Fundamental Movement Skills Resource Development Anna Mees, CAC & Stefanie Partridge, PHE Canada Long Term Athlete Development Workshop Ottawa, Ontario, Canada January 21, 2009

FUNDAMENTAL MOVEMENT SKILLS (FMS)SERIES

About Us… • Physical and Health Education Canada (Formerly the Canadian Association for Health, Physical Education, Recreation and Dance) is the national voice for Physical and Health Education, Intramurals and Dance Education in Canada. • Physical and Health Education Canada (PHE Canada) is also a national advocacy leader for the healthy growth and development of Canadian children and the leader in the call to physically educate all Canadian children and youth.

Our Vision and Mission Vision All Canadian children and youth living physically active and healthy lives.

Mission PHE Canada advocates for quality physical and health education through the provision of programs, resources and services to foster supportive school and community environments.

Our Reach…. • • • • •

15,500 elementary and secondary schools 440 school boards 20,000 school administration 6.2 million Canadian children 13 million parents

Our Partners… Our national capacity and networks have enabled PHE Canada to serve as a developer, partner and deliverer of initiatives. Among them:













Provincial/Territorial Health and Physical Education Associations Sport Canada Public Health Agency of Canada Ministry of Health Promotion of Ontario Joint Consortium for School Health Canadian Coalition for Active Living CBC National Film Board True Sport Coaching Association of Canada AstraZeneca Canada Procter & Gamble Inc.

Programming Goals… • To help schools establish quality physical and health education programs. • To help children and youth learn the importance of physical activity and healthy eating, and make positive healthy lifestyle choices. • To work with a multitude of partners to advance our message and to provide more opportunities to be physically active. • To promote school curricular programming as the ideal, most accessible and equitable intervention for reaching children and youth to develop the attitudes, skills and habits that support active, healthy living.

Physical Education Curriculum & the LTAD Model • The motor skills selected for FMS I are a subset of all the motor skills that are to be developed in the primary school years and the early stages of the LTAD model. • The physical education (PE) curricula and the LTAD model focus on the development of fundamental motor skills because they provide the basis for developing more sport-specific skills in later years.

FMS –The Series… The Fundamental Movement skills (FMS) resources were designed to support generalists and physical education teachers, as well as others tasked with teaching motor skill development. • FMS I (available Winter 2009) – Active Start & FUNdamentals Stage (Kindergarten to grade 3) • FMS II (available Spring 2009) – Learning to train (grade 4-7) • FMS III (available Spring 2009) – Active Start & FUNdamentals: Children with a disability

FMS I Active Start & FUNdamentals Stage Together the print handbook and on-line teaching tool creates a user-friendly, multisensory teaching tool for both the teacher/coach and the students.

Handbook Design Description, Activities and Assessment (4 parts) A. Characteristics of skill B. Teaching tips C. Activities for the skill D. Checklist for skill

A. Characteristics Handbook A. Characteristics of Stork Stand -Head neutral, look forward -Back straight -Arms straight and parallel to ground etc. -Weight on one foot -Sole of foot placed against inside of knee and thigh of opposite foot -Position held for three seconds

B. Teaching Tips Handbook B. Teaching tips (i) Developmental changes to watch for prior to mature stork stand (ii) Difficulties to watch for (if….then) (iii) - (v) additional tips Ability to view and analyze skills on-line!

What it looks like…

C. Activities C. Activities for Stork Stand: Stork tag Skills: Balance, running Children: Pairs Equipment: None Area: Gymnasium, court or field

Activity: • Designate a playing area and choose two or three children as taggers. • Other children are scattered in the playing area. • The taggers run to tag other players. • When tagged, this child becomes the new tagger. • Children can be safe from being tagged by adopting a stork stand. • As long as the child maintains the balance he/she cannot be tagged.

What it looks like….

What it looks like…

D. Checklist

Online Teaching Tools… • Capability to view each movement skill in video in two different views (frontal & lateral), and stages (early, intermediate, mature) • Still shots of each movement’s key positions. In addition teachers and coaches have the ability print handouts that profile the key positions. On-line Video Tool

Summary… PHE Canada’s FMS series support teachers and community leaders in the integration of LTAD principals and the development of physical literacy and overall healthy childhood development in Physical Education and Sport Programming.

January, 2009

Coaching Association of Canada • Mission: enhance the experiences of all Canadian athletes through quality coaching. • CAC and its partners deliver a leading-edge coaching system whose goal is to have an impact on 1,000,000 athletes through the training of 100,000 coaches each year in the National Coaching Certification Program (NCCP).

NCCP • NCCP is a national program delivered in 66 sports across Canada. • NCCP is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada. • NCCP is in the midst of transitioning from a vertical “levels” framework to a framework based on the specific needs of participants in various stages of recreation and competition.

NCCP

 One of the key areas of NCCP development is in the Community Sport stream.  Programs in this area are targeted to preparing coaches to introduce new skills and games in a fun and safe environment.  One of these community programs is NCCP Fundamental Movement Skills.

Long-Term Long-Term Athlete Athlete Development Development “CS4L” “CS4L”

LTAD Overview slide

Program Overview • The program was developed in consultation with P/TCR’s by a working group lead by CAC. • The content of the program was written by Dr. Colin Higgs. As part of Sport Canada’s LTAD expert group, Dr. Higgs was able to integrate Canadian Sport For Life content and philosophies. • As part of the NCCP, this is a national program whose standard is endorsed by CAC, Sport Canada, PHE Canada and the LTAD Expert group.

Program Overview • Workshops designed to teach leaders of youth a process they can use to analyze and improve a child’s movement pattern along a development continuum. • Workshops introduce participants to the value of solid fundamental movement skills and prepare them to implement recreation and sport programs that work towards solid foundation in physical literacy.

LTAD & NCCP

NCCP Fundamental Movement Skills (FMS) Workshops • LTAD expert Dr. Colin Higgs was primary content developer HS Student Leadership

Community Leader

Coach PD

8 hours

8 hours

3 hours

LAUNCH: February 2009

About the Workshops • Participants are exposed to the key teaching points most appropriate for the child’s stage of development. • Participants have an opportunity to create and implement simple games that will help children practice the movement skills in a fun safe manner. (8-hour workshops)

About the Workshops • Two 8-hour workshops integrate core themes such as fair play, safety, responsibility, and communication with an innovative skill development process. • Third workshop: a 3-hour Coach PD workshop deals primarily with the innovative skill development process.

About the Workshops • Core Competencies and Fair Play • Responsibility and Safety • Learning to Teach Movement Skills

• • • • • •

Throwing Running Hop, Skip, Jump Kicking / Striking Balance Catching / Absorbing Force • Agility

About the Workshops • From the perspective of a coach and municipal recreation, program content applies to : • Coaches – Level of coach / applicability • Community Leaders / Youth Camp Counselors • Municipal partnerships

• Tangible skill development that can be applied in the following situations e.g. summer job, after school programs, sports camps, recreation.

About the Workshops • Flow: concept, exercise, interaction, debrief, repetition • Competency-based, develops tangible skills • Each Unit identifies Learning Outcomes that are defined as “Knowing” and “Doing”. The “Doing” are the tangible skills and processes that will be worked on in the Unit. The “Knowing” represents what the leader needs to know in order to do. .

About the Workshops Example from LF Guide for Unit 3 (Learning to Teach….): • Knowing… – Where to observe different movement skills from – The four phases of movement – Characteristics of effective feedback

• Doing… – – – – – – – –

Moving to a suitable position to view a skill Identifying Preparation Force production Critical instant Follow-through/Recovery Communicating effectively Providing feedback to improve skill performance

Phases of Movement

• Process used to analyze and improve a movement pattern. • Stage 2 is where the development continuum is analyzed. • Stages 3-6 are all development continuum appropriate.

Response to Pilot Phase 2007-2008 • Pilot participants to date have found the workshop to be of enormous benefit – Many participants identified that it helped prepare them for a job working as an activity leader. – Already certified NCCP coaches who participated in the PD version of the workshop were extremely excited as they found that the content and methodology could be immediately applied to their real life situations.

Response to Pilot Phase 2007-2008 • very positive – “fills a knowledge gap” – “fills a specific skill set gap” – “useful” – “can be put into practice” – “understandable without ‘kin’ background”

NCCP FMS Program Benefits • From a provincial perspective, and based on results of delivery of FMS this summer, we see the program benefits as: – – – –

vehicle to increase physical literacy capacity building ethical foundation for interaction in community programs lifelong learning

• Delivery infrastructure exists through Provincial/ Territorial Coaching Representatives to partner with P/T Health.

NCCP FMS Program Benefits • From a municipal perspective – Opportunities for partnership – Youth leadership skills – community building in at risk groups

NCCP FMS Program Benefits • From a national perspective – Standards - Support follows from all levels – CAC support for NCCP brand – meaningful accreditation – Available in French and English – Access to expertise to continue to enhance the program – Support in the form of resources from CAC for LF training/PD and delivery tools/tips – e.g. community of practice across the country

Differences between two resources • NCCP Fundamental Movement Skills is a workshop that trains leaders of youth to identify and improve fundamental movement skills leading to physical literacy. s3 • PHE Canada resource supports generalists and physical education teachers and community leaders in the development of fundamental skills (physical literacy).

Slide 42 s3

I think resource should be highlighted as the main difference. Workshop vs. resource... sharon, 1/16/2009

Working together…. • Pilot planned to use the NCCP Fundamental Skills facilitation Workshop to support Elementary School generalist teachers using PHE Canada FMS resources. • PHE Canada’s FMS resource could also support community coaches • Cross promotion of resources Overall Results: QUALITY TRAINING WITH A QUALITY LEGACY

s4

Slide 43 s4

Pilot plans in discussion sharon, 1/16/2009

Fundamental Movement Skills

Let's try it out!