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  2. Fundamental Movement Skills and Sport Education [FMS4020]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Fundamental Movement Skills and Sport Education

  • Unit Code

    FMS4020

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit will engage students in the understanding of the conceptual bases of physical activity, the development of fundamental movement skills and specialised sport skills and how these outcomes can be achieved through different movement experiences. The effective design, implementation and organisation of the program with respect to the developmental needs of children will be studied. Principles of student-centred learning will provide a framework for designing and reflecting on these skills for physical activity outcomes in primary schools.

Equivalent Rule

Unit was previously coded EDU2102

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and assess fundamental movement skills and game play.
  2. Analyse the conceptual bases of children's physical activity.
  3. Describe and plan fundamental movement skill programmes, including junior sport programmes.
  4. Describe links with community-based agencies that support school sporting programmes.
  5. Explain how physical activity programmes can support inclusive practices.
  6. Explain how the health and physical activity needs of individuals and groups are expressed and how primary school programmes can respond.

Unit Content

  1. Assessment of fundamental movement skills.
  2. Developing game playing skills.
  3. Fundamental movements skill programmes.
  4. Physical activity responding to diversity: gender, culture and disability.
  5. Societal factors which influence the health and physical activity experiences of children across diverse contexts.
  6. Sport as a problematised curriculum.
  7. The conceptual bases of developing skills for physical activity.

Additional Learning Experience Information

Lectures, tutorial discussions and practical workshops

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationPractical presentation with written component50%
ExaminationExamination50%

Text References

  • ^ Education Department of Western Australia. (2004). Fundamental movement skills: Teacher resource (kit). Perth, Western Australia: Education Department of Western Australia. Note: NOTE: The unit text is only available to enrolled students. Completion of the Fundamental Movement Skills Teacher Course is a component of this unit. Students meeting the requirements of the FMS Teacher Course will receive a FMS Teacher Course Certificate/Accreditation. * Suggested but not compulsory for purchase.
  • ^ * Siedentop, D., Hastie, P., & van der Mars, H. (2004). Complete guide to sport education. South Australia: Human Kinetics.
  • Curriculum Council of Western Australia. (1998). Curriculum framework for kindergarten to year 12 education in Western Australia. Perth: Author.
  • Future Movement Education Pty Ltd. (2000). Outcomes and standards in physical education & sport: Monitoring and assessment support materials: Perth: Author.
  • Gallahue, D. & Ozman, J. (2002). Understanding motor development : Infants, children, adolescents, adults (5th. Ed.). Champaign: IL: Human Kinetics
  • Knudson, D. & Morrison, C. (2002). Qualitative analysis of human movement (2nd. Ed.). Human Kinetics: Champaign, Ill.
  • Launder, A. (2001). Play practice: The games approach to teaching and coaching sports. Champaign, IL.: Human Kinetics.
  • Al-Yaman, F., Bryant, M. & Sargeant, H. (2002). Australia's children: Their health and wellbeing. Canberra: Australian Institute of Health and Welfare
  • Australian Sports Commission. (2000). Give it a go: Including people with disabilities into sport and physical activity. Belconnen, CT: Author.
  • Maud, P. (2001). Physical children, active teaching: Investigating physical literacy. Buckingham: Open University Press.
  • Winnick, J. (Ed., 2002). Adapted physical education and sport. (3rd. Ed.). Champaign IL.: Human Kinetics
  • Strikwerda-Brown, J. & Taggart, A. (2001). No longer voiceless and exhausted. Sport education and the primary generalist teacher. ACHPER Healthy Lifestyles Journal, 48(3-4), 14-17.
  • Rink, J. (2002). Teaching physical education for learning (4th Ed.). New York: McGraw Hill
  • Pyke, F. (2001). Better coaching: Advanced coach?s manual. South Australia: Human Kinetics
  • Penney, D, & Taggart, A. (2004). Key challenges in the development of sport education: Primary and middle school teachers? experiences. Korean Journal of Sport Pedagogy, 11(3), 117-134.

Journal References

  • Journal of Teaching in Physical Education
  • Sports Coach
  • ACHPER Healthy Lifestyles Journal
  • Journal of Physical Education, Recreation and Dance
  • The British Journal of Physical Education

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

FMS4020|1|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Fundamental Movement Skills and Sport Education

  • Unit Code

    FMS4020

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit will engage students in the understanding of the conceptual bases of physical activity, the development of fundamental movement skills and specialised sport skills and how these outcomes can be achieved through different movement experiences. The effective design, implementation and organisation of the program with respect to the developmental needs of children will be studied. Principles of student-centred learning will provide a framework for designing and reflecting on these skills for physical activity outcomes in primary schools.

Equivalent Rule

Unit was previously coded EDU2102

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse and assess fundamental movement skills and game play.
  2. Analyse the conceptual bases of children's physical activity.
  3. Describe and plan fundamental movement skill programmes, including junior sport programmes.
  4. Describe links with community-based agencies that support school sporting programmes.
  5. Explain how physical activity programmes can support inclusive practices.
  6. Explain how the health and physical activity needs of individuals and groups are expressed and how primary school programmes can respond.

Unit Content

  1. Assessment of fundamental movement skills.
  2. Developing game playing skills.
  3. Fundamental movements skill programmes.
  4. Physical activity responding to diversity: gender, culture and disability.
  5. Societal factors which influence the health and physical activity experiences of children across diverse contexts.
  6. Sport as a problematised curriculum.
  7. The conceptual bases of developing skills for physical activity.

Additional Learning Experience Information

Lectures, tutorial discussions and practical workshops

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationPractical presentation with written component50%
ExaminationExamination50%

Text References

  • ^ * Siedentop, D., Hastie, P., & van der Mars, H. (2004). Complete guide to sport education. South Australia: Human Kinetics.
  • ^ Education Department of Western Australia. (2004). Fundamental movement skills: Teacher resource (kit). Perth, Western Australia: Education Department of Western Australia. Note: NOTE: The unit text is only available to enrolled students. Completion of the Fundamental Movement Skills Teacher Course is a component of this unit. Students meeting the requirements of the FMS Teacher Course will receive a FMS Teacher Course Certificate/Accreditation. * Suggested but not compulsory for purchase.
  • Penney, D, & Taggart, A. (2004). Key challenges in the development of sport education: Primary and middle school teachers? experiences. Korean Journal of Sport Pedagogy, 11(3), 117-134.
  • Australian Sports Commission. (2000). Give it a go: Including people with disabilities into sport and physical activity. Belconnen, CT: Author.
  • Al-Yaman, F., Bryant, M. & Sargeant, H. (2002). Australia's children: Their health and wellbeing. Canberra: Australian Institute of Health and Welfare
  • Curriculum Council of Western Australia. (1998). Curriculum framework for kindergarten to year 12 education in Western Australia. Perth: Author.
  • Future Movement Education Pty Ltd. (2000). Outcomes and standards in physical education & sport: Monitoring and assessment support materials: Perth: Author.
  • Winnick, J. (Ed., 2002). Adapted physical education and sport. (3rd. Ed.). Champaign IL.: Human Kinetics
  • Strikwerda-Brown, J. & Taggart, A. (2001). No longer voiceless and exhausted. Sport education and the primary generalist teacher. ACHPER Healthy Lifestyles Journal, 48(3-4), 14-17.
  • Rink, J. (2002). Teaching physical education for learning (4th Ed.). New York: McGraw Hill
  • Pyke, F. (2001). Better coaching: Advanced coach?s manual. South Australia: Human Kinetics
  • Maud, P. (2001). Physical children, active teaching: Investigating physical literacy. Buckingham: Open University Press.
  • Launder, A. (2001). Play practice: The games approach to teaching and coaching sports. Champaign, IL.: Human Kinetics.
  • Knudson, D. & Morrison, C. (2002). Qualitative analysis of human movement (2nd. Ed.). Human Kinetics: Champaign, Ill.
  • Gallahue, D. & Ozman, J. (2002). Understanding motor development : Infants, children, adolescents, adults (5th. Ed.). Champaign: IL: Human Kinetics

Journal References

  • Sports Coach
  • The British Journal of Physical Education
  • ACHPER Healthy Lifestyles Journal
  • Journal of Teaching in Physical Education
  • Journal of Physical Education, Recreation and Dance

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

FMS4020|1|2