Solutions:

With children at the centre

A Movement Approach

Intended outcomes

• To understand the importance of physical education in the

holistic development of the child

• To understand the Start to Move approach and how it

enables children to become physically literate

• To hone observation skills to pinpoint where children are

and how to help them improve

• Be able to develop competent movers by using the Start

to Move approach together with existing appropriate

resources and your skills as a teacher

• Consider how to develop this approach in your school

Competent Mover

Thinking Mover

Creative Mover

Social MoverConfident

Mover

Healthy Mover

Position Specific Skills

Attacking/ defending

Activity/ Sport Specific Skills

Forehand/ backhand driveForehand/ backhand volley

Overarm bowling

Fundamental Sports Skills

Sending: throwing/ rolling/kicking Receiving: catching, trappingRunning/ Jumping, hopping

Fundamental Movement SkillsAgility Balance

Co-ordination(Locomotion, object control, stability)

Multi-skills approach

Thinking

Me

Creative

Me

Healthy

Me

Social

Me

PHYSICAL ME

Developing physical literacy

A cross curricular comparison

Developing physical literacy

Understanding physical literacy

“Physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life,” Whitehead 2016

Start to Move approach

Individual

EnvironmentTask

The ability of the Individual

Early

Intermediate

Mature

Reflexive

Rudimentary

Fundamental

Complex

Functional

Locomotion

Object control

Stability

What do we want pupils to learn in KS1?

Key stage 1

Pupils should develop fundamental movement skills,

become increasingly competent and confident and access

a broad range of opportunities to extend their agility,

balance and coordination, individually and with others.

They should be able to engage in competitive (both

against self and against others) and co-operative physical

activities, in a range of increasingly challenging situations.

Movement awareness

• Acquiring a movement vocabulary

• Awareness of what the body can do

• Where the body can move

• How the body can move

• With whom or what the body can move

Which resources?

Story books

Which resources?

Start to Move resource cards

Which resources?

Movement Assessment Tool

IMPACTOn average, children’s FMS improved when taught by BupaStart to Move trained teachers; pupils who started with lower levels of movement competence improved even more.

Recommendation: All teachers of 4-7 year olds, particularly where children have low starting levels, should adopt a Bupa Start to Move approach to improve their children’s FMS.

Children from schools in socioeconomically deprived areas had lower levels of movement competence than their more affluent peers, before Bupa Start to Move.

Recommendation: A Bupa Start to Move approach should be particularly encouraged within schools in deprived areas.

By delivering Physical Education using a Bupa Start to Move approach, children engaged in 11% more Total Physical Activity (TPA), with an equivalent reduction in time spent being sedentary.

Recommendation: A Bupa Start to Move approach can increase children’s physical activity levels within EY and KS1 Physical Education and begin to address childhood inactivity.

Children spoke more positively about their PE experiences after their teachers had been Bupa Start to Move trained. They were also observed enjoying PE more when their movement improved.

Recommendation: Teachers of EY and KS1 children should adopt a movement-based approach to improve children’s enjoyment and engagement levels in PE.

After Bupa Start to Move training, teachers’ confidence in teaching PE in EY and KS1 increased by an average of 30%

Recommendation: All primary teachers across the UK who wish to improve their confidence and competence in teaching PE to 4-7 year olds, should adopt a BupaStart to Move approach.