FMS Tools for Schools
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Transcript of 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]