The Development Of Fundamental Movement Skills

The Development Of Fundamental Movement Skills The Development on Fundamental Movement Skills (FMS) during childhood is important for the development of that child as well as them being successful in sport, so they can learn other life skills. (Okely Booth 2004) To understand when Children should start to learn FMS is to understand the long term development model (LTD), knowing this will help indentify when children need to learn which skill by which age. (Balyi, 2004). During the first stage of the LTD is the FUNdametal stage which focuses on children aged 6-9. During this stage the children starts to learn the basic Fundamental movement patterns. Learning these skills is important as they are the building blocks to sport specific, for example kicking is a base in a number of skills in football, If a Child learns these skills it will contribute significantly their future athletic achievements (Balyi, 2004). Once the Child reaches 9 and 11 it is the most important periods of skills development, during this period they are developed enough to learn and complete general overall sports skills (Balyi, 2004). It has been recommended that all Children should of mastered all the basic FMS by the age of 8 (Gallahue and Ozmun, 2006) Jess et al (2004) also reported the importance of FMS stating that they allow children to pass through a proficiency barrier to allow the development of skills in the future. Booth et al (2004) reported that in a random sample of Year 4, Year 6, Year 8 and Year 10 children that less than 40% had mastered all the skills using subjective measures, suggesting that when the children should be learning FMS skills they are not developing them in the correct way There have been a number of studies that have looked on how to measure FMS mastery. The 2 main methods reported are objective and subjective. Objective measures are the result of the skill, i.e. the time taken to run 10 meters or the number of catches. The advantage of using objective measures is it allows a high level inter and intra and Inter-rater reliability over attempts and measurers (Spray 1987). Another important is the tester does not need a high level of knowledge about the skill (Hands Larkin, 1998). The second way to measure FMS is using subjective measures. This is done by using a checklist for each FMS that identifies coaching points that the subject needs to do while completing the skill. Knudson and Morrison (1997) defined subjective measures or qualitative analysis as the systematic observation and introspective judgment of movement and skills for the purpose of improving that skill. The checklist which will be used in this study is The New South Wales Fundamental Movement Skills (NSWFMS) guidelines (2000), this is a resource for primary school children. The advantage of using subjective measures is that it can help identify one point in the skill that is weak. That information can then lead to trying to develop that weakness (Hands, 2000). However the criteria can be read and identified differently by different assessors. In terms of research in the area of what affects FMS movement skills there has been a lot reported in what factors affect FMS ability. It has been reported that Physical Activity level (Fisher et al 2004) has an effect on FMS ability with Children who take part in more physical activity have better FMS skills. There has also been mixed views on the effect of gender on FMS skills, Fisher et al (2004) reported no difference in fundamental scores between boys and girls, however. Okley and Booth (2004) reported that boys did better than girls in the sprinting and the object control skills, which in this study would be the throw and catch, the girls performed better in the rest of the locomoter skills which in this case is the balance. The reason for this difference could be done to what reported that FMS are affected more by the activities done by boys while girls are affected by psychosocial or environmental factors (Cliff 2009). There has been however a small majority of research looking at how age effects FMS. Okely Booth (2004) did one such study looking at using subjective measures and found for certain parts on FMS Skills, Year 3 Children had mastered the skill better than Year 1 Children. For Example only 1.5% of the year 1 boys and 0% of girls completed the hips then shoulders rotate forward coaching point for the throw compared to 13.5% of year 1 boys and 1.7% of year 3 girls. It is also important to note with regards to age that even Children in the same year can be further developed, meaning their body can do more and they may be able to process the FMS in formation easier. It is important to understand this when the analysing results as one Year 6 child could be biologically more developed than another and therefore be able to perform the skill better. (Gallahue and Ozmun 2006). This paper will therefore look at age and specifically the difference between year 1 and 6 children due the lack of research looking at Year 6 Children and the fact it has been reported that all Children should have mastered FMS by Year 8. The study will also use subjective and objective to get a better idea of which children have mastered the skills. The results can be used to see what areas of each skill children are failing to master and then interventions can be designed to improve them as it has been reported that a well-planned and implemented fundamental movement skill intervention in has an effect on childrens motor skills, physical activity levels and will keep the child interested in Physical Education. Section 2 AIMS AND OBJECTIVES AND HYPOTHESIS Aim The Aim of the study is to assess Fundamental Movement Skill (FMS) mastery in primary school children, to examine if there is a relationship between subjective and objective for FMS and to compare mastery of these skills by children in Year 1 and Year 6. Objectives To measure Fundamental Movement Skills in Year 1 and Year 6 children To analysis the skills using the New South Wales Criteria To study the relationship between year groups and the subjective and objective measures Hypothesis The Year 6 children will have high objective and subjective measures for all the FMS than the Year 1 children. Section 3: EXPERIMENTAL METHODS The Children will be tested for 2 hours in a normal PE lesson for 2 separate weeks. Each Child will be asked to wear suitable kit and footwear. The school sports hall where normal PE lessons take place will be used as the testing site once a risk assessment form was completing and checking the sports hall is suitable to complete the testing. These checks will be done before each testing session. Also ethical approval will need to be given before any testing can take place. Also before testing each child will undertake a warm up overseen by a PE Specialist. Subject Population A sample of 30 Children aged 10-11 (year 6) and 30 children ages 5-6 years (year 1) will be recruited for this study from a local primary school in Coventry. Informed consent from the parents will be obtained as well as agreement from the Child as each participant is under the age of 18. Fundamental Movement Skill Measurements Both subjective and objective measures will be measured, with the subjective being taken while the child performs one of the skill trails. The subjective measures will be analysed using The New South Wales Fundamental Movement Skills (NSWFMS) guidelines (2000) (see appendix for criteria). Using Qunitic Software each video will be watched 5 times and notational analysis will be used to measure how many of the skill components have been achieved. This will give an overall percentage of how that Child has mastered the skill. That will compare to the actual result for that skill. The criteria will also be used during the demonstration to allow the children to know all the points that make up the skill, also no feedback will be given after each attempt. Fundamental Movement Skills Each Child will complete 5 fundamental movement skills, (Balance, Kicking, Catching, Throwing and sprinting). A description of what each test involves is shown below. FMS Test Method Balance Subjective Measures For the subjective measures the children will be asked to Stand on their dominant leg, children will be asked to stay as upright and still as possible keeping eyes forwards for 20 seconds, with their other leg bent. Objective Measures The objective measures will involve the children balancing for 20 seconds on a balance board device (Tunturi by MFT, Germany) connected to a laptop, The percentage of time spent on either side (left/right) will be used as the measurement. Each Child will have a practice before being called up/ inputted into the laptop system. Catch Subjective Measures The Children will move their body to become in line with the travelling path of a soft tennis sized ball, a thrown by the researcher and PE specialist in a measured square area of 1m by 1m. Objective Measures The number of successful catches the children make out of 3 will be recorded. Jump Subjective Measures The Children will be asked to start with knees bent and then using their arms for momentum, jump up as high as possible into the air. Objective Measures The Childrens jump height of the jump will measured using Quintic Biomechanics software (Quintic Biomechanics v17 software, Coventry, UK) and recorded in meters. Throw Subjective Measures The Children will throw a small soft ball over-arm, towards a target placed on the sports hall wall. Objective Measures Points will be awarded to determine the precision of the throw. There were three sections, each with different amounts to justify the accuracy of the throw. Sprint Subjective Measures Children will be asked to ran as fast as they could along the 10 m measured track and then joined the back of the queue. The time will be recorded as use as the measure. Objective Measures Children will be ask to sprint as fast as they could down a 10m track, split times will be recorded at 5m and 10m using the SMARTSPEED timing gate system (SMARTSPEED, UK). Any children will also be able to withdraw their assent and not take part even if their parents/guardian has given informed consent, at any time during the testing. Statistical analysis A combination of correlations and ANOVAs will be used to examine the relationship between the objective measures and the subjective measures but also each of the two year groups. Microsoft Excel will be used to produce the graphs and SPSS will be sued for the statistical analysis. Section 4: PROPOSED TIME PLAN Date Action to be completed before deadline 6th December 2010 Complete and hand in Project Proposal 10th 24th January 2011 Go to schools and collect data ready for analysis 27th January 4th February 2011 Complete data collection, produce table of results and complete graphs 4th- 8th February 2011 Complete data analysis 10th- 20th February 2011 Write discussion and put in info from proposal such as Introduction and Methods. 21st February 2011 Check final project with supervisor and compile lab file 23rd- 1st March 2011 Check for any errors in project and print out 2 copies ready for binding 11th March 2011 Hand in 2 copies of the thesis and lab file. 12th March 2011 5th April Revise for Viva Seminar Section Five: REFERANCES Balyi I., Hamilton A. (2004) Long-Term Athlete Development: Trainability in Childhood and Adolescence. Windows of Opportunity. Optimal Trainability.Victoria: National Coaching Institute British Columbia Advanced Training and Performance Ltd. Booth M, Macaskill, P, McLellan L. (1997) NSW Schools Fitness and Physical Activity Survey. Sydney. NSW Department of School Education. Cliff, D, P., Okely, A.D,. Smith, L.M and McKeen, K. Relationships Between Fundamental Movement Skills and Objectively Measured Physical Activity in Preschool Children. Pediatric Exercise Science, 2009, 21, 436-449 Fisher, A., Reilly J.J., Kelly, L.A., Montgomery, C., Williamson, A., Payton, J.Y., Grant, S., (2004) Fundamental Movement Skills and Habitual Physical Activity in Young Children Official Journal of the American College of Sports Medicine. 684-688. Gallahue, D, L and Ozmun, J,C. (2006) 6th edn. Understanding Motor Development: Infants, Children, Adolescents, Adults, USA: McGraw Hill Hands, B. (2000) How can we best measure fundamental movement skills? Health Sciences Conference Papers. Paper 5. Hands, B., Larkin, D. (1998). Australian tests of motor proficiency: What do we have and what do we need? The ACHPER Healthy Lifestyles Journal, 45(4),10-16. Hands, B. Martin, M (2003) Implementing a Fundamental Movement Skill program in an early childhood setting: The childrens perspectives Health Sciences Papers and Journal Articles Jess, M., Dewar, K. and Fraser, G. (2004) Basic moves: developing a foundation for lifelong physical activity, British Journal of Teaching in Physical Education 35 (2): 23-7. New South Wales (2000) Move It, Groove It Physical Activity in Primary Schools Summary Report. A NSW Health Physical Activity Demonstration Project (DP 98/1) Okely, A.D Booth, M,L. (2004) Mastery of fundamental movement skills among children in New South Wales: prevalence and sociodemographic distribution Journal of Science and Medicine in Sport 7 (3) 358-372. Spray, J. A. (1987). Recent developments in measurement and possible applications to the measurement of psychomotor behavior. Research Quarterly for Exercise and Sport, 58, 203-209. Section 6: APPENDIX

Markering :: GCSE Business Marketing BTEC Coursework

Markering Introduction Steve Case founded America Online (AOL) in pre-Internet days when the networking of various computer systems was rather informal and difficult for all but the highly computer-literate to accomplish. His goal was to make accessing these networks easy enough for anyone to manage. Though AOL has changed dramatically since those days, ease of use has remained a primary consideration in all changes visible to the user. Much maligned by the more "serious" services (and their subscribers) in the past, AOL has risen to be the industry leader despite challenges and the image of being the J.R. Ewing of the Internet, the provider everyone "loves to hate." Advertisers complain of AOL's dictatorial policies, yet with more than 21 million subscribers (Anonymous, 2000), AOL is an advertising venue that they dare not ignore. Current Situation and Background All large organizations today have vision and mission statements, but only the most successful actually adhere to them. Many organizations sport rather cryptic mission statements, or they put great effort into devising one and then never consult it again. AOL appears to be cognizant of both its mission and vision statements in every addition it makes to its service. America Online's Vision: To build an interactive medium that improves the lives of people and benefits society as no other medium before it. America Online's Mission: To build a global medium as central to people's lives as the telephone or television... and even more valuable (America Online, 1999; p. 34). Corporate strategy is clear. Mission and vision statements reveal gross strategy; investment reports indicate that more narrow strategy also is effective. Several advertisers have complained about AOL's policies in the past, but the factors of which they complain are those that keep AOL's management – rather than the phenomenal growth of the Internet – in control of the company's destiny and its attainment of its goals. Senior management misjudged the response to its offer of flat-rate charges for unlimited use, and the company even suffered class-action lawsuits after their access systems were overwhelmed in many areas. Seeking the greatest number of subscribers and offering to highlight advertisers willing to pay for AOL's assistance is a strategy that ensures AOL's continued financial good health. AOL's functional strategy of being indispensable to subscribers is one that can work to ensure the company's continued growth. Already, AOL has more content than does any other ISP (Anonymous, 2000), and it seeks only to grow in scope.

Wounds That Can Not Be Stitched

Stephanie Holmes 06-06-2011 Wounds that Can’t be Stitched Up I learned that sometimes you think your over things in your life until you see that actual person that has caused a fear in your life. It was upsetting to me that this man did not get any serious punishment for DWI and hit this family. That how did even have the nerve to get back behind the will after the tragedy he caused. It made me made when people were making excuses for him. He had the nerve to say to her at the end did I scare you oh, that really ticked me. As he staggered from his vehicle, he looked at me and asked drunkenly, â€Å"Did I scare you? † It made me mad. How can he dare ask a question like that when he damn their killed her mom, brother, and sister. Her daughter was standing outside to. I would imagine that would be very upsetting to her especially the stuff her family had been through. I think the writer was very heated and probably wanted to beat him up. That some people don’t understand what they did caused pain and hurt. Some people never learn. Now and then I’d see his name in court log of our local paper for another DWI. As he staggered from his vehicle, he looked at me and asked drunkenly, â€Å"Did I scare you? † He kept repeating that he’d did nothing wrong. Yes she was an intelligent source to discuss this piece with. She had an essay that appeared in Newsweek. The incident had caused her to write the essay The Wound That Can’t Be Stitched Up. That she used the sixth edition of Models for Writers to help her learn how to write.

Commonly Confused Words Stair and Stare

The words stair and stare  are  homophones: they sound alike but have different meanings. Definitions The noun stair refers to a step or one of a series of steps. The plural form, stairs, refers to a staircase or a flight of stairs. The verb stare means to look steadily, intently, or vacantly at someone or something. As a noun, stare means a long look with eyes wide open. Examples Cole tripped on a stair and fell down seven steps.[W]e joined the lines of office workers who were tunneling down the stairs into the cool underground caverns below.(Margaret Atwood, The Edible Woman, 1969)Next to him in the front  seat of the sedan was Buddy, their nine-year-old boy, who turned his head to stare at them both, his father and mother.(Paul Horgan, The Peach Stone. Of America East and West: Selections from the Writings of Paul Horgan. Farrar, Straus and Giroux, 1984)After giving me a long, hard stare, Silas put a toothpick into his mouth and walked away. Idiom Alerts Stare (Someone) DownThe  phrasal verb  to  stare down means to look directly and intently at someone or something, usually until that person or animal becomes uncomfortable and looks away.She was able to  stare down the  most fearsome university faculty or boardroom member and when push came to shove, she usually got her way.(Greig Beck, Beneath the Dark Ice. Pan, 2011) Stare (Someone) in the FaceThe expression stare (or staring) in the face means that something is (or should be) noticeable or obvious.And here I am, unknown and unemployed, a helpless artist lost in London—with a sick wife and hungry children, and bankruptcy  staring me in the face.(Wilkie Collins,  My Ladys Money: An Episode in the Life of a Young Girl, 1879) Practice Exercises (a) The  moons perfect yellow  dusted the thickening trees. Humperdinck could not help but _____  at their beauty.(William Goldman, The Princess Bride. Harcourt Brace Jovanovich, 1973)(b) He crept close and stood on the top _____ beside me, breathing strangely.(Daphne Du Maurier, The Kings General, 1946)(c) As the Count saw us, a horrible sort of snarl passed over his face, showing the eye-teeth long and pointed; but the evil smile as quickly passed into a cold _____ of lion-like disdain.(Bram Stoker, Dracula, 1897)(d) On the sixth _____, Fezzik  put his arm around Inigos shoulder. Well go down together, step by step. Theres nothing here, Inigo.(William Goldman,  The Princess Bride.  Harcourt  Brace  Jovanovich, 1973)   Answers to Practice Exercises Glossary of Usage: Index of Commonly Confused Words 200 Homonyms, Homophones, and Homographs Answers to Practice Exercises: Stair and Stare (a) The  moons perfect yellow  dusted the thickening trees. Humperdinck could not help but stare at their beauty.(William Goldman,  The Princess Bride.  Harcourt  Brace  Jovanovich, 1973)(b) He crept close and stood on the top stair beside me, breathing strangely.(Daphne Du Maurier, The Kings General, 1946)(c) As the Count saw us, a horrible sort of snarl passed over his face, showing the eye-teeth long and pointed; but the evil smile as quickly passed into a cold stare of lion-like disdain.(Bram Stoker, Dracula, 1897)(d) On the sixth stair, Fezzik  put his arm around Inigos shoulder. Well go down together, step by step. Theres nothing here, Inigo.(William Goldman,  The Princess Bride.  Harcourt  Brace  Jovanovich, 1973)   Glossary of Usage: Index of Commonly Confused Words