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The Movement Foundation

The Movement Foundation. Overview. Scope: fundamental motor skills (FMS) Why do children need FMS? Standards FMS content Process versus product assessment Examples (recommendations) . Obesity Trends* Among U.S. Adults BRFSS, 1991-2006. 1991. 1995.

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The Movement Foundation

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  1. The Movement Foundation

  2. Overview Scope: fundamental motor skills (FMS) Why do children need FMS? Standards FMS content Process versus product assessment Examples (recommendations)

  3. Obesity Trends* Among U.S. AdultsBRFSS, 1991-2006 1991 1995 (*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman) 2007 2002 No Data <10% 10%–14% 15%–19% 20%–24% ≥25% Ch. 10

  4. CDC Stats • 65 % of adults overweight • by 2025 75% • 50 % not active • 300,000 deaths / yr

  5. Children • % obese children has doubled • Type 2 diabetes • by age 12 > like adults*

  6. Importance of FMS foundation for popular sport and leisure activities vehicle for physical fitness mastery not achieved without instruction and experience significant association between performance of FMS and body weight(Okley et al., 2004, 2008). when children are confident in their skills (self-concept), they participate more / more fit

  7. Content

  8. Content 3rd up Pre-k to 2nd

  9. By end of first grade demonstrates basic arm and foot patterns.. By end of first grade, basic form… By second grade, mature form… Demonstrate competency in many movement forms and proficiency in a few (throw)….

  10. Assessing the Quality of Fundamental Movement in Children

  11. Running Speed Jumping Hopping Balance Throwing Catching Striking Ball Bouncing & Dribbling FMS

  12. Assessment values / tests • Product-oriented • Performance outcome (‘yes’ or ‘no’) • Quantitative data • distance / speed / # • Process-oriented • Form • Qualitative data • Developmental sequences

  13. Process-Oriented Assessment Developmental sequence, quality of movement • Test of Gross Motor Development -2*(TGMD-2) • 3 to 10 > years • Both Norm/Criterion-Referenced • Fundamental Movement Pattern Assess. (FMPA) • 3 to 10 > years • Body segments analyzed into 3 stages *validated research tool

  14. 5 yrs > FMPAI

  15. Teacher study guide

  16. Name ______________ Recommendations:

  17. FMPA

  18. FMPA

  19. FMPA

  20. FMPA

  21. Total-body (composite) assessment

  22. Substage (component) assessment First RUN JUMP GALLOP HOP SKIP John Doe E E M E Recommendations:

  23. TGMD-2 RUN study guide

  24. TGMD-2 KICK study guide

  25. TGMD-2 score sheet

  26. TGMD-2

  27. Content 3rd up Pre-k to 2nd

  28. Spatial Awareness

  29. Dodging

  30. Carl G P (Pass) NI (Needs improvement) F (Fail) or WH (Work harder) subjective assess.

  31. 3rd > * objective assess.

  32. MINIMUM COMPETENCIES INUNDERGRADUATE MOTOR DEVELOPMENT Demonstrate an understanding of movement patterns and the factors that influence changes in those movement patterns… Demonstrate an ability to observe changes in movement patterns across the lifespan Observe and assess movement from a developmental perspective* (2004). Minimum Competencies in Undergraduate Motor Development. Reston, VA.

  33. MUITO OBRIGADO! EU GOSTEI MUITO DE ESTAR AQUI!

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