Abstract

The place of explicit movement skill development programs in early childhood settings is contentious. However given the growing understanding that movement competence is important for maintaining an active and healthy lifestyle (Hands, Parker, & Larkin, 2001), well planned and effective programs specifically designed for young children are important.

In this paper, the influence of a new teaching resource designed to support teachers in implementing a fundamental movement skill program is presented using a case study approach. The case studies were constructed with teachers working in a range of early childhood settings. The impact of the program on teachers’ level of confidence, knowledge of fundamental movement skills and personal physical activity level is presented. The information was gathered using a structured self-reflection process including a journal, group meetings, individual face-to-face interviews and a final written evaluation. The findings indicate an increase in teacher confidence and knowledge but no impact on personal physical activity level.

Keywords

Peer-reviewed, FMS, Fundamental Movement Skills, children, teachers, preprimary

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