Teaching FMS especially in a school setting can be an uphill task. This is because it requires identifying the childrens strengths, needs, and interests which are guiding principles for identification of appropriate FMS program. Children possess diverse characteristics either because of mental or physical features thus teaching them can be difficult. Moreover, their parents perceptions, society cultures and other expectations of the FMS program can be a setback. Some children, especially with a disability, may develop an attitude against interacting with fellow children in playing.
Strategies to Overcome
The challenges, however, can be managed by developing an effective FMS program that incorporates all aspects of learning activities. I will study individual children with the assistance of their parents to understand their strengths, weaknesses, and needs. Another critical factor is ensuring daily learning of FMS at indoors so that the children will develop a positive attitude about the program. Moreover, some children can have listening problems; thus I will demonstrate to them the skills while teaching in classrooms. This is likely to improve the individual level of FMS among the children.
Fundamental Movement Skills among Australian Preschool Children
The article describes the need for emphasizing the development of fundamental movement skills (FMS) among children at early childhood. Failure to master FMS results to motor domain problems and being inactive in games and sports during adolescence stage. The articles show low levels of FMS mastery among Australian preschool children. Although boys had higher proficiency in object controls skills while girls were excellent in locomotor skills, there was the need for more opportunities to help children acquire FMS (Hardy et al., 2010).
The FMS experience can be improved by providing gender separated spaces, equipment and games. Additionally, the preschool and child care centers will play a critical role in implementing FMS programs at early childhood. The article analyzed the FMS of the children using SPSS complex samples and descriptive statistics to describe the mastery of FMS separately for girls and boys (Hardy et al., 2010).
The results showed different performance between boys and girls according to the knowledge of locomotive skills and object control skills. Over 75% of the children had mastery of running, but only 9% of girls and 44% of boys had the mastery for the remaining FMS (Hardy et al., 2010). This shows the need to identify which skill to target for both girls and boys to give them an opportunity to practice and learn the skill.
What Physical Education Looked Like?
The PE lessons emphasized on teaching the students about the importance of maintaining their safety, good health and well-being. The lessons enabled them to develop skills and knowledge that build their relationship with others while participating in other activities. Apart from the skills, there was also emphasize on personal and social skills that took place throughout the year.
Was It Structured/Unstructured?
As observed above, the physical education was well structured because it followed strict timelines within the year.
Were Educators/Staff Trained In PE?
The PE lessons were guided by specialized teachers such as classroom teacher. They trained the learners on various physical activities.
Was It An Important Aspect Of Planning Programming?
The program was beneficial to both the learners and the staff. The learners acquired skills that enabled them to improve team work and cooperation with other students. The PE lessons also changed their lifestyles since they started healthy practices that improved both physical and mental state.
Health-Promoting Schools in Australia: Models and Measurement
The article summarizes a model that enhances health promotion in schools. Children develop and utilize skills that support their lifestyle through acquiring necessary opportunities from educators and the larger community. The model is guided by principles of empowerment and equity as well as the general need for healthy community. Additionally, the model is composed of formal curriculum, school health services, physical environment, and interaction within school community (Booth & Samdal, 1997).
In Australian schools, the children are provided with formal health curriculum that emphasizes on providing them with the necessary information for them to make sound choices concerning their health. The model further promotes the school environment specifically classroom climate and school climate. The positive classroom climate boosts the children ability to learn and achieve academically.
Moreover, the article critically analyzes the physical environment, school policies and practices, and school health services practiced by Australian schools. The state of school buildings, water and sanitation, and recreational facilities must meet the basic needs for physical comfort for the children (Booth & Samdal, 1997). Furthermore, the school policies that guide day to day activities should be in line with community perspectives and consistent. Lastly, the school health services should be effective in the prevention of diseases, screening of disorders and treatment in school.
The Role of Childcare/Preschool/Early Learning Be in Regards to Childrens Health and Healthy Development?
The stated early learning institutions have a major role in controlling the childrens health and nutrition, eating and physical habits, and mental and physical health. They should help the children learn how to keep hygiene, eat healthily and be active and fit. They should further assist the children in enhancing healthy lifestyles such as playing to prevent childhood obesity. Moreover, they should engage them in activities that involve interaction to improve their mental health. Lastly, they should provide parents with guidelines for improving health development of the children while at home.
Is This Responsibility That Early Care And Education Should Have Beyond Addressing The Curriculum?
This is what the early childhood institutions should incorporate in their curriculum because of diverse benefits. The physical activities refresh the mind of the children thus enabling them easily understand and grasp skills provided in the classroom. It also makes them active especially at classwork.
Resurrecting Free Lay In Young Children: Looking Beyond Fitness and Fatness to Attention, Affiliation, and Affect
The article aims to demonstrate the importance of unstructured, outdoor and active play among children. The physical activities are fundamental for the health state of the children and need to be restored in their lives. Incorporating different languages, emphasizing other outcomes and encouraging play is crucial in making physical activity successful (Burdette & Whitaker, 2005).
Additionally, the article suggests that physical activity should be termed as play because it encourages movement in preschoolers and explores the emotional, social and cognitive abilities of the children (Burdette & Whitaker, 2005). Despite being aimed at improving fitness and other physical exercises, playing is useful in reducing excess fats among children. Perceptions of the parents concerning overweight should be changed to understand the causes and consequences of the overweight. This will aid in developing an effective physical activity for the young ones.
Consequently, the physical activities have been related to the development of sensory-motor integration by children. Playing in outdoors provides the child with the opportunity to make decisions that enhance creative thinking and stimulates problem-solving (Burdette & Whitaker, 2005). The article concludes by recommending the special supplemental nutrition program for children and women as a channel for communicating messages about the play to parents.
Booth, M.L., & Samdal, O. (1997). Health-promoting schools in Australia: models and measurement. Australian and New Zealand Journal of Public Health, 21(4), 365-370.
Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect. Archives of pediatrics & adolescent medicine, 159(1), 46-50.
Hardy, L. L., King, L. K., Farrell, L., Macniven, R., & Howlett, S. (2010). Fundamental movement skills among Australian preschool children. Journal of Science and Medicine in Sport, 13, 503-508.
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