
more likelytomaintainanactive andhealthylifestyle.

Throwing
TGMD-2 Performance Criteria
1. Windup is initiated with downward movement of hand/arm
2. Rotates hip and shoulders to a point where the non-throwing side faces the target
3. Weight is transferred by stepping with the foot opposite the throwing hand
4. Follow-through beyond ball release diagonally across the body toward the non-
preferred side
Specific activity to improve FundamentalMovement Skill:
‘’Darts’’
Description of game:
 Participants are divided into four stations
 At each station there are three rings at varied distances (close-far)
 Each ring is a different value; 10, 20, 30 points.
 Participants take turns throwing into the rings and keep track of their score
 When a participant throws the dart they collect it, hand it to the next person and run
to the back of their line

Catching
TGMD-2 Performance Criteria
1. Preparation phase where hands are in front of the body and elbows are flexed
2. Arms extend while reaching for the ball as it arrives
3. Ball is caught by hands only (2 Hands)
‘’Square race’’
 Participants are divided into two teams
 Participants form a square, standing equal distance apart around the perimeter
 Bean Bag is thrown around the square as fast as possible
 When the bean bag has made one full cycle each student sits down
 The square that finishes first is declared the winner
 Repeat game as much as is necessary
Secondary Skill Targeted: Throwing

Running
TGMD – 2 Performance Criteria:
1. Arms move in opposition to legs, elbows bent
2. Brief period where both feet are off the ground
3. Narrow foot placement landing on heel or toe (i.e., not flat footed)
4. Non-support leg bent approximately 90 degrees (i.e., close to buttocks)
“Stuck in the mud”
 One (sometimes two) participant is (are) “on”
 The other participants are attempting to evade the participant that is “on”
 If the other participants are caught, they must stop with their legs open
 The participant who was caught is now “stuck in the mud”
 The other participants must crawl between their legs to “free” them
 Ensure to interchange the participant that is “on”
 Keep enforcing key points of running technique

Jumping
1. Preparatory movement includes flexion of both knees with arms extended behind
body
2. Arms extend forcefully forward and upward reaching full extension above the head
3. Take off and land on both feet simultaneously
4. Arms are thrust downward during landing
“Crocodile Attack”
 Place hoops on the floor around the hall
 The hoops are safe zones known as a “leaf”
 The participants have three seconds in the safe zone before they must move on
 The participants must jump into the leaf using the correct technique
 Two participants will be the “crocodiles”
 The “crocodiles” will attempt to catch the other participants
 Ensure to interchange participants who are the “crocodiles”
 Keep enforcing key points of jumping technique
Secondary Skill Targeted: Running

Kicking
1. Rapid continuous approach to the ball
2. An elongated stride or leap immediately prior to ball contact
3. Non kicking foot placed even with or slightly in back of the ball
4. Kicks ball with instep of preferred foot (shoe-laces) or two
“Teacher Target”
 Each participant has a small, soft foam ball
 Each participant will manoeuvre their ball into a position to be able to kick the ball in
the direction of the “teacher”
 The “teacher” will provide a continuously moving target in order to avoid being
struck by the foam ball
 The game will last a selected amount of time (i.e., one minute) then reset
 Keep enforcing key points of kicking technique

Underhand Rolling
1) Preferred hand swings down and back, reaching behind the trunk while chest faces
cones
2) Strides forward with foot opposite the preferred hand towards the cones
3) Bends knees to lower body
4) Releases ball close to floor so ball does not bounce more than four inches high
“Rolling Darts”
 Participants are divided into four stations at the four corners of a large square
 The first participant of each station has a ball
 Across from corner to corner there are rings placed along the ground diagonally
 Aim is to roll the ball into the centre hoop
 When the ball comes to a complete stop, the participant collects the ball and brings
the ball to the next participant
 Keep enforcing the key points of the underhand roll technique

Conclusion
For youngchildren,differentaspects of the school dayofferopportunitiestodevelopanduse their
fundamental movementskills.StructuredPhysical Educationlessons,alongwithotherplannedand
incidental experiencesandroutinesof the day,shouldprovide arange of rich contextsforchildren
to explore,developandrefi ne theirfundamentalmovementskills.
Implementationof FundamentalMovementProgrammeswill inevitablycorrelatetoincreasesinskill
levelsamongyoungchildren.Thisincreasedskill competencywill leadtohigherlevelsof self-esteem
and increase levelsof participationinphysical activity.
Researchrevealsthatchildrenattributelow motorskillsasa majorbarrierto participationin
physical activityanddropout fromorganisedsportbecause theycannotperformthe skillswell
enoughtoplaythe game successfully.Physical activityprovideshealthbenefits forchildren,
including:
 Providingimportantprotectionfromdevelopingcoronaryheartdisease
 A longerlife withbettermanagedweight,lowerbloodpressure andhealthier cholesterol
levels
 Healthygrowthanddevelopmentof the cardiorespiratorysystemaswell as bonesand
muscles
 Mental and social healthbenefits includingfeelingsof confidence,happiness andrelaxation
as well asan abilitytosleepbetter.

Useful Resources
 Action Kids – A teaching manual and library of physical development activities, 1999,
Val Sabin Publications.
 Fundamental Movement Skills Teacher Resource (Kit), Western Australia Minister for
Education, 2004 (available from Steps PD, UK).
 Helping Young Children with a Steady Beat, Ross Bayley and Lynn Broadbent
 Learning Outdoors in the Early Years, NI Early Years Interboard Panel.
 Macmillan Treasury of Nursery Rhymes and Poems, Anna Currey.
 Outdoor Play in the Early Years, Helen Bilton.
 Singing Games and Rhymes for Early Years, National Youth Choir of Scotland.
 The Teeny Weeny Tadpole, Sheridan Cain & Jack Tickle.
 Test of Gross Motor Development - Second Edition. PRO-ED, Inc. 2000.
 Top Play and Top Athletics Resource, Youth Sport Trust.

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