MTEC504 Health, Safety
and Physical Education in
Early
Topic 5 Exploring Physical Development Across the Lifespan
Early Childhood stages of motor development.
DR GERALDINE LANE UC
I acknowledge the Whadjuk Nyungar people, Traditional Custodians of the land on which we gather today, and pay my
respects to their ancestors and Elders past, present and emerging.
Real Life
 There is a growing concern for the health status of
Australian children.
 We as early childhood educators need to prioritise the
development of health and physical education in
curriculum development and school development
policies
 Assignment 1 – Any last- minute questions
 Due Thursday 8
th January 2025 23:59 (AWST)
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Reference:
Part 4 –Early Motor
Behaviour Across the
lifespan (Gabbard,
2013 p. 245 )
Topic 5 - Exploring Physical Development
Across the Lifespan
Motor behaviour during early childhood.
 Familiarise yourself with the basic terminology of FMS
development, you will need this to successfully understand this
unit.
 Read this chapter along with the FMS Book 1 from WA Department
of education. Familiarise yourself with FMS Book 2 as well, see
attached, these will be helpful for A2.
 FMS – general motor skills that form the foundation of more
advanced and specific movement activities.
 Movement patterns – term used to describe the process rather
than the product (performance) characteristic of the movement.
Moving, Thinking, Feeling, Talking
 Enhancing young children’s social, emotional, physical, intellectual and language
development through outdoor play is an important goal for early childhood
programs.
 A well-rounded physical component, comprised of sound FMS development, can
equip young children for a childhood and lifetime rich in physical activity.
 A free, encouraging and well structured and equipped play environment where
children can explore and challenge their capabilities will contribute to growth
and development in area of
 BODYAWARENESS
 CONCEPT OF SELF
 BODY CONTROLAND COORDINATION
Phases of FMS 2 to 7 years - 3 developmental
phases.
 Initial stage is characterised by relatively crude, uncoordinated
movements where children make their first observable and
purposeful attempts at performing the movements.
 Elementary stage is a transitional period. Coordination and
rhythmical performance improve, and children gain greater
control over their movements.
 Mature/proficient stage is characterised by the integration of all
the component parts of pattern of movement skills into a well
coordinated, technically correct and efficient movement. From
this stage performances improves rapidly.
Young children require proficient movements before attempting
modified and formal sports.
An Infant's First Steps
 Short, quick, rigid steps
 Toes point outward
 Use of wide base of support
 Flat-footed contact with floor
 Arms in high-guard position
 Arms are rigid
 Arms are not swung freely in opposition to legs
Walking
 Immature walker ~ Note the high guard-arm
position, wide base of support, flat-footed
contact, and toeing-out
Fundamental Movement Skills
 Locomotor skills; Walking, running, jumping, leaping,
galloping, skipping, climbing and tricycling, swimming.
 Non locomotor – stability skills; bending, stretching,
twisting, turning, swinging, balancing, body rolling and
dodging
 Manipulative skills – object control; throwing, catching,
kicking, striking bouncing, rolling, volleying and
trapping.
Balance Facts
 Also called postural control
 Two types of balance
 Static
 Dynamic
 Task specific
 Affected by growth and developmental changes
 Foot length, base of support (BOS) width, height of the
center of mass (COM) over the BOS
Department of Education. (2013). Fundamental movement skills. Book 1. Retrieved
fromhttp://det.wa.edu.au/stepsresources/detcms/navigation/fundamental-movement-skills/
Department of Education. (2013). Fundamental movement skills. Book 1. Retrieved
fromhttp://det.wa.edu.au/stepsresources/detcms/navigation/fundamental-movement-skills/

The central component of the early
childhood physical education program
should be focused on helping children
progress to the mature, proficient stage
in a wide variety of fundamental
movement skills.
Intrinsic motivation – It’s important for educators
to nurture FMS movement abilities at an
appropriate developmental level in order that
they may feel and physically competent. When
children have developed coordination, confidence
and self control in movement experiences their
sense of competence and accomplishment is
carried over to all other areas of development.
Next, you need to develop your observation
skills – we will address this in Topics 6 & 7.
Child Australia (2012)
Create the Perfect Play
Space Learning
Environments for Young
Children (Image)
Research tells us
 Children do not automatically develop proficient movement skill patterns.
Children need opportunities to practise, encouragement, quality instruction
in an environment conducive to physical learning.
 What does an effective outdoor learning environment look like?
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WHY WE OBSERVE
Observation as a professional skill
• Movement as a window into development
• Linking observation to planning
EYLF Links:
•Outcome 3: Children have a strong sense of wellbeing
• Outcome 1: Children have a strong sense of identity
• Outcome 4: Children are confident and involved learners
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OBSERVATION ACROSS THE LIFESPAN
Infancy
• Toddlerhood
• Early childhood
• Middle childhood

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Observing Infants: What Are We Looking For?
(i)Reflexive movements
(ii) Postural control
(iii) Head, trunk, and limb control
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Infant Locomotion Milestones
(i) Rolling
(ii) Crawling
(iii) Pulling to stand
(iv) Early walking
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Red Flags in Infant Movement
❖ Asymmetry
❖ Limited exploration
❖ Persistent primitive reflexes
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Observing Toddlers (1–3 years)
❖ Rapid gains in independence
❖ Trial-and-error movement
❖ Emerging balance and
coordination 3/01/2023 20
Toddlers and Stability
❖ Balancing
❖ Bending and stretching
❖ Body awareness
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Observing Early Childhood (3–5
years)
❖ Fundamental movement skills
emerge
❖ Increased coordination
❖ Purposeful practice through
play
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Process-Oriented Observation in Practice
❖ Focus on how the movement is
performed
❖ Compare against developmental
sequences
❖ Avoid performance comparisons3/01/2023 20
Observing Locomotor Skills
❖ Running
❖ Jumping
❖ Hopping
❖ Skipping
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Observing Manipulative Skills
❖ Throwing
❖ Catching
❖ Kicking
❖ Striking
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Observing Stability and Balance
❖ Static Balance
❖ Dynamic Balance
❖ Core Control
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Observing Middle Childhood (6–12 years)
❖ Refinement of Skills
❖ Increased efficiency
❖ Application in games and sport
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Movement and Psychosocial Development
❖ Confidence
❖ Peer Interaction
❖ Motivation
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Inclusive Observation Practices
❖ Cultural Considerations
❖ Ability Diversity
❖ Trauma-informed Practice
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Documenting Movement Observations
❖ Anecdotal Records
❖ Checklists
❖ Learning Stories
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Linking Observation to Planning
❖ Intentional Teaching
❖ Differentiation
❖ Environment design
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Ethical Considerations in Observation
❖ Confidentiality
❖ Professional Judgement
❖ Family Communication
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Gabbard -Assessment
 View Table 13.1 Comprehensive physical-motor assessment.
 Need to consider;
 Biological growth –body mass anthropometric measures eg circumference, length,
skeletal maturity, body composition.
 Developmental (level of functioning) - cardiorespiratory, muscular
strength/endurance, flexibility, coordination, speed, etc.
 Motor behavior (performance) – reflect behavior, spontaneous movement behavior,
rudimentary behavior, FMS behavior and sport skill behavior.
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Preparing for Assessment Tasks
❖ Observation skills for Assignment 2
❖ Using developmental continua
❖ Evidence-based justification
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Key Take-Home Messages
❖Observation is intentional and Skilled
❖Movement reflects whole-child
development
❖Quality observation improves outcomes
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Terminology of assessment
 Assessment is a process that involves both measurement
and evaluation.
 Measurement – information on which assessment is
made.
 Evaluation – process of decision making with regard to
the value or worth of collected information.
 Norm referenced – quantitative evaluations designed to
compare an individual with those of other person of
similar sex, age. Often based on statistical samplings of
large numbers of individuals.
 Criterion referenced – Criterion referenced assessment
(CRA) is the process of evaluating (and grading) the
learning of students against a set of pre-specified
qualities or criteria, without reference to the
achievement of others (Brown, 1998; Harvey, 2004).
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Terminology - Gabbard
 Observing FMS is referred to as process oriented, this involves the
measurement and evaluation of the characteristics of the process, or
form, such as those used in FMS patterns. This data is qualitative.
Although if you also include a product oriented final assessment the
data can be used with norm or criterion assessments.
 Process oriented instruments are most often criterion referenced,
that is, individuals are compared to themselves in relation to
established criteria
 Inherent in these instruments is the intent to identify an individual’s
current movement qualities and compare the actions to an
established developmental sequence.
 Using a observational developmental continuum is a suitable way to
identify and record the development level of the FMS either initial
stage, elementary stage or proficient stage. Most process-oriented
instruments use a global analysis
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Purpose of Assessment - Gabbard
 Diagnosis and screening – In ECE we often use observation in effective
ways to identify children who may not be developing normally. There are
different tools/instruments that can be used to assess motor
development. For example (e.g., Apgar scale and Bayley III Screening
Test).
 As an educator I would try to arrange for an OT to complete the formal
screening.
 Determine Status – to determine individuals’ status, progress, or
achievement – this then allows for an appropriate program to be
developed.
 Placement – E.g. Ability grouping - grouping children for example
swimming lessons in the same stage. Our ability as educators to cater for
diverse physical development is an important skills but to do this we
need to fully understand the stages of FMS.
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Purpose of Assessment - Gabbard
 Program content – In assignment 2 you are asked to write some
recommendations, these will assist with program content. ECE
educators should aim to plan developmentally appropriate programs.
 Program evaluation – Educators frequently use assessment results to
evaluate the program and thereby determine the possible need for
program changes.
 Construction of Norms and Performance Standards - Measurement,
especially among large populations, provides data that can be used in
establishing norms and performance standards. Group norms enable
comparisons with other groups, such as those based on a nationwide
sample.
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Summary
 Assessment provides an opportunity to observe, document,
and interpret change across the life span as well as to
determine growth and development (Gabbard p 435, 2014).
 Have a think about it!
 Next week collaborate
 Overview of assignment 2
 Topic 6 Understanding the Assessment in Physical Education
and the assessment of Motor Development
 & Topic 7 Understanding the Assessment of Motor
Development
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“It is not the answer that enlightens,
but the question” (Eugene Ionesco)
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学霸联盟