Chapter 2

Learning about fundamental

movement skills and their components

This chapter introduces the twelve fundamental

movement skills and their components. It also
provides you with background information and
strategies which you can refer to when planning
for and teaching fundamental movement skills.
This chapter includes a brief overview of the
general considerations which teachers should
keep in mind when incorporating fundamental
movement skills in their PDHPE and sport
programs. It also includes a skill description for
each of the twelve fundamental movement skills
covered in this resource.
Each skill description is presented in two sections.

Section 1: About the skill

This includes:

a brief description and rationale for the

inclusion of the skill

a breakdown of the specific components of

each skill, illustrated with photographs

some key points to consider about how

childrens growth and development influence
the development of the skill.

Section 2 : Developing the skill

This includes:

teaching cues which can be used as a focus for

teaching or as a prompt for your students as
they practise the skill

common errors that children display when

learning to perform the skill

some suggested activities which can be used

to focus your teaching on components of the
skill

some suggested practice activities and

strategies which can be included when
planning for your lessons.

Skill components
Each skill has been broken down into 5-7 easily
identifiable components. These components are
described as either introductory or finetuning.

Introductory components are those

components which students are most capable
developmentally of demonstrating from
Kindergarten to Year 2.

The fine-tuning components are those

components which will generally be
demonstrated by students after they have
reached proficiency in the introductory
components. Most students will not be at a
cognitive or physical level of development in
Stage 1 to acquire the fine-tuning
components. Fine-tuning will typically occur
from Stages 2 to 3 as students grow and
develop.

Chapter 2

Whats in this chapter?

The ordering of components as introductory or

fine-tuning has been based upon studies which
reported the percentage of children at different
ages who had mastered each component of a skill.
It has also been based on studies of childhood
development which look at how children
progressively develop control of their bodies.
The components of each skill represent the
progression that most students will follow in
becoming proficient in that skill. It is important
to keep in mind that variations in development
will always occur within and between individuals
and skills.

Learning about fundamental movement skills and their components

15

Implications for teaching

You should focus your teaching on one or two
skills at a time. You should also focus on teaching
those components of each skill which match the
developmental readiness of your students.
The common errors listed for each skill are linked
to components. They could be used as a prompt
to draw your attention to a student who may not
be performing a skill proficiently. These common
errors can be corrected by demonstrating the
correct performance of that component,

16

providing feedback to the student and allowing

time for practice.
The remaining pages of this chapter contain the
twelve skill descriptions. Use these in conjunction
with Chapter 3, Observing fundamental
movement skills and the video Get skilled: Get
activeShow me how to familiarise yourself
with each of the skills covered in this resource.
Refer back to these descriptions when looking
at Chapter 4, Programming fundamental
movement skills and Chapter 5, Teaching
fundamental movement skills.

The static balance

The vertical jump

The sprint run

The catch

The leap

The side gallop

The kick

The skip

The two-hand strike

The overarm throw

The dodge

Learning about fundamental movement skills and their components

Chapter 2

The hop

17

Static balance
About the skill
Balance is an essential prerequisite of almost all movement skills. A static balance is defined as being able to
maintain a stationary position throughout the movement. The static balance on one foot is an important nonlocomotor skill that is used in gymnastics, dance, diving and many team sports. The ability to perform a stationary
balance for a specific period of time has been linked to a reduced risk of suffering from falls, which may lead to
bone fractures in older individuals.

Skill components

1. Support leg still, foot flat on the ground.

2. Non-support leg bent, not touching the support leg.
3. Head stable, eyes focused forward.
4. Trunk stable and upright.
5. No excessive arm movements.
(Introductory components marked in bold)

Important considerations
It is expected that most children will demonstrate proficiently the introductory components of the static balance
by the end of Kindergarten. By this time students should have gained control over their trunk and shoulder
movements (components 3 and 4) prior to control over the arms (component 5).
Students are also likely to gain control over muscular movements of the hip and knee (components 2 and 4) before
they gain control over feet movements (component 1).
Because young children are top heavy, they have more difficulty balancing, especially when they have to perform
additionally a manipulative skill, such as catching an object. A major reason why some children drop objects is
because of their need to regain the static balance lost while catching the object.
Proficient demonstration of the fine-tuning components can generally be expected by the end of Year 3.

18

Developing the skill

Teaching cues

Common errors

Say to the students:

Stand still with your foot flat on the ground.
Hold your bent leg away from your other leg.
Look at something in front of you.
Stand up tall when you balance.
Relax your arms.

Teaching the skill

Practising the skill

Ask students to talk about what is needed for good

balance. Discussion should centre around the
components of the balance.

Students stand with one foot in front of the other, the

heel of one foot touching the toe of the other. Ask
students to:
hold arms out to the side
place hands on hips
balance a bean bag on their head
repeat these activities on the other leg.

Ask students to identify which leg provides the best

base for a balance: which is the preferred leg? Students
stand on the preferred leg and position the nonsupport leg:
behind preferred leg

near preferred leg

high above preferred leg.

Chapter 2

looking down at the ground or feet

rocking on the support leg
leaning trunk sideways or forward to assist balance
using excessive arm movements or holding an arm
against the side of the body
hooking non-support foot in behind support knee
or pushing against it to assist balance
not being able to maintain balance for more than a
few seconds
raising non-support thigh high off the ground
(almost parallel to the ground).

Students balance:

on different body parts

with a partner shadowing their balance position

using an object to counterbalance.

Students can apply their understandings of the
concepts of balance to more challenging situations
such as:

moving along a low bench or beam, then stop,

balance and pick up an object from the beam

balancing with eyes focused on specific things,

for example, on a near or distant object.
Ask students to try these activities with their eyes
closed or on the non-preferred leg.
Incorporate balance into such activities as Simon
says or Freeze games, as well as dance and
gymnastics. Make the tasks more challenging by
getting students to balance on different body parts.

Ask students which position they feel most comfortable

with.

Learning about fundamental movement skills and their components

19

Sprint run
About the skill
The sprint run is a locomotor skill characterised by a brief period where both feet are simultaneously off the ground
(called the flight phase). The ability to perform a sprint run is fundamental to many games, sports and everyday
activities. Examples include sprinting in athletics, a fast break in soccer or hockey, running to bases in softball and
tee-ball or even just running for a bus, which can be performed better with a proficient running technique. A
proficient running technique can improve speed and endurance, which in turn may also enhance health-related
fitness by improving cardiorespiratory endurance.

Skill components

1. Lands on ball of the foot.

2. Non-support knee bends at least 90 degrees during the recovery phase.
3. High knee lift (thigh almost parallel to the ground).
4. Head and trunk stable, eyes focused forward.
5. Elbows bent at 90 degrees.
6. Arms drive forward and back in opposition to the legs.
(Introductory components marked in bold)

Important considerations
Children are ready to demonstrate proficiently the introductory components of the sprint run by the end of
Kindergarten and the fine-tuning components by the end of Year 3. Most children display proficient running
patterns by the time they enter Kindergarten.
Developing runners may hold their elbows high for protection, in case they fall. This limits their ability to drive
their arms forward and backward in opposition to the legs. These children should not be observed as proficiently
demonstrating component 6. It is important for children to practise running as fast as possible when learning the
sprint run so that all components can be evident. If young children are having difficulty coordinating running, it
may be beneficial to focus on improving their balance (static then dynamic) and leg strength first.

20

Developing the skill

Teaching cues

Common errors

Say to the students:

Lift your knees high.
Bring your heel close to your bottom.
Look ahead.
Make your feet follow an imaginary line.
Dont let your heels touch the ground.
Land on the balls of your feet.
Bend your elbows and swing your arms.
Run tall.
Bring your heels up to your bottom.

Teaching the skill

Practising the skill

Ask the students to try running:

driving their arms forward and back in rhythm with
their leg movements
running while looking up in the air
running while looking down to the ground
watching a partner who is running beside them
looking straight ahead.
Link back to the components of the sprint run and
discuss which running style seems the most effective.

Ask the students to:

increase the length of their stride when running by
placing markers or lines on the ground to mark each
time the foot touches the ground
visualise hammering nails into the wall with their
elbows to visualise arm action
explore different hand positions to find which hand
position is most comfortable, for example,
pretending to carry a rolled-up newspaper or relay
baton, fingers together and straight, fingers curled
gently as if the thumbs are hooked into the pockets
of their jeans or fingers stretched out wide.

Students use a hoop or skipping rope to create a

personal space. They run on the spot in this space.
They practise swinging bent arms, lifting legs up
high and pretending to run up a hill.
Play Simon says. Ask students to run while
focusing on specific body parts or movements. For
example, ask students to run: taking small steps (a
low knee lift); taking normal steps (a high knee
lift), with and without an arm swing; with head
moving from side to side; and with head held still
and eyes focused ahead.
Running activities are incorporated into many of
the games children play, for example, soccer, rugby,
netball and hockey. The sprint run can also be a
major aspect in such activities as dance and
gymnastics.
Students practise the sprint run in many events in
athletics, such as the 50m, 70m and 100m sprints,
relays, hurdles, long jump etc.

Chapter 2

landing flat-footed or on heels

looking down at ground or feet
holding arms stiff and high
driving arms across the midline of body
rotating trunk excessively (twisting of body)
not lifting knees high enough
not having the heel of the non-support leg come
close to buttocks during recovery phase
landing on a wide lateral path (wide base of
support)
having exaggerated body lean, forward or too
upright
turning toes inward or outward when bringing
recovery foot forward.

Let students explore running at different speeds.

Discuss with students how you land on different parts
of the foot when running at different speeds. Students
should land on the ball of the foot when sprinting, and
when running slowly or jogging, land on the heel and
then roll onto the ball of the foot for take-off.

Learning about fundamental movement skills and their components

21

Vertical jump
About the skill
The vertical jump is a locomotor skill that involves being able to jump as high as possible. It is the basis for jumps
used in gymnastics, some forms of dance and a range of sports, such as basketball, volleyball and Australian Rules
Football. It is similar to the standing broad jump in terms of its phases, components and preparation and landing.
Because the vertical jump is related to a wider range of sports, games and physical activities, it is considered to be
a more fundamental movement skill than the standing broad jump.

Skill components

1. Eyes focused forward or upward throughout the jump.

2. Crouches with knees bent and arms behind the body.
3. Forceful forward and upward swing of the arms.
4. Legs straighten in the air.
5. Lands on balls of the feet and bends knees to absorb landing.
6. Controlled landing with no more than one step in any direction.
(Introductory components marked in bold)

Important considerations
Children are ready to demonstrate proficiently the introductory components of the vertical jump by the end of
Year 3. Components 3 and 4 are usually the last to develop and may take a longer period of time to develop for
some students.
A good crouch (component 2) is a prerequisite to components 3 and 4. It is important when students are learning
the skill to practise jumping as high as possible, in order to have enough momentum to move through the take-off,
flight and landing phases.
In order for a student to demonstrate component 6 proficiently, components 3 and 4 must also be present. Younger
students may not have a problem controlling their landing (component 6) because of the small amount of force
they produce. However, once growth and development begin, more force can be produced during the jump and
students will subsequently have more force to control on landing.

22

Developing the skill

Teaching cues

Common errors

Say to the students:

Look up.
Focus your eyes on where you want to go.
Get ready to explode up high, get ready to take off.
Swing your arms back and up.
Straighten your legs when in the air.
Bend your knees on landing.
Control your body and balance yourself when
landing.
Land with feet the width of your shoulders apart.

Teaching the skill

Practising the skill

Demonstrate the bend and crouch starting position,

using verbal cues such as swing your arms back and
up.

Ask students to jump:

as high as they can
with their head and eyes turned upwards
looking straight ahead
with their head and eyes looking down at the
ground.
Link back to the components of the vertical jump and
discuss with students which jump seemed the most
effective.
Instruct students to:
land with feet the width of their shoulders apart as
a wide base of support. This enhances stability on
landing and maximises the height students will be
able to jump
land in different ways when they jump. Use
questions to focus students attention on the
components, such as:

Why did you bend your knees?

Did you land on the same spot as your take-off?

Why or why not?

Did you get more or less height when you landed

in front of your take-off position? Why or why
not?

Students practise swinging the arms back above the

horizontal position. They jump as high as possible
to get maximum momentum.
Incorporate the vertical jump into action songs and
simple games, such as Simon says.
Students jump and touch the wall with finger tips.
Record the height of the jump with chalk.
Students use mini-trampolines or beat boards to
gain height. Focus students on landing softly.
Students jump from a range of steps or boxes onto
soft mats, aiming for maximum height and a soft
landing. They can also jump up onto steps, stable
boxes or low benches using legs and arms to gain
height.
Incorporate this skill into games: for example,
basketball or netball when reaching for a rebound
or receiving a pass; or in volleyball or
Newcombeball, when blocking or spiking at the
net.

Learning about fundamental movement skills and their components

Chapter 2

looking down at the ground or feet

keeping arms by their side or out in front of the body
during the preparatory crouch
feet not leaving the ground or not landing
simultaneously
pushing arms up in the air during propulsion or
having a limited forward and upward swing
tucking legs up during propulsion
landing flat-footed or on heels first
knees, ankles or hips not bending to absorb force
on landing (stiff-legged landing)
needing several steps to correct balance on landing.

23

Catch
About the skill
Catching is a manipulative skill that involves being able to absorb and control the force of an object with a part of
the body, preferably the hands. The ability to catch proficiently is important to most sports and games that involve
an object, for example, cricket, football codes, netball, basketball, rhythmic gymnastics and playground games.

Skill components

1. Eyes focused on the object throughout the catch.

2. Feet move to place the body in line with the object.
3. Hands move to meet the object.
4. Hands and fingers relaxed and slightly cupped to catch the object.
5. Catches and controls the object with hands only (well-timed closure).
6. Elbows bend to absorb the force of the object.
(Introductory components marked in bold)

Important considerations
Children are ready to demonstrate proficiently the introductory components of the catch by the end of Kindergarten
and the fine-tuning components by the end of Year 3.
It is strongly recommended that, when introducing the catch in PDHPE and sport, small objects are used.
Learning to catch using a big object and then progressing to a smaller object may be detrimental to the development
of a proficient catching technique. This is because it encourages the use of the chest and arms to help trap the
object. This may be difficult to change at a later stage. Furthermore, it has been shown that children catch smaller
balls better than larger balls.
Research suggests that it takes, on average, five years for a child to progress to proficiency in this skill, irrespective
of gender. Differences in proficiency levels of boys and girls are due to environmental factors, such as lack of
opportunities to practise and lack of exposure to activities which include the catch.

24

Developing the skill

Teaching cues

Common errors

Say to the students:

Watch the object move into your hands.
Cup your hands.
Move to the ball.
Relax your hands.
Point your fingers up for a high ball.
Point your fingers down for a low ball.
Bend elbows to absorb the force of the object.

Teaching the skill

Practising the skill

Instruct students to get into the position ready for

catching:
standing balanced
hands lightly cupped
eyes focused.

To familiarise students with the concept of

approaching objects, begin by getting them to:
experiment with rolling and trapping balls
roll balls at different speeds
roll balls directly towards or slightly to one side of a
partner
move towards the rolling ball.
This will allow students to get the idea of focusing on
the object and moving their hands towards the object.

Instruct students to:

toss a ball or object in the air and catch
bounce and catch a ball
try experimenting with different arm positions
catch the ball without letting it touch the body
explore catching small objects using different arm
positions to discover that elbows need to bend to
absorb the force.

Students throw balls onto the wall and catch the

rebound. They work with a partner and take turns
to throw and catch.
Students use a container to catch objects. They
move to meet the object and have the bucket give
as the object enters, so it wont bounce out.
Students catch from different positions, for
example, standing or in a sitting position using a
variety of objects, and balls of different sizes.
Students catch balls that are rolling and bouncing
at varying speeds and heights.
Students catch balls not directly in line with the
body. Proficient students can try catching balls or
objects while moving at different angles to the line
of flight of the ball.
The basic concepts of the catch (eyes focused, move
to meet the ball, absorbing the force of the object)
can also be used by proficient students when using
the one-handed catch and when catching using
gloves.

Learning about fundamental movement skills and their components

Chapter 2

turning head away, closing eyes or leaning

backwards away from the object
not moving feet towards the object
not reaching hands out towards the object
having stiff and extended arms when catching
having wrists or heels of hands hinged together to
catch (crocodile jaws technique)
using other parts of the body, such as the chest or
upper body to catch
closing hands around the object too early or late
having little or no elbow bend or give after
catching.

25

Hop
About the skill
Hopping is a continuous rhythmical locomotor skill, characterised by taking off and landing on the same foot. It is
used in many dance forms, in athletics in the triple jump and in many playground games, such as hopscotch. It is
a good indicator of being able to maintain balance while moving, which is often referred to as dynamic balance.

Skill components

1. Support leg bends on landing, then straightens to push off.

2. Lands and pushes off on the ball of the foot.
3. Non-support leg bent and swings in rhythm with the support leg.
4. Head stable, eyes focused forward throughout the jump.
5. Arms bent and swing forward as support leg pushes off.
(Introductory components marked in bold)

Important considerations
Children are ready to develop the introductory components of the hop by the end of Year 1 and the fine-tuning
components by the end of Year 4. Hopping is a more developmentally advanced skill than jumping, as a higher
level of dynamic balance and strength is required, and it is a continuous skill, performed on only one leg. Between
the ages of five and seven, children show marked improvement in speed, control and technique. Students should
initially be taught to hop normally and rhythmically before you emphasise speed, distance or height.
Hopping is very fatiguing, so ensure that opportunities for practice are short and intermixed with other activities.
This gives the students a chance to recover adequately between practice sessions.

26

Teaching cues

Common errors

Say to the students:

Bend your leg to push off.
Land on the ball of your foot.
Find your rhythm.
Look ahead, with head and eyes level.
Use your arms for balance.

landing flat-footed or heel first

being unable to maintain balance for more than
three or four hops
not bending the knees, ankles or hips to absorb
force on the landing
allowing support leg to remain bent when pushing
off (failure to extend leg and push off toes)
holding non-support thigh parallel to the ground,
which does not rhythmically assist support leg in
producing force
looking down at the ground or feet
not moving arms in time with each other or with
the support leg
swinging arms upward, which does not help to
produce force.

Teaching the skill

Practising the skill

Ask the students to try hopping with their free leg:

straight and to the side
bent and held high to the side
bent and in front of them
bent, with the foot behind the support leg and not
swinging.

Ask students to try hopping:

with their eyes closed
looking down to the ground
watching a partner who is hopping beside them
looking straight ahead.
Link back to the components of the hop and ask
students to decide which is the easiest or the best way
to hop.
Students could try hopping using their arms in different
ways, for example:
swinging arms up high
swinging arms alternately, as in the skip
keeping arms to the sides
holding arms directly in front of the body.
Ask students which arm position feels most efficient
and why.

Have the students practise single leg balances first.

Tell students to hop on the spot, using a chair, the
wall or a partner for support.
Students hop on one foot and then the other, using
sequences, for example, L-L, R-R, L-L, R-R, L-L-L,
R-R-R, L-L-R-L-L, R-R-L-R-R, on the spot, then
travel.
Students make hopping patterns by combining
hopping in one place with hopping along a straight
or curved pathway.
Students make hopping patterns by combining left
and right foot for support and hopping forwards,
backwards and sideways.
Create a space in the playground to encourage
hopping games to be played out of class time.
Examples include hopscotch, elastics and
skipping.

Chapter 2

Developing the skill

Students try hopping for height, for distance and for

speed. What arm and leg positions work best? They can
focus on the landing and take-off components. They
can also get a partner to spot check for correct
techniques.

Learning about fundamental movement skills and their components

27

Side gallop
About the skill
The side gallop or slide is a unique locomotor movement skill in that the individual is moving sidewards while the
body and sometimes eyes are facing forwards. It is a basic locomotor pattern used in many sports and games, such
as softball, basketball, touch and racquet sports. It is also used extensively in dance.

Skill components

1. Smooth rhythmical movement.

2. Brief period where both feet are off the ground.
3. Weight on the balls of the feet.
4. Hips and shoulders point to the front.
5. Head stable, eyes focused forward or in the direction of travel.
(Introductory components marked in bold)

Important considerations
Children are ready to demonstrate proficiently the introductory components of the side gallop by the end of
Year 1 and the fine-tuning components by the end of Year 4. Children are generally able to side gallop before they
can skip. In the side gallop, the same leg is always leading, whereas the skip involves a change of lead legs with
every step-hop sequence.
The side gallop should be taught as a rhythmical movement rather than as a speed movement.

28

Developing the skill

Teaching cues

Common errors

Say to the students:

Use light springing steps.
Take off and land on the front of your foot.
Make your body face to the front.
Keep eyes straight ahead (or look over your
shoulder.)
Step, close, step, close.......or step, together, step,
together.

Teaching the skill

Practising the skill

Provide a rhythm using a percussion instrument, music

or verbal cue such as step, together, step, together.
Ask students to:
begin with short side steps and then increase the
length of each side step
work with a partner, hold hands and side gallop.
This should keep students hips and body
perpendicular to their direction of travel
explore the side gallop, using different distances
between steps, keeping feet low, springing to gain
height
work with a partner to evaluate the flight and
rhythm of the side gallop
explore a range of trunk and arm positions. Focus
on the correct placement of feet and hips
allow students to explore the side gallop with stiff
legs.
Ask students: What could be done to side gallop
better? What happens when you cross your feet in the
side gallop?

Use existing playground markings as tracks for side

galloping. Students move along tracks or lines,
looking in the direction of the track or looking in
the same direction as their hips and body.
Students side gallop in different directions, using
the left and right foot to lead.
Students develop side gallop patterns, changing
direction, using a half turn, or stopping and using
a different leg to lead.
Get students to mirror a partner to develop the idea
of using the side gallop to defend a player, as in
basketball, netball or soccer.

Learning about fundamental movement skills and their components

Chapter 2

looking down at the ground or feet

not keeping weight on balls of the feet
hips and shoulders facing direction of travel
leading foot not parallel with other foot, but
pointing in direction of travel
trailing leg maintaining contact with ground and
dragged to lead leg
movement choppy and not rhythmical
arms needed to assist balancing
legs kept straight with little knee bend throughout
the movement
being unable to perform equally well in both
directions
allowing feet to cross during movement.

29

Skip
About the skill
Skipping is a rhythmical locomotor skill that is basic to many childrens games. It is also fundamental to good
footwork in numerous sports, such as basketball, netball and touch, and many forms of dance.

Skill components

1. Shows a rhythmical step-hop.

2. Lands on ball of the foot.
3. Knee of support leg bends to prepare for hop.
4. Head and trunk stable, eyes focused forward.
5. Arms relaxed and swing in opposition to legs.
(Introductory components marked in bold)

Important considerations
Children are ready to demonstrate proficiently the introductory components of the skip by the end of Year 1 and
the fine-tuning components by the end of Year 4. The skip is a more difficult skill to learn, compared with the side
gallop. Children should be able to hop and side gallop before learning to skip.
The skip should be taught as a rhythmical movement, with the focus on developing the step-hop rhythm, rather
than performing the movement with speed.

30

Developing the skill

Teaching cues

Common errors

Say to the students:

Use light springing steps.
Keep eyes straight ahead.
Step, hop, step, hop.
Take off and land on the front of your foot.
Make sure your body faces to the front.

Teaching the skill

Practising the skill

Explore the skip by asking students to:

use different distances between steps
keep feet low
spring to gain height
use different arm positions.

Students work with a partner to evaluate flight and

rhythm of the skip.
Ask students to identify:
which is the best method to gain flight while
keeping the rhythm of the skip?

Students skip with exaggerated arm and knee

actions. They skip and clap hands up high in front
of them.
Students use existing playground markings as
tracks for skipping. Encourage students to move
along these tracks, looking in the direction of the
track.
Have students develop skipping patterns, changing
direction, length of step and height of hop.
Incorporate the skip into dance, gymnastics and
simple games.

Chapter 2

choppy, non-rhythmical movements

inability to perform step-hop on both legs
alternately
landing flat-footed or heel first
eyes looking at ground or feet
arms swinging together rather than in opposition
to legs
little arm movement to rhythmically support legs
legs stiff with little bend to prepare for hop.

Provide a rhythm for students to follow, using a verbal

cue such as Step, hop, step, hop. Get the students to:
perform the skip in a stationary position, using the
back of a chair for balance
do a step and then a hop on the same leg. Students
then perform it on the other leg
skip holding their hands at waist height in front of
them. Tell them: Try to touch your hand with your
knee with each hop
try four different ways of moving their arms when
they skip. Ask: What arm movement feels best
when you skip?

Learning about fundamental movement skills and their components

31

Overarm throw
About the skill
The overarm throw is a manipulative skill frequently used in many sports, such as cricket, softball and baseball.
The action is also used in athletics with the javelin, with the overhead serve and smash in tennis, volleyball and
badminton and passes in netball and basketball.

Skill components
1

1. Eyes focused on target area throughout the throw.

2. Stands side-on to target area.
3. Throwing arm moves in a downward and backward arc.
4. Steps towards target area with foot opposite throwing arm.
5. Hips then shoulders rotate forward.
6. Throwing arm follows through, down and across the body.
(Introductory components marked in bold)

Important considerations
Children are ready to demonstrate proficiently the introductory components of the overarm throw by the end of
Year 1 and the fine-tuning components by the end of Year 4.
Objects need to be thrown with force, so that components 3, 5 and 6 will develop. For this reason, it is not
recommended to teach throwing and catching together, especially if students are working with partners. Immature
techniques can be seen in students who have not had the opportunity to throw frequently and hard when learning
the skill. To minimise the danger of objects thrown with force, use bean bags, scrunched up paper, soft foam balls
or scarves.
The objects used for throwing need to be of a size which allows them to be comfortably grasped in the individuals
fingers (not the palm of the hand). If the object is too large it will force the student to resort to an immature
throwing technique. If students are having problems balancing when throwing, instruct them to raise their nonthrowing arm and point it to the target area.
When focusing on specific components of the throw, ensure that the whole movement is practised. Any pause or
breaks in the sequence will cause speed to be lost. Even the follow-through greatly determines the speed of the
throw.

32

Developing the skill

Teaching cues

Common errors

Say to the students:

Look at your target.
Point to the target (with your non-throwing arm).
Stand side-on.
Step forward and throw.
Follow through, down and across your body with
your throwing arm.
Swing your arm down and back as you prepare to
throw.
Step, throw and follow-through down and across
your body.

Teaching the skill

Practising the skill

Use existing playground markings or make lines on the

ground with chalk or masking tape as markers. Use a
verbal cue, such as: Step forward and throw. Ask
students to step off these markers towards their target.

Use demonstration and verbal cues such as followthrough, down and across your body to focus students
attention on the follow-through motion of the throwing
arm.
Use the analogy of a rubber band held vertical and
twisted to focus on the hip and shoulder rotation. Ask
students to imagine the force that it has as it is released
and uncoils. Try to mimic this force in the preparation
and propulsion phases of the throw.

Provide a range of large targets, e.g. brightly

coloured markings on the playground, large hoops
or skipping ropes laid out in different shapes. Make
sure the targets are a substantial distance from the
students. This encourages them to use force in their
throwing action.
Organise the students to work in two lines 5-7
metres away from their partner. Students stand
side-on, with their non-throwing arm pointing
towards their partner. A variety of soft objects
should be used. Focus needs to be maintained on
the throw, rather than on the catch.
Incorporate the throw into major games such as
cricket and softball or in minor games.

Chapter 2

looking down at the ground or feet

standing front on to the target area
standing with throwing shoulder closest to target
area (as if throwing a dart)
throwing arm taken straight back, up to beside the
head, or forward as if throwing a dart
throwing arm significantly bent at end of back
swing
stepping towards target area with same foot as
throwing arm
hips do not rotate forward during propulsion
hips and shoulders rotate together (whole upper
body twists as one)
throwing arm points to target area after throw,
rather than following through down and across
body
little or no weight transference on to the back foot
during preparation.

Ask students to:

work with a partner and experiment with different
hip, shoulder and feet movements as they throw
stand facing towards the target, keeping their hips
and feet still
stand side-on and rotate their shoulders but not
their hips
stand side-on and rotate hips and shoulders
take a small step as they throw to transfer their body
weight
work with a partner to provide feedback about each
of the different positions.
Students identify which position is the most efficient
for distance and speed.
Have the students practise the throw from a sitting,
kneeling and standing position. Ask the students what
difference they notice in the distance of the throw. What
different body parts did they use?

Learning about fundamental movement skills and their components

33

Leap
About the skill
The leap is a locomotor movement characterised by a take-off on one foot, a long flight phase and a landing on the
opposite foot. Although it is an extension of the sprint run, it differs in that it is a discrete skill with a clear beginning
and end point. It is basic to everyday activities, such as jumping over low obstacles, playground games such as
hopscotch, and various team activities. The leap is also used in gymnastics and dance and is specific to events
such as hurdling and the triple jump in athletics.

Skill components

1. Eyes focused forward throughout the leap.

2. Knee of take-off leg bends.
3. Legs straighten during flight.
4. Arms held in opposition to the legs.
5. Trunk leans slightly forward.
6. Lands on ball of the foot and bends knee to absorb landing.
(Introductory components marked in bold)

Important considerations
Children are ready to demonstrate proficiently the introductory components of the leap by the end of Year 2 and
the fine-tuning components by the end of Year 5. The leap is a more complex skill to master than other locomotor
skills because of the amount of force needed to perform it proficiently.
Students are generally not capable of force until 10-11 years of age. With this increase in the production of force
comes the ability to acquire a longer flight phase, which allows time for the student to reach forward with the
opposite arm to the lead leg, and straighten legs during flight (components 3 and 4).
Some children may be able to perform the landing (component 6) during Stage 1. However this would need to be
rechecked later, as growth and maturation will result in greater force being produced and, therefore, more force to
control on landing. When students have become proficient in the leap, the next step is to ensure that the landing is
of a good quality when combined with other skills, such as the catch.

34

Developing the skill

Teaching cues

Common errors

Say to the students:

Look straight ahead.
Bend knee to take off.
Scissor legs.
Stretch your arms out.
Lean into the leap.
Land softly.

Teaching the skill

Practising the skill

Ask students to:

stand with one foot inside a hoop, push off and land
outside the hoop on the other foot
take a large step over a range of obstacles from a
standing start, landing on one foot. Use small
hoops, marks on the ground or a low pile of bean
bags. Tell students to use a small run-up to leap over
the same obstacles
explore different body positions while leaping e.g.
to bend at the waist, lean backwards, keep the body
upright, lean slightly forward. Ask: which way feels
the most comfortable?
leap with their arms in different positions to
determine which arm position helps them to leap
the furthest or highest. They could try leaping with
both arms pushed forward, one arm forwards and
one arm upwards or both arms down.

Combine high and low leaps. Use soft objects or

objects which fall apart readily to form slightly
higher barriers.
Use imagery to assist students to practise the leap:
for example, ask them to leap over a puddle of water,
a river full of crocodiles, a deep dark valley or from
cloud to cloud. Mark a river with two extended
ropes.
Have students leap to a rhythmical
accompaniment. Tap a tambourine for the run-up,
shake it gently to indicate the leap.
Students shadow a partner as they move around an
obstacle course with leaps, hops and skips.
Encourage students to develop proficiency in
leading with either leg.

Chapter 2

looking down at the ground or feet

insufficient knee bend in take-off leg (resulting in
lack of propulsion or forward and upward elevation)
being unable to take off on one leg
taking off and landing on the same foot (hops)
legs remain bent during flight
short flight stage (or no period where both feet are
off the ground)
arm opposite the lead leg does not reach forward
during flight
trunk is upright during flight
landing flat-footed or heel first
ankle, knee or hip do not bend to absorb landing
inability to control landing without losing balance
little horizontal distance covered.

Ask students to explore different ways of pushing off

with their take-off leg. They could use marks on the
ground to measure the difference between:
taking off with a straight leg from a standing
position
using a small slow run-up, with a bent leg on takeoff
using a fast run-up, with take-off leg bent and the
leading leg stretching out in front.
Organise students into pairs. Instruct students to give
feedback about the softness of the landing as they leap
across different distances. Partners should look for
landing on the ball of the foot and the knee bent to
absorb the force.

Learning about fundamental movement skills and their components

35

Kick
About the skill
The kick is a manipulative striking skill characterised by producing force from the foot to an object. The stationary
place kick is the focus of this skill and involves kicking an object which is still. It is basic to kicks used in all football
codes. It is also important for footeye coordination. The stationary place kick has been chosen as it is the most
widely-used kick by primary school children, is the easiest in which to develop proficiency, and is more closely
related to lead-up activities and modified games than other kicks.

Skill components

1. Eyes focused on the ball throughout the kick.

2. Forward and sideward swing of arm opposite kicking leg.
3. Non-kicking foot placed beside the ball.
4. Bends knee of kicking leg at least 90 degrees during the back-swing.
5. Contacts ball with top of the foot (a shoelace kick) or instep.
6. Kicking leg follows through high towards target area.
(Introductory components marked in bold)

Important considerations
Children are ready to demonstrate the introductory components of the kick proficiently by the end of Year 2 and
the fine-tuning components by the end of Year 5. The kick is one of the last fundamental movement skills in which
students will demonstrate proficiency.
Component 6 is largely dependent upon the amount of force being produced during the preparation and propulsion
phases of the kick. Students should be instructed to kick the ball as hard as possible, concentrating more on velocity
than accuracy, and be given plenty of opportunities to practise in order to develop proficiency.
Placing the ball on a low tee or a bean bag can enable students to get their kicking foot under the ball and make
contact with their shoelaces or instep.
Beach balls, balloons or foam-filled balls are ideal to use when introducing the kick. They are large and soft and
can be kicked forcefully without causing injury or travelling a great distance.

36

Teaching cues

Common errors

Say to the students:

Keep your eyes on the ball.
Place your foot beside the ball before you kick.
Step forward and kick.
Swing the arm opposite to your kicking leg.
Swing your kicking leg back.
Follow through.

looking at target area rather than the ball

non-kicking foot is placed behind or in front of the
ball
knee of kicking leg is not bent during back swing
inability to maintain balance on one leg during
kicking sequence
ball contact made with toe
poking or pushing at the ball rather than kicking
through it (results in no follow-through or straightlegged kick)
body does not lean back slightly just prior to contact
arm opposite kicking leg is kept beside body during
preparation
little or no lateral hip rotation (twisting away from
the ball) during preparation
run-up to the ball is straight rather than at a 45degree angle.

Teaching the skill

Practising the skill

Place a mark on soft large objects such as beach balls,

foam-filled balls or balloons. Tell students to:
watch the mark on the ball as they prepare to kick
kick with force but without fear of injury.

Students hold on to a partners shoulder or a chair

beside them to balance. They place the non-kicking
foot beside the ball. They swing the kicking leg back
and then forwards to kick the ball.
Students mark a starting point on the ground about one
step away from the ball. They step forward with nonkicking foot, placing it beside the ball. Use verbal cues
such as step forward, kick to help students develop
rhythm and force.
Get the students to work with a partner. Ask the
partners to explain how their arms move when they
kick the ball. Students try using different arm
movements when they kick. Can they discover which
arm movements work best? (Forward and sideward
swing of arm opposite kicking leg.)

Make a kicking tee out of a pile of sand, bean bags

or a low batting tee. This lifts the ball off the ground
so that students can get their kicking foot under the
ball.
Place 2 or 3 balls along a line. Students need to begin
with a low follow-through, then increase the height
of the follow-through with each kick.
Rub chalk on students shoelaces or the part of the
foot that should make contact with the ball. They
try to leave a mark on the ball when they kick it.
Lighter balls can be used to encourage students to
kick with force without fear of injury.
Practise the kick in modified games which involve
small groups of students and focus on kicking for
distance.
Include as part of a station in a circuit or tabloid.

Chapter 2

Developing the skill

Instruct students to try kicking the ball in a number of

ways, for example:
with a stiff non-bending kicking leg
with no back swing
with a small back swing from a step-up position
from a run-up with a big back swing.
Ask students which method produced the most force
and identify reasons why.

Learning about fundamental movement skills and their components

37

Two-hand strike
About the skill
The two-hand strike is a manipulative skill in which force is applied to an object using an implement, in this case
a bat. It forms the foundation to more advanced games and sports-specific skills, such as: the strike in T-ball,
baseball and softball; the drive in cricket and hockey; the golf swing; and ground strokes in racquet sports, handball
and volleyball. Because of the variability of ball tosses, performing the two-hand strike from a T-ball stand is the
focus in this resource. Although these striking actions may differ slightly in performance, the same mechanical
principles apply to both.

Skill components

1. Stands side-on to target area.

2. Eyes focused on the ball throughout the strike.
3. Hands next to each other, bottom hand
matches the front foot.
4. Steps towards target area with front foot.
5. Hips then shoulders rotate forward.
6. Ball contact made on front foot with straight
arms.
7. Follows through with bat around the body.
(Introductory components marked in bold)
6

Important considerations
Children are ready to demonstrate proficiently the introductory components of the two-hand strike by the end of
Year 2 and the fine-tuning components by the end of Year 5. The two-hand strike is the most complex of the twelve
fundamental movement skills in this resource.
Initial instruction should focus on velocity rather than accuracy. A contributing factor to success with this skill is
ensuring the bat is not too long or heavy and the tee not too high. If younger students are having difficulty, you
could commence instruction using the hand as the implement, starting with slow moving objects such as beach
balls or balloons. Have students progress to a small, short-handled implement that can be held comfortably in
one hand, such as a paddle bat, then on to a longer implement requiring two hands for control.

38

Teaching cues

Common errors

Say to the students:

Stand side-on.
Keep your eyes on the ball.
Position your hands so they match your feet.
Use a big swing.
Step forward and swing.
Contact the ball with straight arms.
Swing and follow through.

looking at the target area rather than the ball

having an open stance with feet more front on to
target area
front shoulder doesnt point to target area
feet are not shoulder-width apart
hands are not next to each other on the bat
hands wrong way round on the bat
weight is not transferred onto back foot during back
swing
front foot doesnt step towards target area during
propulsion
bat does not swing horizontally through ball
(swatting action used)
no hip rotation, or hips and shoulders rotate
forward together
no weight transferred onto front foot during
forward swing
ball contact made while on back foot
ball contact made with bent arms
bat points toward target area during follow-through
rather than wrapping around body.

Teaching the skill

Practising the skill

Make marks on the ground to show the starting

position for the strike. Instruct students to:
stand to the side of the T-ball stand
rest the centre of the bat above the top of the tee
take a small step back so that the front foot can step
towards the target area when they swing and strike
step towards target and swing.

Students use bats made of rolls of newspaper to mirror

the stance and rhythm of the strike demonstrated by
the teacher. Teachers use verbal cues such as step
forward, swing or swing and follow-through to focus
on body movement or rhythm as the students practise
the strike.
Allow students to explore different ways of swinging
the bat:
swinging with arms bent
both arms straight
making a half swing with no follow-through
trying a full swing and follow-through.
Students discover if there is a difference and if one
method works better than the others.

Chapter 2

Developing the skill

Students strike soft slow-moving objects, such as

balloons or foam balls, with the preferred hand.
They use short-handled bats and then progress to
long-handled bats.
Students practise hitting a ball or balloon
suspended from a height. They experiment with
different open and closed hand grips.
Students use a variety of bats and balls for striking.
Improvise by using witches hats, plastic pipes or
cardboard rolls for batting tees. Try hanging tennis
balls in stockings from an overhead beam for
variety.
Practise the strike in modified games such as target
practice where students aim to strike the ball
through goals for points.
Students practise the strike as a station in a circuit.

Learning about fundamental movement skills and their components

39

Dodge
About the skill
The dodge is a locomotor skill that involves a high degree of balance and stability. It is an extension of the side
gallop and sprint run and incorporates dynamic, fluid and coordinated movement to change direction. It is common
to many playground games and activities and is an important skill in the majority of team sports.

Skill components

1. Changes direction by bending knee and pushing

off the outside foot.
2. Change of direction occurs in one step.
3. Body lowered during change of direction or in the
direction of travel.
4. Eyes focused forward.
5. Dodge repeated equally well on both sides.
(Introductory components marked in bold)
4

Some important considerations

Children are ready to demonstrate proficiently the introductory components of the dodge by the end of Year 2 and
the fine-tuning components by the end of Year 5. Students need to perform this skill at speed in order to be able to
demonstrate component 1.
Non-locomotor movements, such as bending, twisting, turning and swaying, are all good lead-up activities for the
dodge. Children should practise dodging on both sides initially, although it is not unusual for them to be more
proficient on one side. When teaching the dodge, get students to specifically attempt to dodge markers as opposed
to running around them. Touching markers with the outside foot can also assist in the development of this skill.
Students will be more successful at dodging if they are given opportunities to experiment with their base of support.
Students can vary their base of support by changing their feet positions from close together to wide apart. When
changing direction, they should lower their body weight (centre of gravity), and push off the outside foot.

40

Developing the skill

Teaching cues

Common errors

Say to the students:

Look straight ahead.
Use the outside of your foot.
Lower body height down and then up when
changing direction.
Use your knees to change direction.
Use only one step to change direction.
Lower body height and transfer body weight.

Teaching the skill

Practising the skill

Arrange witches hats or markers in a zigzag pattern.

Ensure students dodge markers by instructing them to
touch the marker with the outside of their foot.

Ask students to run on the spot. On the command

freeze, students stop with their feet apart and their
body lowered. On the command melt, students
continue running on the spot.
Students play follow-the-leader. The leader starts by
making large zigzag steps and then increases the
number of steps before changing the direction of travel.

Ask students to change direction:

with their feet close together
with their feet wider apart
with body held upright
with body dropped down low
with arms kept close by their side.
Students determine which way is the most efficient
and why.

Chapter 2

looking down at the ground or in the direction of

travel
little or no knee bend or push off outside foot during
change of direction
little or no deception in body movements
inability to perform the dodge on both sides of the
body
change of direction is slow and requires numerous
small steps
hesitation or pause while changing directions
more than one step is required to complete change
of direction
no head or shoulder fake during change of
direction.

Students run in an open space. On the command

change, they push off on the outside foot to
change direction.
Students dodge off and onto a line. Place some
markers about 40 cm either side of a straight line
about 50 metres long every two metres. Students
run along the line and lower their body when they
step out to the marker and push off and back to the
centre line.
Place marks on the ground with chalk, masking tape
or pieces of non-slip matting at random. Students
run to a mark, place their foot on the mark, dodge
on that foot to run towards another marker.
Students follow a partner who runs and dodges
through an imaginary paddock full of prickles.
Students can devise their own safe tracks through
the paddock. Encourage students to bend their
knee and push off on their outside foot when
changing direction.
Have students play partner tag games and
dodgeball games, modifying the rules to change
direction using only one step, or make students
dodge rather than jump over the ball.

Learning about fundamental movement skills and their components

41