- Email: [email protected]
Fundamental movement skills do not lead necessarily to sport participation
Science & Sports (2014) 29S, S60—S62
Disponible en ligne sur
ScienceDirect www.sciencedirect.com
Satellites Activités annexes
Symposium ‘‘A critic of fundamental movement skills in sport and physical education’’
Disclosure of interest The author has not supplied his/her declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.121
AA1
AA2
Serious flaws in an FMS interpretation of physical literacy
Fundamental movement skills do not lead necessarily to sport participation
L. Almond St. Mary’s University, Twickenham London, UK
N. Pot 1,∗ , I. van Hilvoorde 2 Faculty of Human Movement Sciences, VU University, Amsterdam, The Netherlands 2 School of Human Movement and Sports and Windesheim University of Applied Sciences, Zwolle, the Netherlands ∗ Corresponding author.
A number organisations, both nationally and internationally, have adopted physical literacy as an over arching concept for developing work with children. Closely associated with this development is the adoption of fundamental movement skills. However, both concepts appear to have been adopted uncritically without a consideration for their suitability or relevance. The following issues will be addressed in this presentation. FMS completely ignores the central tenets of Physical Literacy in Margaret’s Whitehead’s 2013 definition and its philosophical foundation where movement can only be understood in relation to the environment. FMS is a dualist approach and neglects the essential embodied nature of learning. There is an assumed correctness of this approach (in the Canadian literature). Physical Literacy appears to be used in order to augment the status of FMS and provide educational validity because it has a theoretical framework. Making a link with literacy such as alphabet, words and sentences is a misunderstanding of how literacy is acquired, and how the term physical literacy is used. The narrow focus on learning fundamental motor skills can neglect other important learning objectives. This focus also ignores the understanding required to learn to value purposeful physical pursuits. Self-directed learning, independence and responsibility do not appear to be part of the FMS framework. There is an assumption that FMS is associated with an initiation into competitive sport and also health. These are taken-for-granted objects of learning that demonstrate a lack of understanding of what they entail in theory and practice. The science in the FMS research appears to make too many assumptions and inappropriate associations. FMS has become an overarching term for a wide range of promotions with a focus on motor development. As a result there has been an uncritical acceptance that it is central to physical education.
0765-1597/$ — see front matter
1
It seems common knowledge that sport participation leads to all kinds of beneficial effects, including a better health. Therefore, many sport and health policies aim at increasing sport participation levels. In the practical application of these policies (e.g., the long term athlete development model LTAD), it is often regarded that increasing the fundamental movement skills (FMS) of children (within the school context) are essential, or even sufficient, for increasing sport participation levels. It can be argued that learning certain movement skills can only become meaningful when they are taught in a context in which they can be used. For instance, hitting can only be meaningfully taught when it is learned in the context of a game or sport (e.g., baseball). Therefore, it can be questioned whether a pedagogical model aimed at fundamental movement skills, without a reference to the sports context, will have an impact on sport participation levels. Furthermore, based on the sociological work of for instance Mauss and Bourdieu, it is argued that the inclusion of the social and cultural context of movement is extremely important within the learning environment. With a reference to the work of Bourdieu, these elements are termed the sociocultural aspects of sporting capital (e.g., network of ‘‘sporty’’ people, knowing social and cultural rules of engagement at sporting clubs, etc.). An important point of discussion is to what extent these the sociocultural aspects of sporting capital are incorporated within the concept of FMS. In conclusion, when the aim is to increase sport participation levels among children, the impact of FMS can be questioned. There is a
Satellites need for a more elaborate perspective on sport participation that goes the learning of beyond mere fundamental movement skills. Disclosure of interest The authors have not supplied their declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.122 AA3
How Fundamental Teaching Skills (FMS) can develop into inappropriate teaching and learning K. Ezzeldine St Mary’s University Twickenham, London, UK This presentation will address a number of concerns that arise when ideas in well-prepared resources are translated into actual practice. It will focus on the way that teachers pick and choose ideas and absorb them into their practice in what may seem to be an uninformed process. In picking and choosing whatever they like, activities become a resource box that one can pull out and use at any time. However, the use of such a resource can be seen as ideas just to occupy young people and the idea of progression and addressing individual needs is neglected because ‘‘one size fits all’’. In the hands of inexperienced teachers, there is a risk that they will use lists of isolated techniques as the only basis for their teaching. In such an approach, they can be drawn easily into a pedagogy of command, control and correct and they risk a failure to acknowledge that children have different needs, respond in different ways and have different starting points for learning. It highlights also the possibility that the teaching approach in these circumstances will be didactic and negate creative and self-directed learning. For example in games we want children to be technically competent and skilful in game situations and to love playing. A focus on isolated techniques and drills is unlikely to develop skilful and intelligent performance in a game and it is also unlikely to promote an emotional attachment to a game. This presentation will highlight also the debate about the very essence of facilitating learning and what practices will promote a love of being physically active in a variety of purposeful physical pursuits and maintaining a commitment and interest in them for many years.
S61 They were unhappy with tasks that were static, boring and disengaging. For the participants, being active was seen as a foundation for any other learning to take place within their FMS after-school club. The children valued new and imaginative ways of providing game based situations in which they could be active. Through amalgamations of different sports, participants were able to recognise key skills from several sports within one game. They were able to engage productively with the idea of developing their own rules, progressions and scenarios using a variety of different movement activities. Overall, the key message revolves around participants having varied opinions and experiences. Following Husband and Pearce (2012), we must recognise not just one student voice but be aware of the variances in these opinions that aid the development of a variable and integrated student centred pedagogy. Disclosure of interest The authors have not supplied their declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.124 AA5
An alternative pedagogical framework to FMS L. Almond 1,∗ , N. Pot 2 , K. Ezzeldi 1 , M. Ayres 1 St. Mary’s University, Twickenham London, UK 2 Faculty of Human Movement Sciences, VU University, Amsterdam, The Netherlands ∗ Corresponding author. 1
Following this critical discussion the team will explore a new framework for working with children in early childhood (before10 years old) that will incorporate a more informed perspective than a FMS framework. In addition, it will specially address how practitioners can facilitate learning to demonstrate progressive development. Finally, the paper will demonstrate how this new framework can provide underlying principles that provide clear guidelines to inform practitioners. Disclosure of interest The authors have not supplied their declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.125
Disclosure of interest The author has not supplied his/her declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.123 AA4
The role of the student voice in developing fundamental movement skills
Symposium: Translating physical literacy into practical steps that can guide the practice of physical education AA6
M. Ayres ∗ , S. Page St. Mary’s University, Twickenham London, UK ∗ Corresponding author.
1
Recently, there has been much discussion about the need for the student to be placed at the centre of a lesson in order to maximise the learning opportunity and to create a positive learning environment. For this to occur teachers and coaches must embrace and prioritise the student voice as a key pedagogical skill (Armour, 2011). We established an after-school FMS club with 43 young people (age 5—11 years) with each session lasting 60 minutes and lasting 12 weeks. Epstein’s (1989) TARGET (Task, Authority, Rewards, Grouping, Evaluation and Timing) structure was used as a framework to ask questions, set tasks and enable the students to design and shape their own FMS session. Observations, group interviews and field notes were used for data collection. We found that participants placed significant value on the idea of being active and this was strongly aligned with ideas around enjoyment and co-operation.
Introduction While many across the world have endorsed the concept of physical literacy there remains considerable confusion about the focus and nature of the experiences involved in promoting this human capability. For many physical literacy is seen as relevant only to young people from 5—12 years and furthermore is interpreted solely as developing Fundamental Movement Skill (FMS) which is a very diluted and limited interpretation. For this reason, there is a need to clarify what is meant by Physical Literacy and how it can be translated into practical steps [1—3]. Aims of the project and focus of enquiry In this symposium we will clarify the concept of physical literacy and illustrate its educational validity and relevance to the whole life-course. We shall make the case for physical literacy as an inspirational tool for clarifying the value of purposeful physical pursuits in enriching people’s lives
M. Whitehead 1,∗ , L. Almond 2 University of Bedfordshire, Bedfordshire, UK 2 St Mary’s University Twickenham, London, UK
Disponible en ligne sur
ScienceDirect www.sciencedirect.com
Satellites Activités annexes
Symposium ‘‘A critic of fundamental movement skills in sport and physical education’’
Disclosure of interest The author has not supplied his/her declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.121
AA1
AA2
Serious flaws in an FMS interpretation of physical literacy
Fundamental movement skills do not lead necessarily to sport participation
L. Almond St. Mary’s University, Twickenham London, UK
N. Pot 1,∗ , I. van Hilvoorde 2 Faculty of Human Movement Sciences, VU University, Amsterdam, The Netherlands 2 School of Human Movement and Sports and Windesheim University of Applied Sciences, Zwolle, the Netherlands ∗ Corresponding author.
A number organisations, both nationally and internationally, have adopted physical literacy as an over arching concept for developing work with children. Closely associated with this development is the adoption of fundamental movement skills. However, both concepts appear to have been adopted uncritically without a consideration for their suitability or relevance. The following issues will be addressed in this presentation. FMS completely ignores the central tenets of Physical Literacy in Margaret’s Whitehead’s 2013 definition and its philosophical foundation where movement can only be understood in relation to the environment. FMS is a dualist approach and neglects the essential embodied nature of learning. There is an assumed correctness of this approach (in the Canadian literature). Physical Literacy appears to be used in order to augment the status of FMS and provide educational validity because it has a theoretical framework. Making a link with literacy such as alphabet, words and sentences is a misunderstanding of how literacy is acquired, and how the term physical literacy is used. The narrow focus on learning fundamental motor skills can neglect other important learning objectives. This focus also ignores the understanding required to learn to value purposeful physical pursuits. Self-directed learning, independence and responsibility do not appear to be part of the FMS framework. There is an assumption that FMS is associated with an initiation into competitive sport and also health. These are taken-for-granted objects of learning that demonstrate a lack of understanding of what they entail in theory and practice. The science in the FMS research appears to make too many assumptions and inappropriate associations. FMS has become an overarching term for a wide range of promotions with a focus on motor development. As a result there has been an uncritical acceptance that it is central to physical education.
0765-1597/$ — see front matter
1
It seems common knowledge that sport participation leads to all kinds of beneficial effects, including a better health. Therefore, many sport and health policies aim at increasing sport participation levels. In the practical application of these policies (e.g., the long term athlete development model LTAD), it is often regarded that increasing the fundamental movement skills (FMS) of children (within the school context) are essential, or even sufficient, for increasing sport participation levels. It can be argued that learning certain movement skills can only become meaningful when they are taught in a context in which they can be used. For instance, hitting can only be meaningfully taught when it is learned in the context of a game or sport (e.g., baseball). Therefore, it can be questioned whether a pedagogical model aimed at fundamental movement skills, without a reference to the sports context, will have an impact on sport participation levels. Furthermore, based on the sociological work of for instance Mauss and Bourdieu, it is argued that the inclusion of the social and cultural context of movement is extremely important within the learning environment. With a reference to the work of Bourdieu, these elements are termed the sociocultural aspects of sporting capital (e.g., network of ‘‘sporty’’ people, knowing social and cultural rules of engagement at sporting clubs, etc.). An important point of discussion is to what extent these the sociocultural aspects of sporting capital are incorporated within the concept of FMS. In conclusion, when the aim is to increase sport participation levels among children, the impact of FMS can be questioned. There is a
Satellites need for a more elaborate perspective on sport participation that goes the learning of beyond mere fundamental movement skills. Disclosure of interest The authors have not supplied their declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.122 AA3
How Fundamental Teaching Skills (FMS) can develop into inappropriate teaching and learning K. Ezzeldine St Mary’s University Twickenham, London, UK This presentation will address a number of concerns that arise when ideas in well-prepared resources are translated into actual practice. It will focus on the way that teachers pick and choose ideas and absorb them into their practice in what may seem to be an uninformed process. In picking and choosing whatever they like, activities become a resource box that one can pull out and use at any time. However, the use of such a resource can be seen as ideas just to occupy young people and the idea of progression and addressing individual needs is neglected because ‘‘one size fits all’’. In the hands of inexperienced teachers, there is a risk that they will use lists of isolated techniques as the only basis for their teaching. In such an approach, they can be drawn easily into a pedagogy of command, control and correct and they risk a failure to acknowledge that children have different needs, respond in different ways and have different starting points for learning. It highlights also the possibility that the teaching approach in these circumstances will be didactic and negate creative and self-directed learning. For example in games we want children to be technically competent and skilful in game situations and to love playing. A focus on isolated techniques and drills is unlikely to develop skilful and intelligent performance in a game and it is also unlikely to promote an emotional attachment to a game. This presentation will highlight also the debate about the very essence of facilitating learning and what practices will promote a love of being physically active in a variety of purposeful physical pursuits and maintaining a commitment and interest in them for many years.
S61 They were unhappy with tasks that were static, boring and disengaging. For the participants, being active was seen as a foundation for any other learning to take place within their FMS after-school club. The children valued new and imaginative ways of providing game based situations in which they could be active. Through amalgamations of different sports, participants were able to recognise key skills from several sports within one game. They were able to engage productively with the idea of developing their own rules, progressions and scenarios using a variety of different movement activities. Overall, the key message revolves around participants having varied opinions and experiences. Following Husband and Pearce (2012), we must recognise not just one student voice but be aware of the variances in these opinions that aid the development of a variable and integrated student centred pedagogy. Disclosure of interest The authors have not supplied their declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.124 AA5
An alternative pedagogical framework to FMS L. Almond 1,∗ , N. Pot 2 , K. Ezzeldi 1 , M. Ayres 1 St. Mary’s University, Twickenham London, UK 2 Faculty of Human Movement Sciences, VU University, Amsterdam, The Netherlands ∗ Corresponding author. 1
Following this critical discussion the team will explore a new framework for working with children in early childhood (before10 years old) that will incorporate a more informed perspective than a FMS framework. In addition, it will specially address how practitioners can facilitate learning to demonstrate progressive development. Finally, the paper will demonstrate how this new framework can provide underlying principles that provide clear guidelines to inform practitioners. Disclosure of interest The authors have not supplied their declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.125
Disclosure of interest The author has not supplied his/her declaration of conflict of interest. http://dx.doi.org/10.1016/j.scispo.2014.08.123 AA4
The role of the student voice in developing fundamental movement skills
Symposium: Translating physical literacy into practical steps that can guide the practice of physical education AA6
M. Ayres ∗ , S. Page St. Mary’s University, Twickenham London, UK ∗ Corresponding author.
1
Recently, there has been much discussion about the need for the student to be placed at the centre of a lesson in order to maximise the learning opportunity and to create a positive learning environment. For this to occur teachers and coaches must embrace and prioritise the student voice as a key pedagogical skill (Armour, 2011). We established an after-school FMS club with 43 young people (age 5—11 years) with each session lasting 60 minutes and lasting 12 weeks. Epstein’s (1989) TARGET (Task, Authority, Rewards, Grouping, Evaluation and Timing) structure was used as a framework to ask questions, set tasks and enable the students to design and shape their own FMS session. Observations, group interviews and field notes were used for data collection. We found that participants placed significant value on the idea of being active and this was strongly aligned with ideas around enjoyment and co-operation.
Introduction While many across the world have endorsed the concept of physical literacy there remains considerable confusion about the focus and nature of the experiences involved in promoting this human capability. For many physical literacy is seen as relevant only to young people from 5—12 years and furthermore is interpreted solely as developing Fundamental Movement Skill (FMS) which is a very diluted and limited interpretation. For this reason, there is a need to clarify what is meant by Physical Literacy and how it can be translated into practical steps [1—3]. Aims of the project and focus of enquiry In this symposium we will clarify the concept of physical literacy and illustrate its educational validity and relevance to the whole life-course. We shall make the case for physical literacy as an inspirational tool for clarifying the value of purposeful physical pursuits in enriching people’s lives
M. Whitehead 1,∗ , L. Almond 2 University of Bedfordshire, Bedfordshire, UK 2 St Mary’s University Twickenham, London, UK