Abstract
Physical Education is often viewed as the place where Fundamental Motor Skills (FMS) are developed. These skills underpin the development of motor competence and perceived competence, therefore impacting on participation and physical literacy. Within education, Gifted and Talented (G & T) and inclusion agendas have been high profile yet research has shown that children across the world are not reaching expected levels of skill mastery at primary level (5 - 11 years). The aim of the research was therefore to investigate the levels of mastery at secondary level (11 - 16 years) and within a G & T cohort to establish their levels of mastery, and investigate how this may relate to their participation in physical activities. Forty five children, 19 years 9 pupils (13.24 ± 0.2 years) and 26 G & T pupils (13.24 ± 0.2 years) were evaluated performing a combination locomotor, manipulative (object control) and balance skills (n = 5). 5 trials of each skill were recorded and graded against the performance criteria by one experimenter. Mastery or near mastery were only achieved, if, in 4 out of the 5 trials, 5 of the 6 component criteria were present. If this was not attained non-mastery was designated. Results revealed that the G & T pupils had greater overall mastery of the 5 skills, however they did not master all skills. All G & T had significantly increased jumping and throwing skills, and males significantly increased kicking skills. In both groups the majority of participation outside the school curriculum was related to games activities and was dominated by invasion games however no males participated in “aesthetic” activity outside school. These results indicate that development of FMS may not be occurring in children at KS3 and there is both an invasion games bias and a gender bias in the activities accessed out of school.
Highlights
In the last two decades the recognition and investigation of Fundamental Movement skills (FMS) has developed and increased
Following this in the UK, the “Excellence in cities” scheme (EiC) (DfEE, 2000) sought, in one strand, to promote and resource education for very able pupils, otherwise known as the “Gifted and Talented” (Bailey, Tan, & Morley, 2006). This occurred at a time when the National Curriculum for Physical Education (NCPE) (2000), promoted inclusion as a key objective, and unlike the 1992 and 1995 curriculum moved from a “product” to a more “process” focus
The results show that, whilst the groups differ in their FMS proficiency levels the G & T have a 27% increased overall mastery, not all the G & T pupils were proficient at the five FMS skills tested
Summary
In the last two decades the recognition and investigation of Fundamental Movement skills (FMS) has developed and increased. Happening virtually in tandem with this developing issue, the identification and discussion of giftedness within education was a relatively “new” concept which first arose in USA, DoE (1993) and in NSW, Australia, Department of Education and Training (DET) (1991). Following this in the UK, the “Excellence in cities” scheme (EiC) (DfEE, 2000) sought, in one strand, to promote and resource education for very able pupils, otherwise known as the “Gifted and Talented” (Bailey, Tan, & Morley, 2006). Schools’ role of supporting elite athlete development has been continually outlined by either the NCPE (1992) (DES/WO, 1992) or various policies, such as “A Sporting Future for All” (DCMS, 2000), Game Plan (DCSM/Strategy Unit 2002), the National Strategy for Physical Education, School Sport and Club Links (PESSCYL) (DfES/DCMS, 2003), the PE and Sport Strategy for Young People (PESSYP) (DCSF/DCMS, 2008) and to a lesser extent the Talented Athlete Scholarship Scheme (TASS) (DCMS 2004)
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