@Developing-Fundamental-Movement-Skill ALL

Introduction

www.sparc.org.nz On 1 Feb 2012, SPARC
changed its name to Sport NZ.

www.sportnz.org.nz

2 3
9
Contents 115
185
Introduction
Locomotor skills
Stability skills
Manipulative skills

INTRODUCTION 3

Introduction

Developing Fundamental Movement Skills is a resource for teachers, coaches,
parents, children and others who want to support the development of
fundamental movement skills in children aged 5–12 years in a fun and
purposeful way. Fundamental movement skills provide a foundation for many
physical activities including play, games, te ao kori, kapa haka, dance, outdoor
recreation and sports. Having these skills is an essential part of enjoyable
participation and a lifelong interest in an active lifestyle.

The intent of this resource is to enable children to learn and develop fundamental
skills through play and games. It is also designed to encourage maximum participation
and enjoyment, and to assist children to progress at their own rate.

Developing Fundamental Movement Skills can be used to enable movement in formal
and informal activity sessions (play, games, dance and sport) in schools, sports clubs,
community groups and at home. You are encouraged to implement a child-centred
approach by providing movement experiences in which children can explore and
discover for themselves. These experiences increase their understanding of movement
and help to develop their competence and confidence in a broad spectrum of
fundamental movement skills.

Using this resource

The following sections offer further insight into the structure of this resource and
how to use it:

• Categories of fundamental movement skills.
• Understanding the fundamental movement skills sections.
• Understanding the activities.
• Questioning to enhance learning.
• Selecting developmentally appropriate activities.
• Learning through playing games.
• Creating an environment for participation and learning.

Categories of fundamental movement skills

This resource groups skills and activities under three fundamental movement
skill categories:

• Locomotor skills involve the body moving in any direction from one point to
another. Locomotor skills in this resource include walking, running, dodging,
jumping, hopping and skipping.

• Stability skills involve the body balancing either in one place (static) or while in
motion (dynamic). Stability skills in this resource include landing, balance (static
and dynamic) and rotation.

• Manipulative skills involve handling and controlling objects with the hand, the
foot or an implement (stick, bat or racquet). Manipulative skills in this resource
include throwing and catching, striking with the hands, feet and an implement
(e.g. kicking, volleying, batting and dribbling).

FUNDAMENTAL SKILLSS

4

Understanding the fundamental
movement skills sections

Description

A brief description of each movement skill is provided at the beginning of each
activity section. This description includes what the skill is, when it is used and why
it is important.

Movement principles and learning cues

Definitions and application of movement principles relating to each skill are provided
where appropriate. These principles are the foundation on which the learning cues
are based. The learning cues provide a focus for your observations of children’s
learning and development in relation to movement skills.

You are encouraged to take a child-centred approach to applying these movement
principles and learning cues. Learners develop an understanding of movement skills
and learn more effectively when they are involved in solving problems for themselves.
Children need the opportunity to experience an activity and play an active role
in contributing to or being part of their own learning. You can help them in their
learning process by providing learning cues when and only if they require it.

Learning phases

Each movement skill is divided into three learning phases that progress from simple
(discovering) through to more complex (consolidating). Each child will be at a
different phase depending on their experience and prior learning. Activities in each
phase provide a progressive sequence for learning.

The three learning phases are characterised below.

In the discovering phase, the child makes a concentrated effort to learn the
movement. Activities for this stage enable children to explore and discover for
themselves what is involved in performing a particular movement skill.

• In the developing phase, learners become more efficient and refined in their
performance of the movement skill through repetition and practice in a variety
of contexts.

• In the consolidating phase, children use more automatic movements than in
the developing phase. They can apply movement skills in a variety of ways and
combine other movements in more complex games and activities.

Understanding the activities sections

Developing Fundamental Movement Skills provides a selection of activities that help
children to learn about movement skills, movement concepts and strategies that are
associated with many kinds of play and games. Playing games that are fun, inclusive
and skill-based will help prepare children to participate in a wide variety of physical
activities with greater success and enjoyment.

Each activity provides information about the movement skills and concepts being
developed, along with a list of resources needed to implement the activity.

INTRODUCTION 5

Movement skills/concepts

At the beginning of each activity, a list of the movement skills and concepts that it
develops has been included. Movement concepts describe how a movement skill can
be performed (e.g. jump high, land softly and kick far). To perform the skill, children
need to have a basic understanding of movement concepts. This resource, through
games and activities, provides children with an opportunity to explore movement and
develop an understanding of how their body moves in different ways. The movement
concepts are the basis of many movement education programmes. Table 1 outlines
these movement concepts.

Table 1. Movement concepts

Body awareness Space awareness Qualities Relationships
(what the body (where the body (how the body (to whom and what
can do) moves) moves) the body relates)
Speed of moving (e.g.
Different shapes a Personal (immediate fast, slow, sudden, To people
body can make (e.g. space around child) sustained) (e.g. mirroring,
stretched, curled, and general space matching, shadowing,
twisted, wide, narrow) (total available space) Force (effort) of together, pairs or
moving group)
Balancing on different Direction (forwards, (e.g. strong, light)
parts of the body (e.g. backwards, up, down) To objects
one foot for a stork and pathways or Flow of moving (e.g. (e.g. under, over, in,
balance) patterns (e.g. circle, free, bound) out, between, in front
zigzag) of moving of, above, below)
Transfer of weight
from one part of the Levels or location of
body to another (e.g. body or body parts
walking) of moving (e.g. high,
medium, low)

Adapted from Kirchner & Fishburne, 1996.

Set-up

Resources, facilities and equipment required for each activity are listed under ‘Set-up’.
Modify the activity as appropriate, based on available resources. Here you can also
find details on how to group and arrange the children for the activity.

Activity

This is a description of how the activity can be implemented, including rules and
modifications where relevant. Amend the activity to suit the needs and interests of
the group of children with whom you are working.

Can you see …?

The bullet points under this question are a sample of what you should observe when
children execute the movement. Apply them where needed to assist the development
of children’s learning. The bullet points provide the basis for possible questions to
ask the children about their experiences. The bullet points also include some safety
considerations where required.

You could ask …

In this section specific sample questions are provided to create a learning environment
where children reflect on and share their experiences of that activity. Through this
method, children’s learning is enhanced and children take more responsibility for their
own learning.

FUNDAMENTAL SKILLSS

6

Variations

Examples of variations for each activity are provided. Children are encouraged to
modify activities themselves to suit their needs, availability of equipment and facilities,
and to take ownership of the activity.

Questioning to enhance learning

When you pose questions and give children an opportunity to solve a problem, the
children will try hard to solve it. The solution they generate is theirs. They will take
greater ownership of the solution than if they were told what to do, when to do it
and how to do it. Solving problems through questioning enables children to
explore, discover, create and generally experiment with a variety of movement
and tactical processes.

Developing Fundamental Movement Skills includes sample questions (see ‘You could
ask …’ in specific activities) to help children reflect on their learning while playing
games, as well as to enable them to share what they know and discover.

The following are some examples of the types of question you could ask:

• Skill questions develop purposeful feedback and skill awareness. They ask
what? where? (e.g. What did you notice when you hopped for distance? Where
did your throwing arm finish after you released the ball?)

• Tactical questions develop decision making and problem solving with respect
to the strategies of the game/activity. They ask how? why? (e.g. How can you
and your partner work together to get into a position to score a goal? Why did
you run faster this time?)

• Review questions develop thinking skills in relation to modifying activities to
make it more challenging, enjoyable and inclusive (e.g. What did you enjoy
about this activity? What would you change about this activity? What did you
learn about this activity?)

For further information on questioning, visit www.sparc.org.nz/sport/coach-
development-education

Selecting developmentally appropriate activities

Developing Fundamental Movement Skills is designed to identify the needs and
interests of children, and engage them in a variety of movement experiences and
contexts, with the emphasis on fun and learning through play and games.

When selecting activities for children/group, keep in mind that:

• children learn and develop movement skills in different ways and at
varying rates

• children’s motor skill development is related to – but does not depend on –
their age and experience

• when children are ready (i.e. they have the prerequisite physical, social and
cognitive skills) and are interested (i.e. they are keen and motivated), they
will learn

• children are likely to develop movement skills in a progressive order, learning
simple before complex skills (e.g. walking and hopping are simple movement
patterns and combine to create a skip).

INTRODUCTION 7

• children tend to develop control of their body from the centre (trunk) to the
more distant parts (arms, hands and feet), (e.g. children develop trunk rotation
movements like throwing before they develop fine motor skills like handwriting).

This resource provides developmentally appropriate activities, progressing from simple
to complex movement skills, to enable children to learn those skills.

Identifying and catering for children’s physical, cognitive, social and emotional
needs and interests are explored in other coaching and educational support material
available on www.sparc.org.nz (coaching sections) and www.tki.org.nz (physical
education sections).

Learning through playing games

Children love to play games. Through playing games they have an important
means to express, explore and discover many aspects of life relative to themselves
and others. Playing games can be a means of physically developing fundamental
movement skills and, at the same time, of enabling children to learn about
cooperation, competition, communication, relationships, equity and the meaning
of success.

Teaching Games for Understanding (TGfU) is one child-centred approach through
which children learn about the game and develop skills within the context of a game
rather than separate from it. Learning in context builds a sound understanding of the
game and provides better opportunities to apply skills and make decisions about it.

When assisting children to learn in the context of games, your role is to make
decisions on how to adapt the game to suit the needs of the child or group.
You can ask questions so that children can learn about a particular aspect of
their performance.

Creating an environment for participation
and learning

A secure and supportive environment that focuses on participation, enjoyment and
learning of movement skills will produce positive outcomes.

In establishing this kind of environment, consider the following:

• establish a positive atmosphere in which children and adults interact
in a supportive and enthusiastic way, and positive reinforcement and
praise dominate

• maximise participation by:
− allowing lots of time for practice
− having small groups with access to equipment
− ensuring all children have access to equipment
− avoiding elimination games
− catering to different needs and abilities

• modify the activity (making it harder or easier) so that all children achieve
success by changing rules, equipment, grouping, area and demands of the task

• ensure children’s safety both physically (e.g. equipment, facility) and
emotionally (children are comfortable about what they are doing and
confident to extend themselves).

FUNDAMENTAL SKILLSS

8

Locomotor Skills

www.sparc.org.nz On 1 Feb 2012, SPARC
changed its name to Sport NZ.

www.sportnz.org.nz

10 11
26
Section contents 45
63
Walking 85
Running 95
Dodging 102
Jumping
Hopping
Skipping
Additional Locomotor Activities to Try

LOCOMOTOR SKILL 11
WALKING

Walking

Description

Walking is the transfer of weight from one foot to the other while moving forwards
or backwards. One foot is always in contact with the ground, and the arms swing
freely in opposite directions. Walking is an important travelling locomotor skill and
is used in everyday activities like walking to school, in sports (e.g. athletics and
marching) and in play and dance activities.

Applying movement principles

Balance: Walking is the continuous process of losing and recovering balance. The
inner edges of the feet should move along a straight line to allow the centre of
gravity to shift directly over the base of support.

Direction of force: Direction of force is initiated from the back leg and should be
directed forwards and upward through the centre of the body. If the direction is
strictly vertical, the walk will be too bouncy and inefficient. If the direction is too
horizontal, the walk will be more like a shuffle action.

Absorption of force: Force should gradually be transferred from the heels through the
ball of the foot towards the toes.

Learning cues

• hold body straight, with good posture (walk tall)
• keep head up, look straight ahead
• swing arms freely and naturally in opposition to feet
• point toes straight ahead
• use a heel–toe action
• take easy strides

Learning phases

Discovering phase

Learning about walking through exploring and discovering is the focus of the
activities in this learning phase. Children exhibit the following characteristics
of walking:

• the walking pattern is bouncy or jerky
• arms swing excessively away from sides
• feet are too close together
• feet are too far apart
• toes are turned in or turned out
• head is too far forward.

FUNDAMENTAL SKILLSS

12

Developing phase

Children discover how to walk efficiently and practise walking at various speeds and
levels, in different directions, individually, in pairs and in groups. Characteristics of
walking at the developing phase of learning include:

• the walking pattern is less bouncy
• arms swing in opposition to legs, with some stiffness
• stride is inconsistent
• head is too far forward
• body is not straight.

Consolidating phase

The focus for this phase is on walking to a rhythm, sustaining an efficient walking
style and walking in a variety of contexts. A mature walking pattern at this phase
includes the following characteristics:

• the walking pattern is smooth and easy
• body is straight, with good posture
• arms swing freely in a relaxed manner and in opposition to legs
• toes point straight ahead and strides are easy.

LOCOMOTOR SKILL 13
WALKING

Overview

Learning Activity Movement skills/concept Suggested Suggested Page
phase name group size space

Discovering Can You Exploring walking through 1 Hard or 14
Walk? space in different levels and
directions, using different body grass area
parts and at different speeds
and flow (e.g. softly/lightly).

How Do Walking efficiently, discovering 1 Hard or 15
We Walk? walking technique, body
awareness (e.g. use of arms) grass area
and time and energy.

Spirals Walking in different pathways, 8+ Hard or 16
relationships (with others),
walking at different speeds grass area
and levels.

Developing Follow Walking in groups 4 Hard or 17
the (relationships), walking in
Leader different directions and at grass area
different levels, time and
energy (e.g. softly/heavily)
and using different body parts
(body awareness).

Speed Up Walking with a change of 2-4 Hard or 18

– Slow speed, time and energy and grass area

Down general space.

Point to Sustained walking, and 2 Large open 19
Point changing directions and levels area
(space awareness).

Memory Walking, and space awareness. 1 Large open 20
Challenge area

Mood Creative walking, walking in 1 Hard or 21
Walking different ways with expression
(space and body awareness). grass area

Consolidating Rhythm Walking to a changing rhythm 1 Hard or 22
Walking and walking at different
speeds. grass area

Marching Walking to a changing rhythm, 1 Hard or 23
on the walking on the spot, stopping
Spot on the beat and walking in grass area
pairs.

Line Walking to different rhythms, 1-4 Hard or 24
Walking walking on the spot, along a
line, changing direction and in grass area
pairs and small groups.

Grand Walking to a rhythm 2 Hard or 25
March and working with others
(relationships). grass area

FUNDAMENTAL SKILLSS

14

Discovering Walking
Can You Walk?

Movement skills/concepts

Exploring walking through space in different levels and directions, using different
body parts and at different speeds and flow (e.g. softly/lightly).

Set-up

Children are spread out in a defined grass or hard surface area.

Activity
Ask ‘Can you walk …?’ (or Who can walk …?)

• forward, backwards, sideways, diagonally
• slow/fast
• tall, small, middle-height
• on toes/heels
• with small/long steps
• in a circle, in a zigzag, on a line
• as if you are in the rain, a strong wind, in the dark
• fast over a short distance
• like a fashion model/soldier
• changing direction on signal
• in a straight line, curved line
• making shapes, letters, numbers, words
• with your elbow/head/seat leading
• in funny ways – who is the funniest?

Can you see …?

• enjoyment
• creativity
• walking tall, walking relaxed
• opposite arm and leg action
• heel–toe action

You could ask …

Which way of walking was the easiest?
Which way of walking was hard?
Which walk did you enjoy the most?

Variations

Use equipment: Walk bouncing a ball, catching a ball or in, on and under obstacles.
Include relationships: Walk with a partner, link arms, follow the leader.

LOCOMOTOR SKILL 15
WALKING

How Do We Walk? Children learn
by exploring
Movement skills/concepts

Walking efficiently, discovering walking technique, body awareness (e.g. use of arms),
and time and energy.

Set-up

Children spread out in a defined grass or hard surface area.

Activity
Ask ‘Can you walk …?’

• leaning forward
• leaning backwards
• being tall
• with your toes pointed inwards like you are pigeon-toed
• with your toes pointed out (like Charlie Chaplin or a ballet dancer)
• with your toes pointed straight ahead
• with long strides
• bouncing up and down
• swinging your arms high
• with your arms by your sides
• with your best style

Can you see …?

• fun for all
• confidence to experiment
• opposite arm and leg action

You could ask …

Which walk felt the best? Why do you think this was?

Variations

Include relationships: Walk with a partner – one behind the other while keeping in
time, or walk to music of various beats.
Vary time and energy: Walk fast/slow, heavy/light.

FUNDAMENTAL SKILLSS

16

Spirals

Movement skills/concepts

Walking in different pathways, relationships (with others), walking at different speeds
and levels.

Set-up

Hard or grass area.
Children and coach/teacher all in a circle, holding hands.

Activity

The coach/teacher:
• drops the hand of a child on one side and begins walking inwards so that the
circle gets smaller and a spiral is formed
• on reaching the centre of the spiral, turns around and begins leading in the
opposite direction out of the spiral between the lines of children
• keeps walking until everyone is out of the spiral.

Can you see …?

• keeping hands joined and not pulling
• steady, relaxed walk

You could ask …

What did you enjoy about walking in a spiral?
Did you change your way of walking when the circle got smaller?

Variations

Follow the leader: Spiral in and out without joining hands.
Add music: Spiral in and out while keeping in time with the rhythm.

LOCOMOTOR SKILL 17
WALKING

Developing Walking Are all
children
Follow the Leader involved?

Movement skills/concepts

Walking in groups (relationships), walking in different directions and at
different levels, time and energy (softly/heavily) and using different body parts
(body awareness).

Set-up

Defined hard surface or grass area.
Groups of four, with one leader per group.

Activity

The leader takes their group around a defined area on a walking journey, which
could include walking:

• to touch all four boundaries
• forwards, backwards, sideways
• along a line, in a curved/zigzag pathway
• low/tall on toes and then on heels, fast/slow for big steps and then small steps
• with knees lifted high in front
• with legs kicked out straight in front
• on the spot
• with arms pushed above head, out to sides, forwards

Switch leaders after a set period.

Can you see …?

• relaxed, easy walking
• opposite arm and leg action

You could ask …

What are some of the different ways you could walk as part of the walking journey?

Variations

Increase number: Work in pairs or larger groups.
Modify activity: Walk together as a loose group, still following the leader.

FUNDAMENTAL SKILLSS

18

Speed Up – Slow Down

Movement skills/concepts

Walking at different speeds, time and energy.

Set-up

Grass or hard surface area, with a boundary line to move to and from.
Children in pairs or groups of three–four, with one pacesetter in each pair/group.

Activity

The pacesetter changes the pace from very slow to slow, to medium, to fast and
back again. The other(s) in the pair/group walk along at the pace established by
the pacesetter.
Change the pacesetter after one circuit of the course or one lap to the boundary
and back, or according to the direction of the coach/teacher.

Can you see …?

• walking tall
• arms swinging slightly
• toes pointed straight ahead
• heel–toe action
• maintaining walking action at speed

You could ask …

‘Good posture is important for walking.’ Is this correct? Why? Why not?
How can you walk fast or walk slow? What happens to your arms and legs when
you do this?

Variations

Change walk: As well as changing pace, leaders vary the kind of walk.
Vary locomotor skill: Alternate walking with some other activity
(e.g. skipping, jumping).

LOCOMOTOR SKILL 19
WALKING

Point to Point Children
create their
Movement skills/concepts own walking

Sustained walking, and changing directions and levels (space awareness). journeys

Set-up

Outside area ideally with three points or
landmarks visible from starting area and up
to 50 metres apart (e.g. 1. a tree in the
corner, 2. a lamp post by the corner of the
hall/gym, 3. a rugby post).

Use marker cones if no convenient series of
landmarks is available.

At each point or landmark, there are
activities to do on the spot (e.g. knee lifts, star
jumps, ski jumps).

Children in pairs.

Activity

All pairs start walking on the spot. On ‘Go’, Partner 1 in each pair walks to the
first point (e.g. tree). On arrival, they raise one arm, which is the signal for Partner 2
to start walking towards the same point. Partner 1 then begins doing an activity on
the spot.

When Partner 2 arrives, they start doing the on the spot activity while Partner 1
walks to the next point (e.g. lamp post), raises an arm to signal for Partner 2 to start
walking, and then begins the next on-the-spot activity.

This sequence continues until both partners have been to each of specified points,
done all the activities and returned to the starting point.

Switch roles.

Can you see …?

• tall, relaxed walking
• heel–toe action
• opposite arm and leg action

You could ask …

When walking for speed, what do you have to do with your legs or feet?

What about your arms?

Variations

Create different sequences and activities:

Children make up their own on-the-spot activities.

Children make up their own ‘point-to-point’ sequence.

Have different sequences prepared on cards or make up a walking
orienteering course.

FUNDAMENTAL SKILLSS

20

Memory Challenge

Movement skills/concepts

Walking, and space awareness.

Set-up

Large outdoor or indoor space.
Free formation.

Activity

Coach/teacher gives children two, three or four walking activities to do, either in a set
order or in any order. Children repeat instructions to a partner.
Keep instructions simple for juniors (Example 1). Extend seniors with more
complicated instructions (Example 2).
Example 1
Walk forward to touch the willow tree, walk sideways to the jungle gym, march
around the jungle gym and back to the start.
Example 2
Walk like a robot to touch wall 1, walk like a soldier to touch wall 2, walk backwards
doing the moon walk to touch wall 3, and walk like a fashion model back to the start.

Can you see …?

• creativity, memory
• walking tall
• relaxed action
• heel–toe action

You could ask …

What do you need to think about if you are walking like a robot or a model?
Which way of walking did you enjoy the most?

Variations

Add equipment: For example, balance a beanbag on your head or dribble a
soccer ball.
Include relationships: Work in pairs or small groups, receiving extra instructions.

LOCOMOTOR SKILL 21
WALKING

Mood Walking

Movement skills/concepts

Creative walking, walking in different ways with expression (space and
body awareness).

Set-up

A variety of music (e.g. classical, pop, children’s).
Children are spread out in a defined hard or grass area.

Activity Are all
children
Ask children to walk to a variety of music, moving in the way it makes them feel, enjoying
using arms and facial expressions to help. the activity?

Ask children to walk like they are:

• in a graveyard at night in a graveyard
• walking a dog at night ...
• wearing a tight miniskirt
• wearing gumboots walking a dog!
• in thick mud
• moving along a narrow ledge
• happy, sad, excited, angry
• a toddler with nappies on – whoops!
• a waiter carrying a tray of drinks
• a woman in high-heeled shoes
• someone who has won Lotto
• someone who has a hole in their pants!

Can you see …?

• enjoyment
• creativity
• walking to the feel of the music

You could ask …

How can you show your feelings?
Which walk did you enjoy the best?

Variations

Vary equipment: Use ribbons, scarves, poi or ribbon balls.
Create a movement story: For example, base it on the storybook, We’re Going on
a Bear Hunt.

FUNDAMENTAL SKILLSS

22

Consolidating Walking
Rhythm Walking

Movement skills/concepts

Walking to a changing rhythm and walking at different speeds.

Set-up

A drum, music with various rhythms, or keyboard with rhythms.
Children are spread out in a defined hard or grass area.

Activity

Beat a rhythmical pattern on a drum, or play music. Children walk in time to the beat.
Beat with a strong beat followed by softer beats, e.g. 1 2 3 4, 1234.
Add an emphasised arm action on the strong beat. Change speed on the soft beat.

Can you see …?

• emphasis of arm action on the strong beat
• walking tall
• arms swinging freely
• heel–toe action

You could ask …

Why is the heel–toe action important?
Keeping in time to the rhythm can be tricky. What strategies help you walk to
a rhythm?

Variations

Follow the leader: In small groups, a leader claps or beats the rhythm for others
to follow.
Create own sequence: Make a walking sequence of your own beat. Add claps or
finger clicks.

LOCOMOTOR SKILL 23
WALKING

Marching on the Spot Are all the
children
Movement skills/concepts succeeding?

Walking to a changing rhythm, walking on the spot, stopping on the beat and
relationships (with others).

Set-up

Rhythm instrument(s).

Children spread out in a hard or grass area.

Activity

Children practise the following activities:

• coach/teacher beats out a set number of
beats, with children marching on the spot to a
rhythmical pattern and starting and stopping in
time with the beat, e.g.
− 123456
− Start L, R, L, R, L, R Stop. Repeat.

• intersperse walking on the spot with moving
• continue as above, changing direction each time
• work in pairs, with one partner as the leader, change when walking on the spot,

clap own rhythms
• ‘lift and clap’ – lift one knee up and clap underneath, repeat with the next leg
• try ‘lift and under’ (clap under bent knee), ‘lift and over’ (clap over bent knee)
• try walking while gently slapping hands on the top of knees
• click fingers beside lifted knee, to the call of ‘lift and click left; lift and

click right’
• combine various hand actions (e.g. one clap under left knee and one clap over

right knee).

Can you see …?

• emphasis on arm swing at waist height
• a good knee lift
• a relaxed natural head position
• keeping as upright as possible
• a steady rhythm

You could ask …

You are now marching! What makes a walk into a march?

What happens to your arms, legs and body?

Variations

Introduce group work: In pairs or small groups, create and march to own
beat/rhythms.

FUNDAMENTAL SKILLSS

24

Line Walking

Movement skills/concepts

Walking to different rhythms, walking on the spot, along a line, changing direction,
and relationships (with others).

Set-up

Hard or grass area with lines or markings, rhythm instrument(s).
Children stand scattered along a line.

Activity

Children walk on a line and change direction when they come to an intersection.
When walking on a line they may meet up with someone coming towards them on
the same line. If so, children walk on the spot and give partner a ‘high five’, turn and
go back the way they came.
Have different beats or rhythms to walk to.

Can you see …?

• pivoting on ball of foot when turning
• head up
• walking tall
• swinging arms waist high

You could ask …

To walk on a straight line, what do you need to do?
How can you change direction smoothly?

Variations

Follow the leader: In pairs, one person (the leader) calls out commands, e.g. ‘Quick
march’ (step out), ‘Mark time’ (march on spot), ‘About turn’ (turn 180 degrees).
Leaders are switched on ‘About turn’.

LOCOMOTOR SKILL 25
WALKING

Grand March Are children
working
Movement skills/concepts together?

Walking to a rhythm
and working with others
(relationships).

Set-up

Marching music.
A defined hard or grass
area with an end line and
a baseline.
Children in pairs: partners
stand at opposite sides of the area, facing the end line.
A caller stands on the baseline.

Activity

Caller: Come down the centre in twos.
Each child marches to meet their partner at the end line. As a pair meets, they turn
and march down the centre of the area to the baseline.
Caller: Two right and two left.
The first pair turns to the right, the second to the left, and so on.
Caller: Come down the centre in fours.
When the two lead pairs meet at the end line, they walk four abreast down
the centre.
Caller: Four right and four left.
Children divide again, with four children to the right and four to the left.
Caller: Come down the centre in eights.
When lines of four meet again at the end line, they join together to form a line of
eight abreast.

Can you see …?

• walking tall
• head up
• swinging arms at waist height
• walking in time with partner/group

You could ask …

How can you keep in time with each other?

Variations

Work in fours: Come down the centre in fours, separate into pairs, form arches or go
‘over and under’.

FUNDAMENTAL SKILLSS

26

Running

Description

Running is like walking except there is a period of suspension when both feet are off
the ground at the same time. The skill of running includes jogging, sprinting, chasing,
dodging and evading. All of these are important to many games (e.g. tag), sports
(e.g. athletics) and everyday activities (e.g. running to get to school on time).

Applying movement principles

Momentum: In running, the greater the force produced from the drive off the back
leg, the greater the forward acceleration. That is, the more you push off the ground
with your legs, the faster you will go.
Direction of force: In running, the direction of force is achieved through a forwards
lean of the body. Knees move forwards, and arms move forwards and back, to
minimise any lateral movements of the body. That is, you lean your body in the
direction of the run.
Levers: If you shorten your lever arm, the movement will be faster. That is, bending
your knees and elbows shortens the lever to increase running speed.

LOCOMOTOR SKILL 27
RUNNING

Learning cues

• hold head up, look ahead
• lean body slightly forward
• lift knees
• bend arms at the elbows, swing arms backwards and forwards

from shoulders
• move arms in opposition to leg action
• land on heels
• push off with the balls of the feet
• as running speed is increased, body lean and arm action increases
• in a fast run, the balls of the feet contact the ground first

Learning phases

Discovering phase

Activities in this phase involve children discovering different ways of running: in space,
through different pathways and levels, and at varying speeds. The following are some
characteristics of running for this phase:

• leg swing is limited, with a stiff, uneven stride
• no obvious flight phase
• arms are stiff and swing out from the body
• legs and feet swing out from the body
• running pattern features a wide base of support.

Developing phase

Practising running efficiently, at different speeds and in varying directions is a focus
for learning in this phase. Children in the developing phase of the running skill exhibit
the following characteristics:

• running stride is more even
• a limited flight phase is evident
• back leg extends to push off and give more momentum
• arm swing increases and occurs closer to the body.

Consolidating phase

Children at this level apply the skill of running in different contexts, including
sustained running and sprint activities, evading opponents (e.g. in tag games) and
running with others. A mature running pattern includes the following characteristics:

• stride is a good length, has an even rhythm and includes a definite flight phase
• supporting leg extends fully
• arms are bent and swing backwards and forwards in opposition to legs.

FUNDAMENTAL SKILLSS

28

Overview

Learning Activity Movement skills/concept Suggested Suggested Page
phase name group size space

Discovering Running Running, space awareness 1 Hard or 29
Free (directions and levels) and
body awareness (time and grass area
energy).

Korero Kiri Running, space awareness 1 Hard or 30
(pathways, body parts), body grass area
awareness (time and energy)
and relationships (with
objects and others).

Running Running, space awareness 2-4 Hard or 31
Journey (direction, levels),
relationships (with objects). grass area

Changing Running efficiently at various 6-8 Hard or 32
Speed speeds and relationships
(with others). grass area

Developing Half-and- Sustained running and 4 Hard or 33
Half Relays relationships (with others).
grass area

Firefighter’s Sustained running and 3-4 Hard or 34

Bucket relationships (with others). grass area

City Gates Running efficiently, fast 4-6 Hard or 35
running around a circuit and
running in a pack. grass area

Fast Cars Fast running and running in 4-6 Hard or 36
a circle.
grass area

Three Running fast, evading and 3 Hard or 37
Person Tag dodging, and relationships
(with others). grass area

Consolidating Radishes Quick starting, fast running 8+ Hard or 38

and Raisins and evading. grass area

Quick Starts Standing and sitting starts, 5 Hard or 39
and running for speed.
grass area

Rob the Quick starts, running for 3-4 Hard or 40
Nest speed and quick turning.
grass area

Bump Fast running and evading a 6-8 Hard or 41
chaser.
grass area

Destinations Sustained running, map 2 Hard or 42
reading and calculating
distance. grass area

Colour or Sustained running and 8+ Hard or 43
Number relationships (with others).
Run grass area

Leader of Sustained running, running as 4-6 Hard or 44

the Pack a group (pack) and changing grass area

pace.

LOCOMOTOR SKILL 29
RUNNING

Discovering Running Be creative

Running Free

Movement skills/concepts

Running, space awareness (directions and levels) and body awareness
(time and energy).

Set-up

Playground, field or large inside area (hall or gym).
Children spread out in a defined area.

Activity

Who can run ...? (or Can you run …?)
• like a pixie/an elephant
• very tall/very small
• on/across the line
• on your tiptoes/flat-footed
• at a high/low level
• under the bars/behind the chair
• as fast/slowly/smoothly as you can
• with jerky movements
• forwards/backwards
• all by yourself
• in your own space
• as far as you can
• in front of/behind a partner
• holding hands with a partner

Can you see …?

• creativity
• having a go
• enjoyment

You could ask …

Which activity made you run lightly?
What did you do with your body so that you could run lightly?
In which activity did you run fast? How did you run fast?

Variations

Add pathways: Run in different pathways or make shapes, (e.g. zigzag, circle,
‘S’ shape, straight line).
Add obstacles: Run over or under obstacles, (e.g. over a bench, under a tree,
up a hill or down a hill).

FUNDAMENTAL SKILLSS

30

Korero Kiri

Movement skills/concepts

Running, space awareness (pathways, body parts), body awareness (time and energy)
and relationships (with objects and others).

Set-up

Children are spread out in a defined grass or hard surface area. One person is chosen
as ‘Kiri’.

Activity

Kiri calls instructions to the group. If the instructions begin with ‘Kiri says’, the group
performs that activity. If the instructions do not begin with ‘Kiri says’, the group
continues to do the previous activity.
Suggestions for Kiri’s instructions include:

• run leaning backwards, leaning forwards, quickly, slowly, heavily or lightly
• run with long bouncy strides, with high fast knees, long arms, fast arms, arms

swinging across chest
• run with a partner, follow the leader, run to a point, and run over and

under obstacles

Can you see …?

• opposite arm and leg action
• head up, looking around
• keeping clear of others (no collisions)

You could ask …

Which ways of running felt strange?
Which ways of running were more comfortable than others? Why was this?

Variations

Partner check: One person runs as fast as they can. Partner checks what they are
doing well. Exchange roles and repeat. Repeat with jogging.

LOCOMOTOR SKILL 31
RUNNING

Running Journey

Movement skills/concepts

Running, space awareness (direction, levels), relationships (with objects).

Set-up

Playground area with equipment/obstacles.
Groups of approximately two–four: each group stands in single file in a defined area.

Activity

The leader of the group chooses a jogging journey to lead the others on – around the
playground, up and down steps, along lines, over low obstacles, etc. On a signal, the
person at the back of the line runs up to take the lead.

Can you see …?

• head up, watching the leader and where they are going
• light, rhythmic running movements
• the group keeping together

You could ask …

Did your leader vary the speed of your jogging journey? If so, what was different
about your running style at the different speeds?

Variations

Provide guidance for the leader: Include examples of a running journey on a card,
(e.g. touch something glass/concrete/green/red, touch a tree, go over a seat, go
under the bars, monkey run to the lamp post, jump to the rugby posts).

Vary the locomotor skill: Try jumping, hopping or skipping.

FUNDAMENTAL SKILLSS

32

Children Changing Speed
modify to
increase Movement skills/concepts
challenge
Running efficiently at various speeds and relationships (with others).

Set-up

Cones or other markers, or existing lines.
Pairs of markers are spaced at 10 metre intervals in a defined grass or hard
surface area.
Children line up in waves behind the starting markers.

Activity

On ‘Go’, the first wave runs fast to the first pair of markers, slow to the second,
fast to the third, etc.
The second wave starts when the first wave reaches the first markers.

Can you see …?

• running tall, with arms bent and relaxed
• driving arms and knees upwards to increase speed

You could ask …

How is fast running different to jogging?
How do you change your running style when speeding up or slowing down?

Variations

Vary set-up: Run around a circuit/athletics field with marked intervals.
Vary running tempo: Change speed on signal – use the walk, jog, run sequence.

LOCOMOTOR SKILL 33
RUNNING

Developing Running
Half-and-half Relays

Movement skills/concepts

Sustained running and relationships (with others).

Set-up 3 1 24

Grass or hard surface
area has a starting line
and a boundary line,
3–8 metres apart. Use
cones or markers if
there are no lines.

Groups of four: two
children stand at the starting
line and two at the boundary line; each
pair faces the other pair.

Activity 1: Straight ahead

On ‘Go’:
• Player 1 runs to tag Player 2 at the boundary line and stays there, then
• Player 2 runs to tag Player 3 at the starting line and stays there, then
• Player 3 runs to tag Player 4 at the boundary line and stays there

Repeat until all children are back where they started.

Activity 2: Round the back

On ‘Go’, from the same starting positions:

• Player 1 runs across the area and around the back of Players 2 and 4, then tags
Player 2, then

• Player 2 runs across and around the back of Player 3 and tags player 3

Repeat several times.

Can you see …?

• head up
• opposite arm and leg action
• bent arms swinging forwards and backwards
• landing on heels, pushing off on the balls of the feet
• smooth, rhythmical running

You could ask …

To run without getting puffed, what do you need to do?

How would this relay be different if you were running fast, aiming to be the first
team finished?

Variations

Vary speed: Try running fast: the winner is the first team back that finishes with the
coolest pose.

FUNDAMENTAL SKILLSS

34

Firefighter’s Bucket

Movement skills/concepts

Sustained running and relationships (with others).

Set-up

Cones, hoops, or lines to use as markers.

Hall, grass or hard surface, marked out with a running distance of 5–6 metres.

Groups of three–four: children in each group are lined up one behind the other and
facing the boundary line. Player 1 begins as the firefighter.

Support 21 3 4
others

Activity

Player 1 takes Player 2’s hand, runs with this player to the boundary line and leaves
them there, then runs back to Player 3.
Player 1 now takes Player 3 over to the other side, and then Player 4, so that all team
members are now on the opposite side to where they started.
Player 2 now takes each other player in turn back to the other side.
Repeat this sequence until all members have had a turn at being a firefighter.

Can you see …?

• matching speed in pair
• light, continuous running

You could ask …

As the ‘firefighter’ how will you have enough energy to save the last person?
How will you look after the runners you are saving?

Variations

Vary distance: Increase the running distance.
Vary equipment: Use a short rope instead of grasping hands.

LOCOMOTOR SKILL 35
RUNNING

City Gates

Movement skills/concepts

Running efficiently, fast running around a circuit and running in a pack.

Set-up

Had or grass area.
Teams of four–six players each, spaced around the area.

Teamwork

Activity

Two children in each team make an arch (city gate). On a signal, the others in each
team have to run in single file through their own gate and through the other teams’
gates. The first team back (lined up) to its starting point is the winner.

Can you see …?

• light running
• opposite arm and leg action
• keeping in order within teams

You could ask …

How will you run together as a team?
How do you run fast?

Variations

Modify rules: When the runners arrive back, the first two in each team make a new
gate. The others continue on round the circuit, with the ones who made the original
gate joining on the back. Continue until all have made a gate.
Vary locomotor skill: Try walking or skipping only.

FUNDAMENTAL SKILLSS

36

Fast Cars

Movement skills/concepts

Fast running and running in a circle.

Set-up

Defined grass or hard area.
Children sit in a circle.

Activity

Coach/teacher gives each child in the circle a name of a type of car and a number,
(e.g. Holden 1, Honda 1, Subaru 1, Holden 2, Honda 2). The coach/teacher then
calls out a type of car and those children with that name race around the circle in a
clockwise direction, back to their ‘garages’. They are considered parked if they are
standing facing into the circle.
Now have a race between the different types of car, by calling out a number.

Can you see …?

• head up
• body leaning in slightly towards circle
• short arm action
• smooth, fast running

You could ask …

Who has the most powerful car?
Why do you think this car is powerful?
What about your engine? What makes a fast runner?

Variations

Midnight: Call out a birthday month or numbers in Maori; the children with that
birthday/number sprint around the circle, return to their start positions and then try
to reach the centre of the circle first. On the call of ‘Midnight’, all runners race off.

LOCOMOTOR SKILL 37
RUNNING

Three Person Tag

Movement skills/concepts

Running fast, evading and dodging, and relationships (with others).

Set-up

Suitable surface with marked lines in a defined area.
Groups of three: each player is numbered 1, 2 or 3 and all begin standing side by side
on a line within the area.

3 3 2
1 1

2

Activity

When a number is called, that player runs away. After a count of three, the other
two chase and tag the runner. Walk back and rest. Each player has a turn at being
the runner.

Can you see …?

• head up, looking around
• chasers working as a team
• children appropriately matched

You could ask …

Chasers: How will you work together to catch the runner?
Runners: What can you do to avoid being caught?

Variations

Modify rules: Two players are runners and one is the tagger. When one runner is
caught, they join the tagger in trying to tag the last runner.

FUNDAMENTAL SKILLSS

38

Consolidating/Applying Running
Radishes and Raisins

Movement skills/concepts

Quick starting, fast running and evading.

Set-up end line end line

A grass or hard surface area is marked radishes raisins
out with two end lines 15 metres
apart and a centre area 2
metres wide.

Two even teams, one ‘Radishes’
and the other ‘Raisins’, stand
on opposite end lines with the
coach/teacher in the middle.

Activity

On a signal, each team moves towards the centre of the playing area until the two
teams are about 2 metres apart.

On the call of ‘Radishes’ or ‘Raisins’, the players on that team run to their end line and
the other team chases them. Those tagged before they reach their end line must join
the other team.

The coach/teacher may roll the ‘R’ at the beginning of each call, to hold the teams for
a few seconds in anticipation.

The winner is the team with the most players at the end of the playing time.

Can you see …?

• head up looking around
• explosive starts
• fast legs and arms
• high knees
• balls of the feet touching the ground

You could ask ….

What can you do to make it difficult to be tagged?

What can you do to move quickly?

Variations

Include other locomotor skills: For example, teams walk, hop or do an animal walk
(e.g. crab walk).

Vary call: Add a ‘neutral’ word such as ‘creep’; if children move when the neutral
word is called, they must make a funny face or perform a special trick.

Vary team names: For example, teams are ‘Brooms’ and ‘Brushes’, or ‘Crows’ and
‘Cranes’.

LOCOMOTOR SKILL 39
RUNNING

Quick Starts

Movement skills/concepts

Standing and sitting starts, and running for speed.

Set-up on your marks… set… go!

Hard or grass area.
Children spread out
along a line.

Activity 1: Technique is
Individual standing starts important

Children stand with one foot
forward, knee slightly bent,
weight over the front foot, both
arms bent and the forward arm
opposite to the front foot.

When all are ready, the start is signalled with ‘Go’ or a clap. All take off and run for
about 5 metres.

Now try a paced preparation sequence: ‘On your marks’, stand with one foot behind
the line; ‘Set’, take up the position above; and ‘Go’.

Activity 2: Sprints in pairs/sitting starts

Children are in pairs. One child is sitting 2–5 metres in front of the other, both facing
a finishing line 10–15 metres away. On a signal they both jump up and run to the
line, with the back runner trying to catch the front runner. Change over positions and
repeat several times.

Can you see …?

• trying each foot forwards at start to find a preferred one
• quickly driving forwards with back leg
• short quick steps
• gradual straightening of the body
• vigorous arm movements
• relaxed running
• matching pairs

You could ask …

To get a quick start, what do you need to do?

Variations

Vary signal: For example, children start at the sound of two blocks or a starting gun.
Vary starting position: Children begin by lying full length face down or on back.
Vary the distance: Increase or reduce the running distance, according to skill levels.

FUNDAMENTAL SKILLSS

40

Rob the Nest

Movement skills/concepts

Quick starts, running for speed and quick turning.

Set-up

Balls/beanbags, hoops.
Four teams of approximately three–four players each; each team is identified
by a number.
Balls begin in a hoop (nest) in the centre, each team stands by another hoop.

Having fun

Activity

On the call of a number, the players in the team with that number collect eggs from
the centre and place them in their nest, in a given time, (e.g. 30–45 seconds). When
the centre is empty, they may take the eggs from any other nest. No interference
from other players is allowed; one point is deducted for interference. Only one egg
may be carried at a time. The number of eggs in the nest at the end of the allocated
time is the score for that team.

Can you see …?

• steady running
• fair play

You could ask …

Which group will you take the eggs from once the centre is empty?

What are examples of unfair/fair play?

Variations

Modify rules: To involve more children, decrease the size of the groups, add
more balls.

Call a new number at any time to replace the runners. Anyone with a ball in their
hand when the call is made may take it back to their nest.

LOCOMOTOR SKILL 41
RUNNING

Bump

Movement skills/concepts

Fast running and evading a chaser.

Set-up

Suitable hard or grass surface in a defined area.
Groups of at least six or eight: there is one runner and one tagger, and the others link
arms in pairs, spread out and stand still.

Activity

The tagger tries to catch the runner. To escape, the runner can link onto any pair,
‘bumping off’ the person on the other end, who then becomes the new runner. If the
runner is tagged by the chaser, these two change roles.

Can you see …?

• frequent bumps
• head up, looking around
• balance

You could ask …

Runners: How could you use the position of the stationary pairs to your advantage?
When will you use the ‘bumping off’ strategy?

Variations

Increase numbers: Have more runners and taggers.
Modify rules: The partners in each pair stand one in front of the other and the runner
jumps in front to escape. The back person then becomes the runner.

FUNDAMENTAL SKILLSS

42

Destinations

Movement skills/concepts

Sustained running, map reading and calculating distance.

Set-up

Map (for classroom use).
Long course or circuit around the school or school block, measured to the nearest
100 metres.
Children run individually or in pairs.

Activity

Children, individually or as a class, decide on a town, city or other place as their
destination, which they will ‘reach’ by running the equivalent distance around the
course. The destination should be a challenging but realistic distance from the school,
and it should be possible to reach it within three weeks or interest may be lost.
The children locate this place on a map and note its distance from the school.
Children run laps of the course at their own pace and record the distance completed.
Once a week each individual’s accumulated distance is calculated and plotted on an
enlarged map or smaller individual maps (adding their partner’s distance also if they
are working in pairs).

Can you see …?

• comfortable, steady running
• pacing to suit the time available

You could ask …

How do you know what a comfortable pace is?
What do you need to think about when setting goals?

Variations

Create a class goal: For a class activity, the total distance for the class could be added
together and recorded.

LOCOMOTOR SKILL 43
RUNNING

Colour or Number Run

Movement skills/concepts

Sustained running and relationships (with objects).

Set-up

Green, yellow and blue cards, playground equipment, trees, variety of
sports equipment.
A short marked course that includes a local field or playground with equipment to
run on, over and under.
Group is divided into three teams.

Activity

Children set off on the short course. The first one third of the children to arrive home
are given a blue card, the second third home get a green card and the final third
home get a yellow card. Next day, the third (yellow) group sets off first, then the
second (green) group and lastly the first (blue) group.
Children may choose whether to run or walk the course. The aim is to have all the
children arrive home at a similar time.

Can you see …?

• choice of a suitable pace for the distance and ability
• relaxed running

You could ask …

What is a comfortable pace for you to keep running at?

Variations

Adapt to ability: Change the distance of the course according to the ability of
each group.
Orienteering: Children follow a course outlined on a card. At each point reached,
their card is clicked with an orienteering clicker.

FUNDAMENTAL SKILLSS

44

Leader of the Pack

Movement skills/concepts

Sustained running, running as a group (pack) and changing pace.

Set-up

School grounds, or local area where children can move safely outside the school
grounds, especially across country (e.g. a farm, reserve or park).

Teams (packs) of four–six each, with one pack leader per team. Pack membership can
be organised in the following ways: members are of mixed ability or similar ability,
or as selected by the children themselves.

Is everyone
involved?

Activity

Children run/walk as a pack. The pack leader:
• sets the pace so the slowest can keep up
• keeps the pack together
• shows the way
• supports and encourages others to keep going

Each pack sets out together and stays together. All groups should aim to keep
moving (walking or running) non-stop for 10–15 minutes. Packs can try to improve
on their time each day.
Make up a pack singing chant.

Can you see …?

• safety factors, group interaction, judging pace
• enjoyment and opportunities for leadership and cooperation
• children chatting and observing their surroundings

You could ask …

Pack leader: How will you know whether you have set the pace correctly for
your group?

Variations

Change pace: The pack leader changes the pace by calling traffic speed zones,
(e.g. roadworks, town, open road, racetrack and compulsory stop).

LOCOMOTOR SKILL 45
DODGING

Dodging

Description

Dodging involves quick, deceptive changes in direction to evade, chase or flee
from an opponent. When dodging, knees are bent and the body shifts rapidly in a
sideways direction.

As applied to sport, the skill of dodging is evident in moving the shoulders, head,
eyes or other body parts to deceive or ‘fake’ the opposition as a way of: getting
free to receive a pass (e.g. in soccer); ‘getting around’ your opponent (e.g. to score a
basket in basketball); or avoiding being tagged in a tag game.

<Photo of children dodging or playing a tag game>

Applying movement principles

Balance: Centre of gravity is low and close to the base of support. This is achieved by
bending the knees for better balance. Dodging occurs as the body shifts rapidly to
one side.

Application of force: To gain maximum force, knees need to be bent, with a low
body position so that extension of the powerful muscles in the legs can be directed
through the body in a sideways direction.

FUNDAMENTAL SKILLSS

46

Learning cues

Dodging

• head up
• low body position
• plant one foot and quickly change direction (plant and go)
• step/lean one way, go the other (fake)
• move quickly
• bend knees to stop

Chasing

• watching the hips of the runner in front to anticipate what their next move
will be

Learning phases

Discovering phase

Activities in this phase focus on children enjoying discovering dodging through
different pathways, levels and speeds, and with others. Characteristics of dodging at
the discovery phase are:

• movements are stiff and segmented
• knee bend is minimal and weight is on one foot only
• feet often cross
• no deception or fake is evident.

Developing phase

Children practise dodging skills and evading an opponent in simple tag games.
Characteristics of dodging at the developing phase are:

• movement is increasingly coordinated and there is some deception
• children tend to dodge in one particular direction
• upright stance is less frequent and feet occasionally cross
• there is a little spring in the plant and go.

Consolidating phase

Children at this phase consistently apply dodging skills and other fundamental skills
in a variety of contexts in a changing and dynamic environment. Activities presented
include the use of strategy to solve problems in different scenarios. Characteristics of
dodging in this phase are:

• knees are bent and body leans forward
• movements in all directions are smooth, quick and coordinated
• children fake with their head and shoulders.

LOCOMOTOR SKILL 47
DODGING

Overview

Learning Activity Movement skills/concept Suggested Suggested Page
phase name group size space 48
Hard or 49
Discovering Exploring Dodging, space awareness and 1 grass area
Dodging changing speed. 1 Hard or 50
grass area 51
‘Make- Running fast, changing 4-5
believe’ direction and changing speed. 2 Hard or 52
Dodging grass area 53
and 5-10 54
Chasing 6 Hard or 55
8+ grass area 56
Dodgems Dodging, swerving, evading, 4 57
changing direction and moving 4-5 Hard or
in general space. 8+ grass area 58
59
Developing Shadow Chasing, dodging, change of 2 Hard or 60
Partner direction and speed, moving in 5 grass area 61
geberal space and relationships 2 62
(with others). 6 Hard or
6-7 grass area
Octopus Dodging to avoid stationary
targets, changing direction and Hard or
speed. grass area

Freeze Dodging and faking to avoid Hard or
grass area
and a chaser, space awareness, Hard or
grass area
Count Tag changing direction and speed.
Hard or
Tamariki Dodging to avoid a moving grass area
Tag chaser, space awareness,
changing direction and speed. Hard or
grass area
Ball Tag Chasing to tag others with Hard or
a ball, dodging and evading grass area
a tagger. Hard or
grass area
Consolidating Fox and Dodging, swerving, evading Hard or
Geese and relationships (with others). grass area

Partner Dodging and chasing, space
Dodge awareness, change of direction
and speed, and relationships
(with others).

It’s a Dodging a defender, moving
Goal! in general space, changing
direction and speed.

Pirate’s Dodging, defending, attacking
Treasure and space awareness.

Take the Chasing and fleeing and quick
Pin change of direction.

Snatch Dodging, chasing, evading and
the Flag space awareness.

Circle Dodging, swerving,
Dodge evading and throwing at a
Ball moving target.

FUNDAMENTAL SKILLSS

48

Discovering Dodging
Exploring Dodging

Movement skills/concepts

Dodging, space awareness and changing speed.

Set-up

Children are spread out in a defined grass or hard surface area.

Praise
dominates

Activity
Who can dodge …? (or Can you dodge …?)

• from a high/low level, high to a low level, low to a high level
• in different directions, sideways, left/right, backwards/forwards
• as quickly/slowly as you can, with alternating fast and slow dodges
• smoothly/roughly
• keeping at a medium level
• with a great force

Can you see …?

• head up – to see where they are going
• low base of support

You could ask …

Which ways of dodging were easy? What made it easy?
Which ways of dodging seemed awkward? What made it awkward?

Variations

Add start and stop signals: On the signal ‘Go’, children run in any direction; when a
whistle (or any other signal) is called, children stop as quickly as they can.
Travel around stationary objects: Include objects to dodge (e.g. cones, chairs, balls,
ropes, hoops – consider safety in your choices). Children travel as quickly as they can
through the general space while avoiding the objects and others.
Travel in different pathways: On a signal, children move only in a curved or straight
pathway. On a whistle (or any other signal), change to a different pathway
(e.g. circle, figure 8, zigzag).

LOCOMOTOR SKILL 49
DODGING

‘Make-believe’ Dodging and Chasing

Movement skills/ concepts

Running fast, changing direction and changing speed.

Set-up

Children are scattered in the general space of a defined grass or hard area.

Activity

On a signal, children try to catch a ‘make-believe’ partner. Partners may be very quick
so children will need to work hard to catch up with them.
This time, children make believe they are walking a dog and, suddenly, the dog
gets off the leash. Children run as quickly as they can to try to catch the dog.
Ready and action!
This time, children make-believe they are a famous pop star walking down the main
street of town and the paparazzi have just spotted them. Children run to get away
from them. Ready and action!

Can you see …?

• head up
• fast arms
• fast legs
• quick moves
• plant and go

You could ask …

Which make-believe scenario did you enjoy the most?
What did you do to make the scenario seem real?

Variations

Add other ‘make-believe’ scenarios: For example, a sports star ready to score the
winning goal or try.
Slow it down: Perform the scenario in slow motion.

FUNDAMENTAL SKILLSS

50

Dodgems

Movement skills/concepts

Dodging, swerving, evading, changing direction and moving in general space.

Set-up

Large balls, quoits, frisbees.
Each group of four–five is in a marked square (5 x 5 metres); each player has a
ball/quoit/frisbee.

Children
modify activity

to increase
challenge

Activity

Each player holds their ball/quoit/frisbee in front like a steering wheel, and walks
around without touching the other players (dodgems) in the square. Keep moving
for 1 minute.
Repeat activity increasing the speed – skipping, jogging and running.

Can you see …?

• head up
• quick moves
• safe traffic
• plant and go

You could ask …

How does your body swerve to avoid another ‘dodgem’?
Why is it important to have your head up?

Variations

Add obstacles: Include other obstacles (e.g. cones) to evade.
Create pathways: Set-up a pathway of cones for the dodgems to move in and out of
and around.