The role of physical education within a school is to support children to develop their movements and progress these actions into skills and competen

Introduction:

The role of physical education within a school is to support children to develop their movements and progress these actions into skills and competencies. The physical education subject should educate and encourage the students to have the capability to incorporate physical activity into their lives beyond school. Fundamental movement skills are an essential element of growth and development as they are precursors to progression to more complex movements. They are the building blocks which strengthen the ability to learn more complex sports and movement abilities. Throwing a ball is a fundamental movement in which students learn to control the object in its speed and direction. Children can practice and build upon this skill where they can learn to throw balls with confidence and skill in different scenarios. Throwing a ball becomes an important fundamental movement skill in order to be involved in team sports. Children are diverse learners and develop movement skills at differing rates. It must be recognised that there is a large age window for children to progress through their developmental stages in order to ultimately throw a ball with skill and finesse.

This lesson progression begins at an early stage 1 Kindergarten class, where students are aged between 5-6 years old. During this stage of development, it is exceptionally important to learn appropriate physical exercise practices as it establishes healthy life long behaviours and corroborates proper movements in order to develop competencies once mastered. The students are expected to commence this lesson during their immature stage cognitive stage of development, where they learn the basic motor functions how to throw a ball. This is taught by the teacher through clear explanation, videos, diagrams and practice. It is vital at this stage of development that the teacher provides constructive feedback to ensure it builds upon the students technique. It must They will then practice this motor skill and advance through the stages through K-2 to master the skill. Once this mastery has occurred the students can then improve and progress this skill to use in a specific sport. This mastery and sport specific skill

PD/H/PE Outcomes

K-1 Cognitive stage

Practisefundamental movement skillsand movement sequences using different body partsACPMP008 Participate in games with and without equipmentACPMP009 Performfundamental movement skillsin a variety of movement sequences and situationsACPMP025 Identifyanddescribehow their body moves in relation to effort, space, time, objects and peopleACPMP011Cooperate with others when participating in physical activitiesACPMP012 Test possible solutions tomovement challengesthrough trial and errorACPMP013 2-4 Associative stage

Practise andrefinefundamental movement skillsin a variety of movement sequences and situationsACPMP043Practise andapplymovement concepts and strategieswith and without equipmentACPMP045Combine elements of effort, space, time, objects and people when performing movement sequencesACPMP0475-6 Autonomous stage

Practisespecialised movement skillsandapplythem in a variety of movement sequences and situationsACPMP061Propose andapplymovement concepts and strategieswith and without equipmentACPMP063Manipulateand modify elements of effort, space, time, objects and people toperformmovement sequencesACPMP065 Applycritical and creative thinking processes in order to generate and assess solutions tomovement challengesACPMP068 Participate positively in groups and teams by encouraging others and negotiating roles and responsibilitiesACPMP067Year K-1 Teaching program: Cognitive stage

Introduction of fundamental movement skill Throwing a ball

Provide students with a description of what throwing a ball is and enquire about any prior knowledge or previous practice.

Year 2-4 Teaching program: Associative stage 5-6- Onward Teaching program: Autonomous stage

Assignment 1 Essay

Due Date: Friday, August 12, 2022

Unit: EDPE246

Weight: 40%

Name: Lisa Syme

Student Number: 220094493

Length: 1458 words

Children progress through life experiencing highly variable processes which fundamentally shape their motor development leading to the acquisition of skills and proficiencies in their movements. In order to effectively advance through the motor developmental phases, children require careful consideration in order to successfully utilize these motor skills for lifelong recreational, competitive and daily use. Attaining capability in movement and motor development is a continuous progression beginning at the newborn reflexive movement phase and advancing through the stages to an adult achieving at the specialised movement phase. Influences such as environment and individual maturation heavily influence the rate at which an individual grows and develops through these phases. The Triangular Heuretic Hourglass Model of Motor Development by Gallahue, D. L., & Ozmun, C. (2006) conceptualises the processes and products of motor development across the course of an individuals life. This model takes into consideration the natural age stages of development in a descriptive phase stage theory and the motor developmental in an explanatory dynamic systems theory, interlinking them together. (Gallahue, D. L., & Ozmun, C. 2006). Furthermore, by exploring this we can then comprehend how motor development operates, in addition to providing insight into the way in which it can improve an individuals skill acquisition (Fitts & Posner, 1967).

Motor development changes and develops throughout the course of ones life. As we grow and progress as infants to children, children to adolescents and then adolescents to adults, we learn from our personal experiences, challenges, practices and how we use the environments available to us, in addition to the natural growth that comes with age, to move, practice and develop our motor skills. As an infant, involuntary movements are apparent and are catagorised in the first movement phase, the Reflexive Movement Phase. These movements are reflexes made by the body forming the foundation for motor development. In these initial stages, the individual has weak spatial awareness without rhythm or purpose (Gallahue, D. L., & Ozmun, C. 200). The motor skill has not been developed and merely uncontrolled and random. Following on from this, voluntary movements become prominent in the Rudimentary Movement Phase. This phase encompasses ages 1-2 years old with the ability to make choices to move and manipulate objects within their play environments. The individual is expected to now have more control and rhythm, yet the movements are still somewhat unpredictable. Pangrazi (1998) complements this by clarifying that when infants are experiencing growth at a rapid rate, they struggle to learn new skills, thus proving their inability to form accurate movements. The Fundamental Movement Phase follows, where children progress through infancy into early childhood. They experiment and explore new movements, practicing them and developing increased control and proficiencies in some movements. Their coordination and balance is enhanced and they are stronger in their force and control. Fitts and Posners (1967) cognitive stage of motor learning connects to these early stages as it has similar characteristics seen in the process of gathering information. Fitts and Posners (1967) state that during this phase of development the motor performance of the individual remains inconsistent. Subsequently, children move into the Specialised Movement phase where more complex movements are learnt and developed. This phase comprises a large age group from around 7-14 years old, where movements are practiced, matured and improved in order to reach a lifelong utilisation stage that is employed into the adult years (Gallahue, D. L., & Ozmun, C. 2006). During this phase of development we can see both the Associative and Autonomous stages of motor learning by Fitts and Posner (1967) as it encompasses similar features seen in putting actions together, practising them and progressing them into an automatic skill movement.

With particular focus on ages 7-12, a primary school aged individual, we can see there are complex processes to take into consideration as they develop these skills. The Specialised Movement Phase (Gallahue, D. L., & Ozmun, C. 2006) is the most involved developmental phase where a child matures and develops to become competent in their motor control. Pangrazi (1998) expresses that students mature at differing chronological ages so therefore, during the primary school years, fundamental movement skills should be taught over a broad range of years and practiced as it is the most effective time to attain progression and skill acquisition. Similarly, environmental and hereditary factors impact the rate of development in which an individual develops. This can be seen by the way in which people practice their motor skills within particular environments and their individualised hereditary parameters. This can be observed with the growth rate of an individual, where if a student grows taller and develops muscles at a younger age, they may find a task easier as they are bigger and stronger. Similarly, a persons personality traits and interests may play a role in further developing motor functions into skills themselves. An individual who enjoys sport and has a determined personality in practice, may progress and become skilled at a movement, and contrastingly, someone that does not enjoy the practice of sport and movements, may take longer to progress through to the final stages of development. R. A. Schmidt (1988) developed the Shema Theory of Motor Learning which interrelates with the idea of these parameters impacting the overall motor development within an individual. Schmidt (1988) states, that individuals recall and recognise motor movements, learning from a variety of situations, environments and errors, to manipulate the parameters and perform in a more accurate manner when carrying out the movement in the future. This can be paralleled to the movement expectations within the Specialised Movement Phase (Gallahue, D. L., & Ozmun, C. 2006) as movements are developed, practiced and refined in order to progress into lifelong learning. Similarly, during this phase of development, we see a connection between motor development and skill acquisition as motor development is at its highest peak of performance corresponding alongside ones motor control. When motor development and control reach their peak, skill acquisition is at its finest moment to be obtained (Haynes, 2009).

The Specialised Movement Phase (Gallahue, D. L., & Ozmun, C. 2006) can be broken down into sub-stages, the Transitional Stage, Application Stage and the Lifelong Utilisation stage. During these stages is where we see an individual develop capabilities leading to skill acquisition. Firstly, The Transitional Stage is essentially where a 7-8 year old child transitions from the fundamental movement phase into the specialised movement phase by displaying more accuracy and precision within their learned movements. Schmidts schema theory (1988) interlinks with this as he states that once a movement is practiced amongst varied environments, the individual improves their understanding of how they control the movement and what the proposed outcome of the movement will become. Individuals are expected to display capabilities within primary movements such as jumping and hopping. They develop these movements which support their involvement in sporting activities such as jump rope and kicking a ball. Their fundamental skills are now more developed, and their movements and abilities are growing rapidly. They then continue into the Application stage of development commencing at the chronological age of 11 to 13. The Application Phase is where the child gains skill acquisition before entering the lifelong utilisation stage however, it is within this stage that psychological, sociological, environmental and biological factors heavily impact on the individuals ability to learn and progress in their motor development. The graph by Haynes (2009) shows the connection between the rapid increase of motor development and the way in which motor skill acquisition follows closely behind. This proves that skill acquisition is developed between the ages of 11-13 where individuals apply their motor practice and learning to form skill, accuracy and automation within their motor function, prior to reaching lifelong utilization of their skills (Gallahue, D. L., & Ozmun, C. 2006). Furthermore, Haynes (2009) graph proves that the acquisition of skill is only formed if the individual has effectively developed through the stages of motor development. Likewise, individuals will now know what movements and sports and they are skilled at and thus further carry out activities to create lifelong competencies. Their performance seems autonomous and smooth as they have practices and developed their motor skills (Fitts & Posner, 1967). These competencies taper off over time with the aging process as motor development, motor control and skill acquisition regress over the lifespan of an individual (Haynes, 2009).

In conclusion, the progression of motor development is directly interrelated to the acquisition of skills over the course of an individuals life. There are multiple factors that effect the rate in which an individual progresses their motor development, hereditary, age, maturation, personality and environment. An effective combination of these elements allows an individual to grow and progress successfully through the motor developmental phases and provides paramount opportunity to gain skills in which an individual can utilise for their life.

Reference List

Fitts, P. M., & Posner, M. I. (1967). Human Performance: Modelling the distinct phases of skill acquisition. Retrieved from: Modeling the Distinct Phases of Skill Acquisition (apa.org)

Gabbard, C. (2004).Lifelong Motor Development6thEd. Pearson Education Inc. California. pp 240-326

Gallahue, D L., Ozmun, J.& Goodway. (2012). 'Motor Development: A Theoretical Model' In: Understanding Motor Development: Infants, Children, Adolescents, Adults .7th ed. New York; London :McGraw-Hill, 2006, Chapter 3

Goodway, J., Rudisill, M., & Valentini, N. (2016). The Influence of Instruction of the Development of Catching in Young People. Retrieved from: The Inlfuence of Instruction of the development of catching in young children (1).pdf

Haynes, J. (2009).Qualitative Analyses of a Fundamental Motor Skill Across the Lifespan: Linking Practice and Theory.Unpublished Doctoral Thesis. University of New England. NSW. Australia.

Haywood, K., & Getchell, N. (2001).Life span motor development. Champaign, IL: Human Kinetics.

Kail, R. V., &Cavanaugh, J. C. (2019). Human development: a life-span view. 8e. Boston, MA, USA: Cengage Learning, Inc.

Payne, V., & Isaacs, L. (1995)Human Motor Development: A Lifespan ApproachMayfield Publishing Company, California. pp 207-221 and pp243-267

Assignment 2 - Program of Learning

Assignment 2 - Program of Learning

Due Date: Friday, 16th September, 2022

Weight: 60%

Length: 2500 words

This assignment builds on the concepts presented in the first assignment and provides a

practical application of motor development and skill acquisition to ONE fundamental motor

(movement) skill. Fundamental skills (FMS) are those movement skills that are regarded as

precursors to more complex movements. Examples of FMS include throw, catch, strike, kick,

skip, run and so on. You are required to present for assessment, a teaching program (i.e., a

detailed series of instructions) outlining a sequence of learning activities designed by you

progress a child from an early or immature phase/stage (regardless of age at which the

immature stage commences*) to full efficiency/proficiency stage of the skill (Note that this

process takes place over a number of years). This experience, or task, begins your

development of the important process and application to your future teaching practice for

quality learning.

It is suggested that you follow the process outlined next. Your program should include the

following 3 sections:

1. An introduction that outlines:

a description of the fundamental motor skill (FMS) you have chosen.

the developmental sequences with components of the Fundamental Movement Skills

(FMS) - for your chosen fundamental motor skill.

*the age range that is aligned to the developmental sequences of skill performances.

2. Your teaching program needs to include:

a sequence of learning activities that you construct (and could hypothetically implement) to

move an individual from the most beginning stages to the most competent/ proficient/

efficient performance of the skill. Note that the movement from the beginning to efficient

takes place over a number of years. You need to determine the age span for the specific

skill you are investigating.

Include activities where you manipulate the following variables by making changes in:

- the environment

- the task

- and catering for an individual's motor skill potential (see Newell cited in the Hayward and

Getchell reading)

3 The factors you consider may influence the success of your learning outcomes? What

responses can you provide to address these?

As a guide, for assignment two it is recommended that you include the three sections listed,

however, the second section should be the major part of this work. Section 1 and 3 support

and conclude the major focus/intention of this assignment of the second section.

See Marking Criteria Module