Teaching Fundamental Movement Skills (FMS) - Exam Preparation Notes

Exam Information

• Average Score: 39.21/49.5 (79.21%)
• Highest Mark: 46.5
• Dropped Question: 1

Lecture Objectives

1. Differentiate between motor skill learning & performance
2. Describe the NCCP’s teaching process for FMS (Fundamental Movement Skills)
3. Describe the Whole-Part-Whole (WPW) learning model
4. Design a lesson plan

Motor Learning vs. Motor Performance

• Motor Learning:
  • Definition: A relatively permanent change in the ability to execute a motor skill due to practice (Schmidt & Lee, 2005).
  • Focus on the acquisition of FMS.
• Motor Performance:
  • Definition: Execution of a motor skill resulting in temporary change; observable behavior when performing a FMS.

NCCP's Teaching Process for FMS

1. Analyze: Gather data on participants and skills.
2. Plan: Develop lesson plans and adaptive considerations.
3. Implement: Execute the teaching plan.

Step 1: Analyze

• Key Components:
  • Know your participants:
  • Age, skill level, number of participants, environment, abilities.
  • Learning Styles:
  • Visual Learners: Learn by watching - demonstrate rather than explain.
  • Auditory Learners: Sensitive to sounds, use discussions.
  • Kinesthetic Learners: Learn best by doing activities.
  • Adaptations:
  • Ensure inclusivity by adapting activities/rules for all abilities.
  • Safety:
  • Prioritize participant safety; observe from optimal vantage points.
  • Identify Motor Skill Stage:
  • Understand where participants stand in their motor skill development.
  • Break Skill into Phases:
  • Preparation, Force, Production, Follow-through.

Step 2: Plan

Why Create a Lesson Plan?

• Engaging participants and ensuring skill development.
• Addressing diverse needs and abilities.

Adaptive Considerations

• Ability: Match activities to interest and ability levels.
• Difficulty: Adjust according to skill levels.
• Area: Consider the playing area's dimensions.
• Participants: Modify group sizes.
• Time: Manage time for skill improvement.
• Inclusion: Ensure everyone can participate regardless of skill or ability.
• Variable Elements: Allow participants to select tasks/equipment according to their preferences.

Step 3: Implement

• Explanations and Demonstrations:
  • Ensure participants understand, see a demonstration, and then practice.
• Effective Feedback:
  • Use a positive approach; provide feedback in a concise manner (less than 10 seconds for two points).
  • Video feedback enhances performance and confidence in FMS.

Whole-Part-Whole Learning Model

• Model by Swanson & Law (1993) emphasizing the natural rhythm of learning.
• Format:
  • Begin with practice in a game context, isolate parts of the skill, then re-integrate into the game.
• Advantages:
  • Highlights the 'why' of learning the skill before teaching the specifics.
  • Engages participants in learning through play rather than isolation.

Role as Instructor

• Structuring activities for diverse groups while ensuring fun and maximum participation.
• In your lesson plans, focus on:
  • Learning Outcomes: Ensure clarity on what students should achieve.
  • Equipment: Include what is needed for each FMS.
  • Incorporate Inclusion Considerations and Progressions for skills.
• Reflect on participant engagement and skill transfer after implementing lessons.

Lesson Plan Assignment Overview

• Assignment Weight: 15% of final grade
• Due Date: March 4, 2024

Required Elements:

1. Two-page original physical activity lesson plan for lower body FMS for different cohorts.
2. Two-page AI-assisted lesson plan for lower body FMS.
3. Reflection of the planning process - similarities, differences, and selected activities.

Important Points to Include:

• Learning outcomes, needed equipment, performance cues, inclusion considerations, modifications, and feedback strategies.

Example of a Lower Body FMS Lesson Plan

Focus Skill: Kicking

• Objectives:
  • Teach students the fundamental movements involved in kicking, emphasizing techniques transferable across sports (rugby, soccer, etc.).
• Inclusion Strategies: Modify rules/activities to accommodate different skill levels and abilities.
• Game/Activity Examples: Ultimate Footy, Partner challenges, etc.
• Assess engagement, peer feedback, and skill demonstration after each activity.

Upcoming Games and Events

• Basketball Games:
  • Feb 14: Women vs. Winnipeg @6pm, Men @8pm
  • Feb 15: Women @5pm, Men @7pm