Promotion Service

Workshop Handouts

FUNdamental Movement Skills

Health Promotion Service 2016

Handout 1

A special word on babies

It is all about preparation. It is important to expose babies to the Fundamental Movement Skills as much as possible through active play and movement as it assists in gross motor skill development.

• Preparation for stability skills is the swaying movement, rocking of the baby to help develop balance and activities are best done to music such as dancing with the baby in your arms.

• Preparation for locomotor skills is tummy time and assists the baby to progress from laying on their tummy, to rolling, to crawling.

• Preparation for manipulative skills is tracking an object. This helps prepare for catching, kicking, and throwing.

• For example, babies begin to learn the Fundamental Movement Skills through tummy time, scanning, tracking, and crawling. If babies do not learn these skills at this young age it can slow the progression of learning the skills in more detail.

• There are some great ideas for active play with babies on pages 106 – 118 of the Munch & Move resource manual.

• There are also handouts available for you to take on new moves for parents which may be of interest.

The “Good for Kids, Good for Life” program in the Hunter New England area also have some resources available. These booklets have further ideas for activities for developmental movement, including preparation for stability skills, locomotor skills, and manipulative skills:

Good For Kids Good For Lifehttp://www.goodforkids.nsw.gov.au/Partners/Early_Childhood_Education_and_Care/Physical_Activity/I_Move_We_Move

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2016

Handout 2

Physical Activity Requirements

0-1 year olds: (National Physical Activity Recommendations for Children 0-5 Years)

For healthy development in infants, physical activity – particularly supervised floor-based play in safe environments – should be encouraged from birth.

Before infants begin to crawl, physical activity includes reaching and grasping, pulling and pushing, moving their head, body and limbs during daily routines, and supervised floor play, including tummy time.

Once your infant is mobile, encourage them to be as active as possible in a safe, supervised and nurturing play environment

Toddlers 1 -3 year old and Pre-schoolers 3 to 5 year old.Toddlers and pre-schoolers should be physically active every day for at least three hours, spread throughout the day.

You’d be surprised by how many opportunities there are throughout the day for toddlers and pre-schoolers to be active. Remember that kids don’t need to do their three hours of physical activity all at once. It can be accumulated throughout the day and can include light activity like standing up, moving around and playing.

Children 5- 12 year old 60 minutes and up to several hours of moderate to vigorous physical activity every day.

No more than two hours a day using electronic media for entertainment particularly during daylight hours.

Curriculum prescriptions

Early Childhood Education and Care Centre(Early Childhood National Quality Standards)

Physical activity is to be promoted through both planned and spontaneous experiences and is appropriate to the age of the child.

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2016

Handout 3What Happens in Your Backyard?

Turn to the person sitting next to you and discuss the below questions. Take 5 minutes to complete the task together. We will then come together to share some of the stories.

1. How do you ensure children meet Standard 2.2.2?

2. How are children physically active at your service? How long would they be physically active for?

3. Do you use transition time to practise the fundamental movement skills? And if so, how?

4. What educator-led activities do you have at your service?

5. What do educators do when the children are playing? Do you join in with them? do you help them practise the fundamental movement skills?

6. For Family Day Care, how do you integrate the fundamental movement skills across the age groups? ie, what do you do with the babies when you work with thepreschool aged children?

7. How do you get all children practising the fundamental movement skills, especially those children who don’t want to join in?

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2016

Handout 4Desirable Practices for Munch & Move

Early Childhood Education and Care Services (Munch & Move)

Practice 1: Site monitors food and drinks that are in children’s lunch boxes each day

Practice 2: Site menu includes fruit and vegetables at least once per day

Practice 3: Site menu includes only healthy snacks options every day

Practice 4: Site supplies age appropriate drinks

Practice 5: Site provides structured and specific learning experiences about healthy eating at least 2 times per week

Practice 6: Site provides tummy time for babies 0-12 months of age every day

Practice 7: Site provides physical activity for 1-5 year olds at least 25% of the daily opening hours

Practice 8: Site provides Fundamental Movement Skills for children 3-5 years of age every day to at least 90% of children

Practice 9: Site use of small screen recreation by 3-5 year olds is appropriate

Practice 10: Site has a written nutrition policy

Practice 11: Site has a written physical activity policy

Practice 12: Site has a written policy restricting Small Screen Recreation

Practice 13: Site provides health information to families within past 12 months

Practice 14: Site has at least 50% Primary Contact Educators training in nutrition and at least 50% training in physical activity

Practice 15: Site monitors and reports achievements of healthy eating and physical activity objectives annually

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2016

Handout 5

Warm up games

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2016

WARM UP Song and actions FMS Focus: Stability FMS Skills: Bending, twisting and stretching Equipment: CD player, Munch and Move CDGrouping: Free space

Description: Ask everyone to stand up, spread out and find some space. Remember to be mindful of your own

safety and only do what you can comfortably manage. Play the audio – track 9. Say,” let’s warm up by doing the actions in the song”. Talk about why it is important to warm up as you go.

WARM UP/ Cool down Simon says FMS Area: Stability and slow locomotorFMS Skills: Various stretching, twisting, bending and walking in place Equipment: NilGrouping: Children move freely in a defined space large enough so they can all see you

Description Use stability skills and slower locomotor skills for this well- known favourite progressing to simplest

movements last. Say: “remember that when we play Simon says you must do what Simon says but if I ask you to do

something without saying “Simon says” then you may disobey but if you go ahead and do it, you are out” (out here means the child puts hands on hips and gently twists from side to side – or other suitable stability movement)

Sample: Simon says walk on the spot, Simon says reach up high, Simon says stretch your arms out wide, Simon says put your hands on your feet. Now put your hands on your knees. Because you did not say Simon says for the command “now put your hands on your knees” those children who did it are out.

WARM UP Scarecrow (Also called Stuck in the Mud)FMS Area: Stability and locomotorFMS Skills: Stretching, twisting, bending and running Equipment: NilGrouping: Children move freely in a large defined space

Description All players stand inside a playing area. One child is chosen to be the ‘crow’. The ‘crow’ must try and tag all the players. Once tagged, a player must stand like a scarecrow, with legs wide apart and arms stretched out to

the side. The scarecrow must remain like that until another player crawls through their legs. They are then

free to run around again. The game can be made more challenging by choosing more ‘crows’, or playing in a smaller area.

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2016

WARM UP Space Jam FMS Focus Locomotor and stability FMS Skills Bending twisting, stretching, jumping and running

Literacy IntegrationGrouping Free space in comfortably spaced area

Description Educator reads story (or another story of choice) to the children and the children identify each verb

or “action” word. Educator pauses during reading while the children act out each verb in place for 15 seconds. Continue until end of story. . . . . ..

Hello, my name is Zippy and I live on a space station. Today, I will lead you on a tour through space. The first stop will be Mercury, the closest planet to the sun. Mercury is very hot . . . so, OUCH, be careful and step quickly so your feet do not get burned. Mercury also has many craters. On the count of 3, let’s jump into a crater and see what we find. 1 – 2 – 3, JUMP! Climb out of the crater so we can march to Venus. Venus is the second planet from the sun. This planet has very strong winds and volcanoes. See if you can walk through the wind without blowing over. A lot of the surface of Venus is covered with lava, and here comes some . . . RUN! The next stop is Earth, the third planet from the sun. Seventy-one percent of the Earth’s surface is water, so hop in and start swimming. See if you can do the front crawl and the backstroke. Our next stop will be Mars. Mars is known as the red planet. The largest mountain in space, Olympic Mons, is located on Mars. See if you can climb to the top! Jupiter is the fifth planet from the sun. It is made up of mostly gas and you can see clouds when you look at this planet. Find a cloud and see if you can float on it. Our next stop is Saturn, the sixth planet from the sun. It has a rocky core and there are areas of ice throughout the planet. There are also rings of gases around Saturn. WHOA, there is a huge piece of ice, be careful and slide across it. Hop on one of the rings surrounding Saturn and spin around in circles. Uranus is our next stop. It has a small rocky core. Can everyone tiptoe across Uranus watching out for the ice? Next, let’s visit Neptune. Neptune has four rings and large storms with fast winds. It also has 13 moons. Quick, duck! Here comes a moon, move to the left so you do not get hit. Pluto is our next stop. It is the smallest planet and is furthest from the sun. It is a cold planet because it is furthest from the sun. Shiver and rub your hands together to stay warm. This ends our tour of space. Grab a partner and hop back to the space station

Games - locomotor

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2016

GAME: Follow the footprints FMS Area: Locomotor skillsFMS Skills: Side slidingEquipment: Footprints (could be laminated paper cut from cardboard, stickers or drawn with . chalk)

Description Create a course throughout the yard or inside the room Place footprints all around and in different directions Get the children to side slide along the course making sure they slide over every footprint This helps children practice bringing their feet together, so they can step their lead foot to the

footprint and bring their trailing foot alongside Play music to make it fun (M&M CD – track 6 ‘Sliding’). Encourage older children to slide in both directions

GAME Lily padFMS Focus: Locomotor, stability skillsFMS Skills: Leaping and jumping Equipment: Rope or tape, objects to represent reptiles (toy snakes, frogs, fish, kitchen,

sponges or children’s drawings.

Description Arrange the rope or tape in two parallel lines on the floor to create a river Fill the river with fish, frogs and snakes etc. Read the children the story of “Little Red Riding Hood” and dramatise the journey Little Red

Riding Hood takes to visit her grandmother’s house. On the way to grandma’s house you encounter a river full of snakes and other reptiles, ask the

children to think of a safe way to cross the river. Encourage the children to have a little running start before they leap over the river Experiment with different widths of the river and height of the reptiles to challenge the children.

GAME: Musical Statues FMS Area: Locomotor skillsFMS Skills: Jumping, hopping, side stepping and gallopingEquipment: Music CD, musicGrouping: Set-up a free space either inside or outside.

Description Demonstrate and practice the movements – jumping, hopping, side stepping and galloping Ask the children to move around to music, performing a skill that you call out. When the music stops, the children must freeze on the spot. Make this activity non-competitive so

that all children remain in the game. Can vary by asking each child, in turn, to pick the movements that the other children should copy. As you notice errors, gently correct the skill out loud with the whole group to improve

performance.

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2016

GAME Riders and Horses FMS Focus Locomotor skillsFMS Skills Galloping Equipment: Markers or masking tape or other cone/circle shapes, paper streamers, tapping

. sticks for gallop rhythm (or clap)Grouping: In an appropriate space, set out markers in a circle shape (or use masking . . tape)

Description Children form pairs One child will be the galloping horse (put paper streamers around their waist for the reins) The other child will be the rider who holds onto the reins and gallops behind the horse Remember to swap roles so children get a turn at being both characters Ask the children to gallop:

Around the inside space of the circlesWeaving in and out around the markersAround the outside of the circle and back the other way

Sing the galloping rhyme “Giddy up horsey”Giddy up, Giddy up, Giddy up horsey

Giddy up, Giddy up, Whoa, Whoa, Whoa!Giddy up, Giddy up, Giddy up horsey

Giddy up, Giddy up Whoa!

GAME Farmers StewFMS Focus Locomotor skillsFMS Skills Hopping, skipping, galloping and jumpingEquipment NilGrouping Divide the group into 3 groups in a defined space

Description Kangaroos - Can only jump Rabbits - Can only hop Horses - Can only gallop Pick a farmer Make a big circle in the centre of the field which is the “pot” The farmer selects an animal kangaroo and calls out the phrase Dinner Time When the farmer catches the kangaroo he puts them in the pot in the middle. The farmer can run. When all the kangaroos are caught he calls out the next animal and Dinner Time until all the

animals are in the pot.

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2016

GAME Turning CirclesFMS Area: Locomotor, stability skillsFMS Skills: Side stepping, side galloping, jumping, hopping and running, Equipment: Nil, Grouping: Define a boundary for children to move freely within.

Description Demonstrate the skills to be used. Children move freely in the space hopping, jumping or running. The educator calls out “Circles 3”. Can use music if desired. Children form groups of three, with linked hands and side step then side gallop as directed. When

the educator calls “over” the children finish stepping/galloping and move freely again. Continue calling different size circles, turning in different directions. Anyone left over each time

marches on the spot. As you notice errors, gently correct the skill out loud with the whole group to improve performance.

GAME HopscotchFMS Area Locomotor skills FMS skill Hopping Equipment Chalk Grouping Chalk to draw a hopscotch court Description

Introduce the children to the game of hopscotch by first exploring the pattern and sequence Practice moving along the court; hop (1), hop (2), hop (3), jump (two feet on 4 & 5), hop (6),

jump (two feet on 7 & 8). When children are familiar with the hopscotch court and are able to follow more rules and

instructions try this advance variation The child throws a pebble into a square, hopping over the square where the pebble is located Once they arrive at the need turn around and complete in reverse, picking up the pebble on

the way. Children will need to balance to pick up the pebble on and should remember to jump with both

feet on squares 4 & 5 and again for 7 & 8.

Games - manipulative

Murrumbidgee Local Health DistrictHealth Promotion Service

2016

GAME Snow ball basket throw (For the very little 2 yo +)FMS Area Manipulative skillsFMS skill Overarm ThrowingEquipment A large basket, one scrunched paper ball for each childGrouping Any number of children spread out evenly in the space Description

The children stand in a line and must throw their paper snowballs into the basket. Vary the distance they stand from the basket according to the age of the child. The child who gets their paper ball in the basket the most times in the time you allow, wins. If you have a large number of children to accommodate, play in teams. Use a basket for each team and 3 snowballs per person. The team with the most snowballs in their basket when everyone has had a turn wins Encourage improvements on an aspect of their throw to assist in performance.

GAME Knock them down (underarm overarm throw)FMS Focus Manipulative skillsFMS Skills Overarm throwing Equipment: Plastic cups, beanbags, long tablesGrouping: Place multiple pyramids of three plastic cups along one table

Space them safely along the line so that all pairs of children can be doing the activity at the same timeChildren in pairs numbered 1 and 2 and 8 paces away from the table

Description Give each pair three beanbags, placing them behind the line in front of child number 1 Number 2 goes behind the pyramid. Demonstrate how to throw overarm then ask the number 1s to throw overarm at the pyramid

target to see how many cups they can knock over. Their partner, child number 2 restacks the pyramid and retrieves the bean bags for himself then

has his go. Continue until each child has had five throws at the target. Ask them to keep count of how many

they knocked over. As you notice errors, gently correct the skill out loud with the whole group to improve performance.

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2016

GAME Call a name FMS Focus Manipulative skillsFMS Skills CatchingEquipment: Bean bag or ballGrouping: Groups of 5 in a large open space

Description Demonstrate the skill of catching. Children stand behind a line with 1 child, the leader, out in front, approximately 2 metres from the

line. The leader tosses the ball straight up and calls the name of one of the other children. If that child

can catch the ball on the full, they become the new leader.

Variations• Allow the ball to bounce once.• Children may be assigned a fruit, colour, or animal, to be called.

GAME Basketball FMS Area Manipulative skillsFMS skill Stationary dribbling Grouping Any number of children spread out evenly in the spaceEquipment Large bouncy balls, hoops or large trash can or bucket

Description Use masking tape to draw a line a meter or two from the hoop/ bucket Ask children to stand in a line behind the tape and take turns to bounce a ball After the child makes 2 or more bounces as to shoot the ball towards the hoop/basket Adjust the distance between the line and the hoop/ bucket according to the skill level of the

children. “Bounce the ball, bounce the ball,

Bounce it on the ground.Bounce it low, bounce it high,

And throw it in the binBounce the ball, bounce the ball,

Bounce it on the ground.Bounce it here, bounce it there,

And throw it in the bin”.

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2016

GAME Who can strike like Milly the monkey?FMS Area Manipulative skillsFMS skill Striking Equipment Balloons, string, rolled up newspaper or cardboard tube Grouping Any number of children spread out evenly in the space Description

Hang a line of string across the room or outdoor space, above the height of the children Blow up balloons and hang each one along the string so they dangle at waist height Who can strike the ball?

o Slowo With their bare hando Loudlyo Fasto With a bat softy

GAME Bat and catchFMS Area Manipulative skillsFMS skill Striking, underarm rolling and catching Equipment Munch and Move lanyards, tee ball set, large soft ball Grouping Any number of children spread out evenly in the space

Description Place the tee ball set facing a large open space Have one child ready as the batter while the other children spread out in the space ‘field’ One children strikes the ball while the other children chase the ball The child who has retrieved the ball can then line up to have a turn at striking Incorporate other skills by encouraging children to catch the ball or underarm roll it back to the

tee.

Cool down games

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2016

COOL DOWN: Relaxation Grouping: Children spread out evenly in the space A cool down activity helps children relax their muscles and allows some time to settle before they transition to the next part of their day.

Description Say “everybody sit down, and close your eyes. I want you to breathe deeply in and out “breathe

in…breathe out…breathe in…breathe out…”Say “Stretch your arms out in front and up to the sky while continuing to breathe in and lower your arms down slowly and breathe out. . “.

Can use imagery if desired.

COOL DOWN: Relaxation – Wriggle your toesGrouping: Children spread out evenly in the space

Description Have children lie on their backs and breathe deeply as you sing the song ask them to focus on

the specific body part while keeping the rest of their body very still“Wriggle your toes in the sun,

Lovely and warm, lovely and warm” Repeat with a different body part each time

COOL DOWN: Relaxation – Tree swaying Grouping: Children spread out evenly in the space

Description Ask the children to pretend to be trees and sway their branches as you sing

“Some trees stand tall and point to the sky,Some droop low and so do I,

The gum tree spreads his branches wide,And gently sways from side to side”

COOL DOWN: Relaxation – My body is a balloon Grouping: Children spread out evenly in the space

Description Ask the children to lie on the floor with their eyes closed Explain you want them to imagine their body is a balloon Take a deep breath in and try fill our balloon with lots of air, now slowly let it out The next time, take a deep breath in and try fill the balloon in your tummy and softly let it out Encourage children to breathe air into the balloon in other parts of their body like their toes,

shoulders or head. Finish with one big exhalation where they let all the air out and open their eyes.

Handout 6

Other Warm up Activities

Stretching

Playing Games as a warm up, i.e. Rob the Nest

Jelly Beans (from LLW@S resources)

Yoga

Tantrum Tigging (Similar to Stuck In the Mud)

Musical Games

Use playground settings (equipment trees posts etc.)

Marching

Drama

Warm up songs and activities like:

Head, Shoulders, Knees and Toes

Mr Nickabocka

Mr Clickity Cane

Wash your Face With Orange Juice

Everybody Do This

Energy by High 5

To De Ta

Free Dance

Musical Statues

Contemporary Music for Older Children

Tapping Sticks and Instruments

Follow the Leader

Breathing Exercises

Statues and Balance

Brain Gym

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2016

Handout 7

Jump rope activities/ games

From around 4 years of age children can begin to learn to skip.

Snake in the grassEquipment: a skipping rope Grouping: set up a free spaceDescription:

Start by having the children jump over a stationary rope on the ground Two people then hold the ends of the rope and shake it so it looks like a snake, while the

children jump over it If your foot touches the snake it’s your turn to shake the rope

Helicopter, HelicopterEquipment: a skipping rope Grouping: set up a free spaceDescription:

One person (the helicopter) grabs the end of the rope, bends down and lays the rope out in front

The rest of the children stand around the helicopter The helicopter then turns around in a circle, swinging the rope low enough that it scraps

the ground, while the kids jump over it It the rope touches your foot then you’re out, the last player standing is the winner

Find some videos at: http://www.todaysparent.com/family/activities/6-fun-ways-to-jump-rope/

Jump rope water splashEquipment: a skipping rope, plastic cups and waterGrouping: set up a free spaceDescription:

Give each child a cup full of water Two children start by twirling a large rope, jumpers one by one are to attempt 3

consecutive jumps The children are to jump whilst holding onto their water trying not to spill any The child who has the most amount of water in their cup at the end in the winner You can keep playing until only one jumper has water left in their cup

Handout 8

Murrumbidgee Local Health DistrictHealth Promotion Service

2016

In addition to Munch and Move Manuals and the Healthy Kids Website, here are some other sources of ideas for games.

Good For Kids Good For Lifewww.goodforkids. nsw.gov.au/Partners/E arly_Childhood_Education_and_Care/Physical_Activity/I_Move_We_Move

Kids at Play ACThttp://health.act.gov.au/kids-at-play/active-play-everyday/fundamental-movement-skills

Kidspothttp://www.kidspot.com.au/discoverycentre /

Raising Children’s Networkhttp://raisingchildren.net.au/

Munch and Move – Free FMS appThe Health Promotion team in the Illawarra Local health District have designed a FMS app. If you would like to download the app follow the links:

Apple store: https://itunes.apple.com/au/app/munch-move/id996290623?mt=8   Google play: https://play.google.com/store/apps/details?id=air.com.limerocket.munchmoveIf searching through Google Play please use quotation marks: “Munch & Move”

A set of parent handouts are available through the South East Sydney Local Health District on babies. Parent Handouts for encouraging active play in newborns to infants

New Born Moves for ParentsNew Moves for ParentsInfant Moves for Parents Early Moves for Parents

All of these handouts are available at http://msnswlhd.nsw.pretagov.com.au/mlhd/services/health-promotion-1/children/munch-and-move/

Fun Moves DVD video clipshttp://www.healthykids.nsw.gov.au/campaigns-programs/munch-move-resources/fun-moves-dvd.aspx

And here are the links to Physical activity recommendations:

Physical Activity RecommendationsNational Physical Activity Recommendations for Children 0-5 YearsActive Kids are Healthy Kids Australia’s Physical Activity Guidelines for 5-12 year olds.http://www.health.gov.au/paguidelines

ECEC National Quality Standardshttp://www.acecqa.gov.au/Quality-Areas

Handout 9

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2016

Sources for loads of ideas . . . . .

Murrumbidgee Local Health DistrictHealth Promotion Service

2016

Murrumbidgee Local Health DistrictHealth Promotion Service

2016

Handout 10

Continuum of Motor Skill Development

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2016

Sports, Games and Recreational SkillsExamples: swimming, dance, martial arts, soccer, hockey, football,

tennis, rugby, diving, softball, cricket, netball, archery, beach volleyball

Transitional Sports Skills and GamesExamples: junior netball, junior hockey, junior cricket,

junior soccer, Auskick, Austag

Reflexes and ReactionsExamples: walking reflex, sucking,

gripping.

Sport Skill Proficiency Barrier

Fundamental Movement SkillsExamples: run, skip, gallop, hop, jump, leap,

slide, dodge, balance, catch, throw, kick, strike, trap, turn, twist, bend.

Late adolescence and adulthood

Early adolescence

Middle childhood

Early childhood

Birth

Adapted from Fundamental Motor Skills Module, The Australian Council for Health, Physical Education and Recreation, Victorian Branch