Ample evidence exists about the importance of physical activity for developing and maintaining an active and healthy lifestyle. As many habits are formed when young, well-planned and effective movement programs specifically designed for young children are important.
In this paper, the influence of a new teaching resource designed to support teachers in implementing a fundamental movement skill program on the children in the classes is presented using a case study approach. The case studies were constructed with teachers and children in a range of early childhood settings. The impact of the program on the children's level of confidence, knowledge of fundamental movement skills and personal physical activity level is presented. This information was gathered using direct observation methods, observation records and questionnaires. The findings indicated an increase in the children's physical activity levels, confidence and knowledge about fundamental movement skills.
Get full access to this article
View all access options for this article.
References
1.
ArmstrongN., McManusA., WelsmanJ., & KirbyB. (1996). Physical activity patterns and aerobic fitness among prepubescents. European Physical Education Review, 2(1), 19–29.
2.
AshyM. H., LeeA. M., & LandinD. K. (1988). Relationship of practice using correct technique to achievement in a motor skill. Journal of Teaching in Physical Education, 7, 115–120.
3.
Australian Bureau of Statistics (2000). Children's participation in cultural and leisure activities, Australia (4901.0 April 2000). Canberra. ACT: Australian Bureau of Statistics
4.
BoothM. L., MacaskillP., McLellanL., PhongsavanP., OkelyT., PattersonJ., WrightJ., BaumanA., & BaurL. (1997). NSW schools fitness and physical activity survey. Sydney: NSW Department of Education and Training.
5.
BouffardM., WatkinsonE. J., ThompsonL. P., DunnJ. L. C., & RomanowS. K. E. (1996). A test of the activity deficit hypothesis with children with movement difficulties. Adapted Physical Activity Quarterly, 13, 61–73.
6.
BrantaC., HaubenstrickerJ., & SeefeldtV. (1984). Age changes in motor skills during childhood and adolescence. Exercise and Sport Sciences Reviews, 12, 467–520.
7.
ButcherJ. E., & EatonW. O. (1989). Gross and fine motor proficiency in preschoolers: Relationships with free play behaviour and activity level. Journal of Human Movement Studies, 16, 27–36.
8.
Causgrove-DunnJ. L., & WatkinsonE.J. (1994). A study of the relationship between physical awkwardness and children's perceptions of physical competence. Adapted Physical Activity Quarterly, 11(3), 275–283.
9.
CorbinC. B., & PangraziR. P. (1998). Physical activity for children: A statement of guidelines.Reston, VA: NASPE.
10.
CullenJ. (1993). Preschool children's use and perceptions of outdoor play areas. Early Childhood Development and Care, 89, 45–56.
11.
Department of Education. (2001). Fundamental Movement Skills Teacher Resource.Perth, WA: Education Department of Western Australia.
12.
GallahueD. L. (1996). Developmental physical education for today's children (3rd ed.). Dubuque, IA: Brown & Benchmark.
13.
HarterS. (1978). Effectance motivation reconsidered. Human Development, 21, 34–64.
14.
HaubenstrickerJ., & SeefeldtV. (1986). Acquisition of motor skills during childhood. In SeefeldtV., (Ed.), Physical activity and well being (pp. 42–102). Reston, VA: AAHPERD.
15.
KalverboerA. F. (1990). Introduction: Developmental biopsychology and the study of behavioural deviance in childhood.Ann-Arbor MI: Michigan University Press.
16.
LiX. J., & DunhamP. (1993). Fitness load and exercise time in secondary physical education classes. Journal of Teaching Physical Education, 12, 180–187.
17.
MartinM. & HandsB. (2003) Implementing a Fundamental Movement Skill program in an early childhood setting: The teachers' perspectives. Australian Journal of Early Childhood (this issue)
18.
Monighan-NourotP., ScalesB., & HoornJ.V. (1987). Looking at children's play: A bridge between theory and practice.New York: Teachers College Press.
19.
NASPE. (2002). Active Start: A statement of physical activity guidelines for children birth to five years.Reston, VA: NASPE.
20.
ParkerH., LarkinD., AndersonM., ClarkeA., & SmithK. (2000). Low levels of out of school physical activity: Fitness and skill consequences.Paper presented at the 2000 Pre-Olympic Congress, Brisbane.
21.
PoestC. A., WilliamsJ. R., WittD. D., & AtwoodM. E. (1989). Physical activity patterns of preschool children. Early Childhood Research Quarterly, 4, 367–376.
22.
PoestC. A., WilliamsJ. R., WittD. D., & AtwoodM. E. (1990). Challenge me to move: Large muscle development in young children. Young Children, 45(5), 4–10.
23.
RoseB., LarkinD., & BergerB. (1997). Coordination and gender influences on the perceived competence of children. Adapted Physical Activity Quarterly, 14, 210–221.
24.
RoseB., LarkinD., & BergerB. (1998). The importance of motor coordination for children's motivational orientation in sport. Adapted Physical Activity Quarterly, 15, 316–327.
25.
SallisJ. F., PattersonT. L., McKenzieT. L., & NaderP. R. (1988). Family variables and physical activity in preschool children. Developmental and Behavioural Pediatrics, 9(2), 57–61.
26.
SallisJ. F., ProchaskaJ. J., & TaylorW. C. (2000). A review of correlates of physical activity of children and adolescents. Medicine and Science in Sports and Exercise, 32(5), 963–975.
27.
ShephardR. J., & GodinG. (1986). Behavioural intentions and activity of children. Champaign IL: Human Kinetics.
28.
UlrichB. D. (1987). Perceptions of physical competence, motor competence, and participation in organised sport. Their interrelationships in young children. Research Quarterly for Exercise and Sport, 58, 57–67.
