Fundamental Motor Skills (FMS) are observable patterns of motor behaviours composed of basic locomotor activities such as running and jumping, manipulative activities such as throwing and catching, and stability activities such as balancing on one foot or walking on a narrow beam (Goodway et al, 2020). The development of FMS is considered important as a … Continue reading How fundamental are fundamental movement skills?
"Now what happens when you take a system apart, it loses all of its essential properties and therefore when you take a situation and by analysis reduce it to the problems of which it is composed you have lost all the essential properties of reality and essential properties of the parts." - Russell AckoffPhysical Literacy: … Continue reading Physical Literacy: What is your flavour?
The mystery Every day PE Teachers are trying to help children to move, with the aim of them becoming adults that move, but there is a mystery for us to solve. Habitual daily movement clearly has a positive correlation with a large number of beneficial outcomes that we would all want to have in our … Continue reading Advocating for Meaningful Experiences in PE
Guiding Principles of Meaningful PE Movement has the potential to enrich human existence and Physical Education can be a site that contributes to this by creating meaningful experiences of movement. Meaningful experiences are those that hold ‘personal significance’ to the learner. PE Teachers who subscribe to the creation of meaningful experiences, are influenced not just … Continue reading Meaningful Experiences in PE: Guiding Principles
Ensuring children turn into adults who lead a healthy and active lifestyle is the Gordian Knot that PE teachers have a shared responsibility for solving. Part of the solution involves developing competence, but much of the debate about competence is binary. As explained in my last post, either it is everything, or it is nothing. As PE Teachers … Continue reading Competence: Climbing Frames not Ladders
Every week on Twitter I see people engaged in a debate about the importance of 'competence' as a key factor in of ensuring lifelong movement. The debate generally involves two competing positions; competence is not a key factor or that a very narrow view of competence is a key factor. I don't think this is … Continue reading Competence: A Debate
Physical activity and motor competency (both perceived and actual) have a reciprocal relationship. That means children with higher levels of perceived and actual motor competence are more likely to engage in further physical activity, which, in turn, may lead to further skill development and increased perceived and actual motor competence. The reverse then is also … Continue reading How “deliberate” are we being in improving motor competency?
This week on Twitter I asked the following question: https://twitter.com/ImSporticus/status/725361385631289344 The responses have been varied, deep and complex giving me much to think upon, especially with curriculum design and content. However the reason behind it was this: when I explicitly teach motor competences to my students I generally see an improvement in their performance, but … Continue reading The child as an agent of movement