1. SEMESTER 2 2011 SSEH7689 Physical Development, Movement and Health Assignment 2 Fundamental Movement Skills Stay in Step Assessment Report Due: Friday November 18th 2011 Sharon McCleary 19113469 Unit Co-ordinator: Julia Creasy

2. Physical Development, Movement and Health SSEH7689 List of Tables: Table 1: Summary of Stay in Steps FMS Rating Categories Table 2: Methods Used To Reinforce Key Skill Criteria List of Appendices: Appendix 1: Stay in Step Test Procedure and Rating Category Charts Appendix 2: Stay in Step Lesson Plan and Test Results Appendix 3: Intervention Lesson Plan Sharon McCleary 2

3. Physical Development, Movement and Health SSEH7689 Contents Introduction .........................................................................................................................4 Stay in Steps Screening Test Administration..........................................................................4 Analysis of Results .....................................................................................................................................4 Identification of Areas of Need .............................................................................................5 Intervention Lesson Plan.......................................................................................................5 Intervention Lesson Plan Rationale ...........................................................................................................5 Reflection of Testing and Intervention Process .....................................................................7 Implementation of Stay In Steps Screening Test .......................................................................................7 Implementation of Intervention Lesson ....................................................................................................7 Conclusion ............................................................................................................................9 References..........................................................................................................................10 Sharon McCleary 3

4. Physical Development, Movement and Health SSEH7689 Case Study Report from Stay in Steps Screening TestIntroduction This report outlines findings generated using the Stay in Steps Screening Test as a method of identifying Fundamental Movement Skills (FMS) requiring intervention/further consolidation with Pre-Primary age students. The test procedure is included for reference in Appendix 1. Stay in Steps Screening Test Administration The Stay in Steps Screening Test was administered to two Pre-Primary aged children in a West Australian primary school on 21st October, 2011. The first child (male, 5yrs) was affected by autism and did not complete the testing; consequently testing was carried out with a second child (female, 5yrs). The lesson plan and test results are included for reference in Appendix 2. Analysis of Results The results for the second child were analysed and a rating allocated to each skill using the Rating Categories for 5-year-old Girls (Martin, Hands & Lynch, 2001, see Appendix 1). The test results are summarised below: Fundamental Movement Skill Type Overall Rating Skill Balance on One Leg Body Management High Bounce and Catch Object Control Very Low Hop for Distance Locomotor Low 50m Sprint Run Locomotor Medium TABLE 1: Summary of Stay in Steps FMS Rating Categories Sharon McCleary 4

5. Physical Development, Movement and Health SSEH7689 Identification of Areas of Need The childs main area of need is the Bounce and Catch skill, as evidenced by the Very Low rating category. A secondary area of need is the Hop for Distance, which achieved a Low rating. The results for Balance produced a High overall rating, however the figures have been skewed by the figure for the right leg. The low result for the left leg indicates it would benefit from intervention. Intervention Lesson Plan The intervention lesson plan (see Appendix 3) focuses on the main area of need; secondary areas are used in transitions, in order to provide variety, maintain confidence and ensure success in some areas. Intervention Lesson Plan Rationale The child is in the Elementary Stage of the Fundamental Movement Phase of Motor Development, as indicated by her age and performance during the test (control, rhythm and temporal/spatial sequencing). Although this stage is age-related, the acquisition of FMS is not age-dependent, but related to numerous factors within the task, individual and environment, specifically opportunities for practise, encouragement, instruction and ecological context (Gallahue & Ozmun, 2006). The lesson aimed to provide these opportunities, in order to build knowledge and understanding of, and consolidate, the main focus skill in an enjoyable context, supporting the aim of promoting positive values towards physical education (Curriculum Council, 1998). The warm-up exercises targeted pre-requisite skills, increasing the chances of success when practising the main skill (i.e. balancing on fingertips prior to throwing/catching the ball). The body of the lesson consisted of four activities related to the focus skill, increasing in difficulty as the lesson progressed. It used the Practise Style (Mosston & Ashworth, 1986) because it provides clear role expectations, efficient use of time and productive learning conditions for average-ability children (Goldberger & Gerney, 1986), as well as games and Sharon McCleary 5

6. Physical Development, Movement and Health SSEH7689 open-ended skills. Links to other curriculum areas were also made (i.e. Mathematics: estimating, counting the number of bounces; English:using letter sounds to create words). Research on the effectiveness of intervention indicates that skill acquisition emerges from the interaction of the child, the task and the environment and indicates that interventions concentrating on the underlying motor skills and those focused on teaching functional tasks specifically aimed at the deficient area, both produce significant improvements (Kirby&Drew, 2003, pg 166). Both of these strategies were used, as can be seen by the Balance on One Foot practise incorporated in the warm-up, which is a supporting skill for Hop for Distance, and the Popcorn game, which uses direct instruction to identify key components of the Bounce and Catch skill. The lesson concluded with assessment of the childs achievement of the main outcome, through questioning and re-administering the 20s Bounce and Catch Test, as a game. This form of Ipsative assessment (i.e. comparison with previous personal results) (Atherton, 2011) emphasises the link between quality practise and positive outcomes, increasing self-efficacy. Sharon McCleary 6

7. Physical Development, Movement and Health SSEH7689 Reflection of Testing and Intervention Process Implementation of Stay In Steps Screening Test The demonstrations in the screening test were the childs first exposure to formal instruction for several of the skills, directly illustrating the common misconception among educators that FMS abilities are maturationally determined and be will learned automatically (Gallahue & Ozmun, 2006). The task-analysis (Krause, 2010) nature of the instructions allowed her to easily learn the correct procedure, however she was clearly operating in the Cognitive Stage of motor learning (Hill, 1993) while attempting to perform some skills; as a result her performance in these areas was highly variable and characterised by a large number of errors (Lay, 2011, Slide 2). I was surprised at the low results for some of the tests, and related it to limited opportunities for practise, one of the main factors affecting FMS development. The child regularly participates in gymnastics, and displayed relatively strong results for Balance, reinforcing the validity of exposure to practise influencing skill acquisition. I realised integrated, quality physical activity experiences are a crucial requirement for students to progress to the next stage of motor development (i.e. Mature Stage), and that these opportunities are essential for their social, physical and emotional development and should be provided as part of their education (CPAC, 2008). Implementation of Intervention Lesson The warm up games and transitions were effective ways of increasing lesson FMS content and providing positive experiences which maintained engagement, maximised enjoyment and influenced student affect positively. The affective and cognitive domains of student behaviour have the potential to influence motor development and learning (Gallahue & Ozmun, 2006; Subramaniam & Silverman, 2007), therefore maintaining high levels of student affect is essential to ensuring motor development. Practising the skill in varied contexts with increasing degrees of difficulty allowed the child to build on each new skill learned to develop the next, more complex skill, as described by Keogh and Sugden (cited in Kirby&Drew, 2003), providing the necessary challenge required to maintain engagement. The child actively displayed perseverance, Sharon McCleary 7

8. Physical Development, Movement and Health SSEH7689 one of Carrolls five factors influencing learning (cited in Ennis, 2009). Using games, variety of activities and incorporating a strong skill focus at the appropriate developmental level are effective strategies in ensuring sucessful learning. Repeated reminders of the skill criteria using different methods directly contributed to the child understanding key criteria, re-inforcing links between the Cognitive and Associative stages of motor development. These are listed in Table 2 and can be used in future lessons. Methods Used To Reinforce Key Skill Criteria: Directly stating key elements during demonstration Questioning during practise to encourage self-assessment and metacognition Using specific positive feedback e.g. I like the way youre looking at the ball! Using directed, goal-oriented corrective feedback Make sure you keep your eyes on the ball when it comes back up. Demonstrating incorrectly and requesting corrective feedback from the child (i.e. identify missing elements, or incorrectly performed skill components. Using fingers as memory pegs when stating each criteria in sequential order of performance. TABLE 2: Methods Used To Reinforce Key Skill Criteria The High Ball Throw was not productive because the childs ability to throw vertically was insufficiently developed, resulting in excessive intertrial variability i.e. the skill practise was no longer closed/performed in a predictable environment. During the lesson, the ball was thrown for the child, however, it still proved difficult for her to catch. A less demanding activity (Ball Rolling) was introduced to encourage her to visually track the ball. Reducing the degree of difficulty by controlling the intertrial variability assisted her confidence, allowing the level of difficulty to be gradually increased. If I were to re-deliver this lesson, I would begin with rolling the ball, and using Gentiless Skill Categories gradually vary the Environmental Context (ball speed, direction) to provide controlled intertrial variability, progressing visual tracking to a speed similar to that of the bouncing ball. I would then incorporate tactile learning by using scarves for throwing/catching (i.e. introducing the vertical element, encouraging hand-eye co-Sharon McCleary 8

9. Physical Development, Movement and Health SSEH7689 ordination), before progressing with the Popcorn Bounces. I would also use pictorial teaching-cards to reinforce key elements. Conclusion The Stay in Steps Test procedure provides an efficient and effective method of assessing childrens levels of performance for key FMS. The rating categories give quantitative performance guidelines for children aged between 4 and 7; it is therefore a valuable tool for identifying FMS in need of improvement. Deficiencies can be rectified early through tailored intervention programmes, allowing children to consolidate key skills, progress motor development and meet their movement skill potential. (1208 words) Sharon McCleary 9

10. Physical Development, Movement and Health SSEH7689 References Atherton, J.S. (2011). Teaching and Learning: Assessment. Retrieved from http://www.learningandteaching.info/teaching/assessment.htmCPAC. (2008). Charter for Active Kids: A Blueprint for active and healthy children in Western Australia. Perth.Curriculum Council (Ed.). (1998). Curriculum Framework, Kindergarten to Year 12 Education in Western Australia (Health and Physical Education Learning Area Statement). Curriculum Council of Western Australia. Perth. WA. Retrieved from http://www.curriculum.wa.edu.auEnnis, C., & Chen, A. (1993). Domain Specifications and Content Representiveness of the Revised Value Orientation Inventory. Research Quarterly for Exercise and Sport. 64(4). 436-446.Gallahue, D.L. & Ozmun, J.C. (2002). Understanding Motor Development: Infants, Children, adolescents, adults. 5th Edition. McGraw Hill, New York.Griffin, L., Dodds, P., Rovegno, I. (1996). Pedagogical Content Knowledge for Teachers: Integrate everything you know to help students learn. Journal of Physical Education, Recreation & Dance. 67(9). P58-61.Goldberger, M. & Gerney, P. (1986). The Effects of Direct Teaching Styles on Motor Skill Acquisition of Fifth Grade Children. Research Quarterly for Exercise and Sport. 57(3). 215-219.Hill, D. (1993). Taking Action: Personal Development, Health and Physical Education, Longman Cheshire, Australia.Housner, L., Metzler, M., Schempp, P. & Templin, T. (Ed.). (2009). Historic Traditions and Future Directions of Research on Teaching and Teacher Education in Physical Education. Fitness Information Technology. West Virginia.Sharon McCleary 10

11. Physical Development, Movement and Health SSEH7689 Kirby, A. & Drew, S. (2003). Guide to Dyspraxia and Developmental Coordination Disorders, David Fulton Publishers, London.Landy, J. & Burridge, K. (2000). Ready-to-Use Motor Skills and Movement Station Lesson Plans for Young Children: Teaching, Remediation and Assessment, The Center for Applied Research in Education, USA.Landy, J. & Burridge, K. (1997). 50 Simple Things You Can Do To Raise a Child Who Is Physically Fit, Macmillan, USA.Lay, B. (2011). Introduction to Motor Learning & Motor Skills, Powerpoint Slides, 16/08/2011, School of Sport Science, Exercise & Health, UWA.Lees, A. & Lees, R. (2006). Personal Development, Health and Physical Education, Book 2, 3rd Edition, McGraw Hill Education, NSW, Australia.Martin, M., Hands, B. & Lynch, P. (2001). Fundamental Movement Skills Learning, Teaching and Assessment: Preparing Children for an Active and Healthy Lifestyle. Steps Professional Development. Western Australia.Mosston, M. & Ashworth, S. (1986). Teaching Physical Education. 3rd Edition. Merrill Publishing Company. Sydney.Pangrazzi, R. & Beighle, A. (2011). Dynamic Physical Education for Elementary School Children. 16th Edition. Pearson Education Inc.. California.Prusak, K. (2005). Teacher Talk. Journal of Physical Education, Recreation and Dance. 76(5). p21-25.Rink, J. & Hall, T. (2008). Research on Effective Teaching in Elementary School Physical Education. The Elementary School Journal. 108(3).p207-218.Silverman, S., Tyson, L. & Krampitz, J. (1992). Teacher Feedback and Achievement in Physical Education: Interaction with Student Practice. Teaching & Teacher Education 8(4). p333-344.Subramaniam, P. & Silverman, S. (2007). Middle School Students Attitudes Toward Physical Education. Teaching & Teacher Education. 23. P602-611.Sharon McCleary 11