Fundamental movement skills

Running is a rapid movement that involves transferring weight from one foot to the other, where both feet briefly come off the ground.  The arms move in opposition to the legs, with the elbows bent.  There is a brief period where both feet are off the ground.  The child has a narrow foot placement, landing on the heel or the toes, no flat-footed. The non-support leg is bent about 90 degrees so that the foot is close to the buttocks. Some common error that children experience with running include: running flat-footed, running with stiff arms and looking down at the ground.  Some corrections and verbal cue to address these common errors could include: instructing children to try and land on the balls of their feet, bend their arms and to look ahead instead of looking at the ground.

Jumping is the action of pushing off with both feet and landing with both feet. Prior to take-off, both knees are bent and arms are extended behind the back. The arms extend forcefully forward and upward, reaching above the head. Both feet come off the ground together and land together. Both arms are forced downward during landing. Some common errors that children experience with jumping include: not taking off and landing on both feet and limited arm movement before, during and after the jump. Some corrections and verbal cues to address these common errors could include: instructing children to take off and land on two feet and asking children to swing their arms back before the jump, to reach for the stars, to encourage arm extension during the jump and to swing their arms back on landing. 

Galloping is stepping off one foot then sliding with the other foot in a forward direction. Weight is transferred from the front foot to the back foot with a small lift before the front foot takes the next step. The stepping foot is always the front foot. The arms are bent and swing forward. The child takes the step forward with the lead foot, followed with the trailing foot landing beside or a little behind the lead foot, not in front of the lead foot. There is a brief period where both feet come off the ground. The child maintains a rhythmic pattern for four consecutive gallops. Some common errors that children experience with galloping include: a skipping movement performed instead of galloping and having straight arms through the movement. Some corrections and verbal cues to address these common errors could include: place a sticker on the child's lead foot to indicate that this foot must always be in front of the trailing foot and instructing children to bend their arms. Providing a rhythm for the children to gallop to by clapping can also help.

Sliding is like a gallop, but to the side instead of forwards. The body is turned sideways so that the shoulders remain aligned with a line on the ground. The child takes a step sideways with the lead foot, followed by a slide with the trailing foot, where both feet come off the ground briefly. The child can complete four continuous slides to the preferred side, and four continuous slides to the non-preferred side. With children in the three years age group, you may find the trailing leg maintaining contact with the ground and being dragged to the lead leg, rather than being airborne, as this may be too difficult. The airborne movement can be developed with practice and encouragement, such as instructing the child to use light springing steps, rather than dragging their foot. Some common errors that children experience with sliding include: allowing feet to cross during the movement, and the child’s body turning so that the hips and shoulders no longer face forwards. Some corrections and verbal cues to address these common errors could include: encourage correct movement of the feet by directing children to step, slide, step, slide, and encourage children to face forward and slide to the side, following the line on the ground.

Hopping involves standing on one foot and lifting off the ground by leaning slightly on the hopping foot side. The arms are moved forwards and backwards for momentum and balance. Start with balancing on one leg and bending the non-hopping leg. The non-hopping leg swings forward in a pendular fashion to produce force. The foot of the non-hopping leg remains behind the hopping leg so that it does not cross in front of the hopping leg. The arms are bent and swing forward to produce force. The child hops four consecutive times on the preferred foot before stopping. Some common errors the children experience with hopping include: a lack of pendulum motion in the arms and/or leg which limits momentum and balance, non-hopping leg remains in front of the hopping leg, and having straight arms through the movement. Some corrections and verbal cues to address these common errors could include: instructing children to swing their arms and non-hopping leg, suspend a scarf from the child's non-hopping foot to assist the child visually with keeping it behind the hopping leg, and to make sure the child bends their arms. 

Skipping is a rhythmical forward movement involving a step-hop on one leg, and then transferring weight to the other foot to repeat the pattern.  Take a step forward, followed by a hop on the same foot, followed by a step-hop on the other foot.  The arms are bent and move in opposition to the legs to produce force.  The child completes four continuous, rhythmical, alternating skips.  Some common errors that children experience with skipping include: an inability to perform the stephop movement on both legs alternately, landing flat-footed or heel first, and having restricted arm movement to rhythmically support the legs.  Some corrections and verbal cues to address these common errors could include: instructing children to step, hop, step, hop and providing a rhythm for children to move to, make sure children take-off and land on the front of their foot, and encourage children to swing their arms in opposition to their legs. 

Leaping is a graceful long step where the body lifts off the ground to cover a distance or go over a low obstacle.  A short run before a leap aids the momentum of the leap. The child takes off on one foot and lands on the opposite foot.  There is a period where both feet are off the ground, longer than running. While in the air, there is a forward reach with the arm opposite the lead foot.  Some common errors that children experience with leap include: the arm opposite the lead leg does not reach forward during flight, taking off and landing on the same foot, that is the child hops instead of leaps.  Somme corrections and verbal cues to address these common errors could include: instructing children to reach forward with their arm opposite the lead foot, practice by walking this way first before moving to leaping, and encourage children to take off on one foot and land on the opposite foot.  This could be done by focusing only on taking off and landing on the preferred foot, before progressing to taking off and landing on the non-preferred foot. 

The two-handed catch is a manipulative skill that involves receiving an object. The hands are positioned in front of the body with the elbows bent. The arms extend, reaching for the ball as it arrives. The ball is caught by the hands only. Some common errors that children experience with catching include: catching against the body rather than in the hands, turning their head away, closing their eyes or leaning backwards away from the object, having little or no elbow bend to cushion the ball after catching, and not having their hands ready to catch. Some corrections and verbal cues to address these common errors could include: instructing children to have their arms ready and to catch with their hands, watch the object move into their hands, bend their elbows so it is easier to hold onto the ball, and to cup their hands together ready for the ball to arrive.

Stationary dribbling is a manipulative skill that involves applying a pushing force to an object and immediately receiving and pushing it again.  The child contacts the ball with one hand at about waist level.  They push the ball with their fingertips, not the palm of the hand.  The child maintains control of the ball for at least four consecutive bounces, without moving their feet to retrieve the ball. A common error that children experience with stationary dribbling is slapping the ball with an open palm.  A correction and verbal cue to address this common error could include instructing children to use their fingers rather than their palm.  Instructing children to use spider fingers will encourage use of the fingertips.

Kicking is a manipulative skill that involves applying a pushing force to an object to propel it with the foot. The movement starts with a rapid, continuous approach to the ball. The child takes an elongated stride or leap just prior to ball contact. The non-kicking foot is placed close to the ball. The child kicks the ball with the shoelace area or the inside of the preferred foot, not the toes. Some common errors that children experience with kicking include: ball contact being made with the toes, and poking or pushing at the ball rather than running up and kicking through it. Some corrections and verbal cues to address these common errors could include: instructing children to kick with the inside of their foot or the shoelace area, and encourage children to run up prior to the kick and then follow through with the leg after contact. For younger children, have the children place their foot beside the ball before they kick, and just step forward rather than run up.

Striking a stationary ball is a manipulative skill that involves applying a pushing force with a bat to propel an object into the air.  The child's preferred hand grips the bat above the non-preferred hand.  The non-preferred hip and shoulder faces straight ahead. The hip and shoulder rotate and de-rotate during swing.  The child steps with the non-preferred foot then hits the ball, sending it straight ahead.  Some common errors that children experience with striking a stationary ball include: a lack of step and lack of rotation of the hips and shoulders, the bat pointing towards the target are during followthrough rather than wrapping around the body, and the child taking their eyes off the ball or missing the ball when attempting to hit it.  Some corrections and verbal cues to address these common errors could include: instructing children to swing their body and step forward, swing the bat, hit and follow-through, and encouraging children to keep their eyes on the ball, or use a larger ball for a bigger target.  As children master the striking of a stationary ball, they can practice striking a self-bounced ball.

Overarm throwing is a manipulative skill that requires applying a pushing force to an object to propel it.  Wind-up is initiated with a downward movement of the throwing hand and arm. The child rotates their hips and shoulders to a point where the non-throwing side faces the target.  They then step with the foot opposite the throwing hand toward the target.  The throwing hand follows through after the ball release, across the body toward the hip of the nonthrowing side.  Some common errors that children experience with overarm throwing include: a disjointed movement with minimal windup, rotation and follow-through, and children taking their eyes off the target.  Some corrections and verbal cues to address these common errors could include: instructing children to swing their throwing arm down and back as they prepare to throw, then step forward, bring the ball up right next to their ear, push the ball from their hand and bring their arm forward across the body, and to point to the target with their non-throwing hand. 

Underarm throwing is a manipulative skill that involves applying a pushing force to an object to propel it.  The preferred hand swings down and back, reaching behind the trunk.  The child steps forward with the foot opposite the throwing hand.  The ball is tossed forward, hitting the target without a bounce, and the hand follows through after ball release to at least chest level.  Some common errors that children experience with underarm throwing include: a lack of step of the foot opposite the throwing hand, lack of arm swing resulting in the child dropping rather than throwing the ball, and ball release too early or late making it misdirected.  Some corrections and verbal cues to address these common errors could include: instructing children to step forward as their arm starts swinging, big gentle swing with the throwing arm, and encouraging children to release the ball just as their throwing hand passes in front of the body.