fms tools for schools

7/29/2019 FMS Tools for Schools

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Brett Thompson


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About Us Founded in 1933, Physical and Health Education Canada (PHE

Canada) is a national advocacy leader for the healthy growthand development of Canadian children.

PHE Canada is the national voice for Physical and HealthEducation, Intramurals and Dance Education in Canada and isthe leader in the call to physically educate all Canadianchildren and youth.

In 2008, the organization changed its name from the CanadianAssociation for Health, Physical Education, Recreation andDance to Physical and Health Education Canada.


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Our Reach.

40, 000 website hits/month

2.5 million people in Print media coverage

2,500 members

150 universities and colleges 12,170 elementary and secondary schools

450 schools boards

292,119 teachers

4.88 million Canadian children

10 million parents/caregivers


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The LTAD promotesfor all

based on developmental

progressions.

Long Term AthleteDevelopment Model


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LTAD

An inclusive model that encourages individuals to getinvolved in lifelong physical activity

Seeks to make connections and develop relationshipswith school based physical education programs andsport programs

Recognizes physical literacy as the foundation fordeveloping the skills, knowledge, and attitudes neededfor Canadians to lead healthy active lives


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Why It Is Our Focus

The 3 beginning stages of

the LTAD model are

crucial and structured

upon developing thefoundations ofphysically

literate children.


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Physical Literacy

www.physical-literacy.ca


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Fundamental Movement Skills(FMS)


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FMS The Series

The Fundamental Movement Skills (FMS) resourcesare designed to support generalists and physicaleducation teachers, and coaches, as well as others

tasked with teaching motor skill development. FMS I: Active Start & FUNdamentals Stage (Kindergarten to grade 3)

FMS IA: Active Start & FUNdamentals: Children with Physical Disabilities

FMS IB: Active Start & FUNdamentals: Children with Developmental and

Behavioural Disabilities (Coming Summer 2010) FMS II: Learning to Train (grade 4-8)

FMS III: Beyond the FUNdamentals: A guide to the development of a high

school games program that will keep your students ACTIVE FOR LIFE (grade

9-12) (Coming Summer 2010)


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P.E. Curriculum &the LTAD Model

The motor skills selected for FMS I are a subset of all the motorskills that are to be developed in the primary school years andthe early stages of the LTAD model.

The physical education (PE) curricula and the LTAD model focuson the development of fundamental motor skills because theyprovide the basis for developing more sport-specific skills inlater years.

Dodge Hop Skip Log Roll Stork Stand

Jump

Kick Dribble Throw Catch Run Strike


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FMS I: Active Start &FUNdamentals Stage

Kindergarten to Grade 3

12 fundamental movement skills

A description of the mature movement pattern

Still photographs of each skill

Teaching tips that include cue words and

phrases

Coordinating activities that allow practice of

the motor skills


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Handbook Design

Description, Activities, and Assessment

A. Characteristics of skill

B. Teaching tips

C. Activities for the skill

D. Checklist for skill


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A. Characteristics


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B. Teaching Tips


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C. Activities


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D. Checklist


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FMS IA: Active Start &FUNdamentals for Children

with Physical Disabilities Focuses upon inclusive programs, movement education, and the

successful learning of fundamental movement skills

Enables children with a disability to: Have the opportunity to learn essential skills that lead

to ongoing participation in sport and physical activity

Increase appreciation of game and sport play

Improve game performance and increase movement

of the ball

Adaptations for children: in wheelchairs, with

mobility aids, mobility limitations, visual

impairments, and hearing impairments

What has worked in real life

i


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FMS IB: Active Start &FUNdamentals for

Children with Developmentaland/or Behavioural Disabilities

Created utilizing the same design layout and principles as FMS IA

Adaptations for children with: Autism Spectrum Disorders, Down

Syndrome, Attention Deficit Hyperactivity Disorder,

Developmental Coordination Disorder, Intellectual Disabilities

Continuum of Prompts (physical, visual, verbal, none)

Behavioural management and pedagogical considerations General inclusion tips

Difficulties to watch for (If Then)

What has worked in real life

Activities

Available Summer 2010


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FMS II: Learning to Train

Grade 4-8 (8-14 years of age)

Builds on foundational loco-motor, stability, and manipulative

skills

Emphasizes more advanced/specialized elaborations and

combinations of movement skills that can be transferred to a

variety of sport and recreation activities Integrates developmentally appropriate knowledge and

understanding with emotional, motivational, social, and

spiritual outcomes

Transitions to more sport-specific qualities including new

fitness-related concepts like speed, strength, stamina,

coordination, balance, and agility.

Fosters comprehension and application of basic training and

self-regulatory principles like warm-up, progression, and

anxiety management.

Provides a description of the mature movement pattern for the

fundamental motor skills, some specific cues, and a number of

activities that utilize the skills.


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FMS III: Beyond the FUNdamentalsA guide to the development of a high schoolgames program that will keep your students

ACTIVE FOR LIFE

Grades 9-12 (14+ years of age)

Aligns with the Train to Train and Active for Life stages of the LTADmodel

Involves the development of more specialized and contextually-

situated variations of fundamental movement skills that are

transferable to several sports.

Introduces and addresses a tactical games approach

(striking/fielding, net/wall, invasion games)

Uses Teaching Games for Understanding (TGFU) approach

Available Summer 2010


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Online Teaching Tool

FMS Resources are supplemented by an online

teaching tool through Dartfish TV

+


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Together the print handbook and

on-line teaching tool create a user-

friendly, multi-sensory teaching tool

for both the

teacher/coach and

the students.

Multi-SensoryTeaching Tool


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Dartfish TV

& MediabooksVideo with graphic enhancement

Key positions

Print

Full screen mode
http://www.dartfish.tv/WebPresenter/Player.aspx?CR=p2864c1582m23760


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Dartfish TV&

MediabooksThree Stages:

Early

Intermediate

Mature

Two Views:

FrontSide
http://www.dartfish.tv/WebPresenter/Library.aspx?CR=p2864c1582


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Dartfish TV& Mediabooks

Lets Take a Look!


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Who benefits from the link betweenthe LTAD model and Physical

Education in schools?

The LTAD model has benefits

forEVERYONE!


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Who Benefits?

Children and Parents

Educators

Sport Community

Health and Physical Activity Organizations

Universities and Post-Secondary Students

Government, Municipalities and Community


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PHE Canada PartnershipOpportunities

Organizations across Canada have theopportunity to benefit by leveraging PHECanadas:- Access to every school and school board in

Canada

- Knowledge of provincial curricula

- Expert advice from the educational and sportingfields

- Educational seal of approval


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PHE Canada Partnerships

Royal Canadian Golf Associationand

Canadian Professional Golfers Association- National Golf in Schools Programwww.nationalgolfinschools.com

Tennis Canada- Progressive Tennis in Schools Program


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SummaryPHE Canadas FMS series and

partnership opportunities

support teachers and

community leaders in theintegration of LTAD principals

and the development of

physical literacy and overall

healthy childhood

development in Physical

Education and Sport

Programming.


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To find out more

Please visit:www.phecanada.cawww.excelway.ca

www.physical-literacy.ca

www.canadiansportforlife.ca

Or contact me at:[email protected](613)523-1348 Ext. 230
mailto:[email protected]:[email protected]

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