10 Days of Giveaways
One week down! Today is the 7th day of #10daysofgiveaways for Down With PE. Hopefully, you are enjoying the free resources so far.
Movement Competency Classifications. You can find it at the Free Store.
What is it?
The Movement Competency Classifications is an example of knowledge translation. Using the article by Dudley (2015), entitled, "A Conceptual Model of Observed Physical Literacy," a simple, one-page visual communicates the Movement Competency Classifications described in the article.
Knowledge translation is, shortly, the dissemination of information from researchers to practitioners. Social media, podcasts, and blogs via websites, have been an excellent resource for PE teachers to receive information from researchers on things that can benefit their teaching and their students' learning. It can be a difficult process to gain access to published articles that can better inform our teaching practice; however, some researchers have been bridging this gap.
To say this one-page handout completely summarizes Dudley's (2015) article would be extremely false. The article (found here) proposes a conceptual model of observed physical literacy while also establishing an assessment rubric for physical literacy using SOLO (structure of observed learning outcomes) taxonomy. This visual showing the movement competency classifications on water and land.
You may also see that Dudley (2015) uses movement competencies, not fundamental movement skills (FMS), throughout the paper. This terminology aligns when with physical activity literature.
How can I use this?
When I first read this article, I was working at a school that was beginning curriculum articulation for PE. Because of my school's context (e.g. elementary students swimming most of the school year; and for some students, the whole school year), details about land- and water-based skills using FMS terminology such as object control, locomotor, and stability, resonated with me. This information had my team and I reflect on what was currently present in our curriculum and what was missing. Leading to: what changes can we make to ensure students have an opportunity to explore a wide(r) range movements on both land and water?
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