Teaching fundamental movement skills to early primary learners through cross-age teaching: first steps towards physical literacy
The purpose of this thesis is to demonstrate the relationship of physical literacy, physical education, fundamental movement skills, physical activity, cross-age teaching, and assessment for learning within a ‘community of learners’ environment. This combination offers a holistic approach toward teaching physical education which will move students into the future as healthy, skilled, knowledgeable participants in lifelong physical activity. The analysis of literature in this thesis attempts to answer four questions: 1) How can a definition of physical literacy assist us in effectively teaching fundamental movement skills (basic motor and non-locomotor patterns and manipulative skills) to early primary classes, while at the same time teach and reinforce appropriate self and peer assessment, social and behavioural skills? 2) How can we most effectively teach fundamental movement skills to early primary physical education classes using the minimally allotted time? 3) Can a balance be achieved between providing adequate amounts of moderate to vigorous physical activity, teaching fundamental movement skills and using assessment for learning in the primary physical education class? 4) Can use of the Community of Learner’s philosophy, “We are all teachers, we are all learners” assist us in the teaching of physical literacy in a physical education setting? The results of the inquiry are then used in the development of a “Connections through Physical Literacy: Teaching Fundamental Movement Skills to Early Primary Students with Cross-Age Tutors” handbook.
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