Fundamental movement skills (FMS): Assessment and engagement benefits (EMR105)
Observation and analysis skills of FMS are vitally important to both teacher and student. For the teacher observation and analysis become important tools in the formative assessment process. For the student observation and analysis enables one to become active observers and participants of movement skills with scaffolding from the teacher.
The New South Wales Department of Education states it takes between 240-600 minutes of instruction and guidance for a student to become proficient in an individual FMS (NSW DEC, 2011). With the use of formative assessment the teacher can understand student strengths and weaknesses, thus using this information to create differentiated and engaging learning experiences to develop FMS. Hardy, Barnett, Espinel, and Okely (2013) examined 13,752 children age 9-15 and found over the population FMS ability was low, however there were minor increases in ability between 2004 progressively to 2010 that were aligned to the implementation practice of FMS development in schools. Hardy et.al (2013) made recommendations to encourage the development of FMS to improve student’s confidence and abilities. Through assessment children can build and develop skills in FMS as well as confidence, thus transgressing into a higher involvement in physical activity (Kalaja, Jaakkola, Liukkonen, & Watt, 2010). Teachers should have an explicit understanding of their student’s cognitive, associative and autonomous stages of development in order to aide and facilitate efficient and effective FMS development, increasing student’s confidence and participation rates. When one examines Vygotsky’s socio-cultural theory, an emphasis is placed on the student learning from the teacher through meaningful practise and modelled and guided instruction, emphasis is placed on shared events (McDevitt, 2013). Meaningful and direct feedback as a result of observation not only assists the teacher to assess the student, but promotes student learning. Involving students in peer observation and analysis improves the value and characteristics of learning for the students assessing and also being assessed. Students involved in the observation and assessment of their peers are able to decipher early FMS errors and gain an in-depth awareness of the skill acquisition (Topping, 2009). Students that are engaged and involved in their learning through peer assessment often benefit from adjustments that are direct . Therefore one can establish the benefits of observation and assessment to the teachers and students. Analysis provides meaningful review that can be used as formative assessment and to further understand the student’s cognitive development, whilst improving student learning and outcomes through peer and teacher based assessment. Students learn through observation, practise and reflection (McDevitt, 2013). When teachers perform and involve students in observation and analysis the students are able to obtain these experiences, making it easier to progress and improve at FMS advancement. This results in higher self-confidence and greater participation in physical activity. This increase would lead to, improved health and well-being of students, mentally, physically and emotionally (Janssen & Leblanc, 2010).
References
NSW DEC. (2011). Fundamental Movement Skills. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htm
Hardy, L., Barnett, L., Espinel, P., & Okely, A. (2013). Thirteen-Year Trends in Child and Adolescent Fundamental Movement Skills. Medicine & Science in Sports & Exercise, 45(10), 1965-1970.
Janssen, I., & Leblanc, A. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. The international journal of behavioral nutrition and physical activity, 7(1), 40.
Kalaja, S., Jaakkola, T., Liukkonen, J., & Watt, A. (2010). FUNDAMENTAL MOVEMENT SKILLS AND MOTIVATIONAL FACTORS INFLUENCING ENGAGEMENT IN PHYSICAL ACTIVITY 1. Perceptual and Motor Skills, 111(1), 115-128.
McDevitt, T. M. (2013). Child development and education/ Teresa M. McDevitt... [et al] (R. Flemming Ed. 4th ed.). Frenchs Forest, NSW: Pearson.
Topping, K. (2009). Peer Assessment. Theory Into Practice, 48(1), 20-27.
