What are Fundamental Movement Skills | Why are they important?

Fundamental movement skills or motor skills are a range of skills that children should be exposed to at an early age to develop and master more complex movement patterns later in life. This will allow children to have the basic physical movement skills required to perform more complex skills in sports scenarios. FMS skills are seen as the building blocks to further physical skill development and are also crucial for children to participate in sports later in life.

Fundamental movement skills (FMS) are the building blocks for more complex and specialised skills that children will need throughout their lives to competently participate in different games, sports and recreational activities.(ACT Gov, 2024)

Many researchers believe that children who display competency in FMS skills have significantly higher social and psychological benefits and are more likely to lead an active and healthy life, the evidence also suggests positive outcomes regarding cardiorespiratory fitness, musculoskeletal fitness and body composition (Bremer 2016).

Essentially these skills allow students to become physically competent, this competency allows them to participate in activities with peers, socialise with other students and take part in activities linked to a healthy lifestyle. These are the starting point to developing more complex skills and therefore are critical for child development as an individual and as a student.

Below is an example of how developing an ‘Overarm Throw’ as a fundamental skill, translates into a wide range of sports and activities.

(Fundamental Motor Skills- A manual for classroom teachers, Victorian Government 1996)

What are the different Fundamental Movement Skills?

FMS skills are used widely in many physical education curriculums across the world (England, Northern Ireland, Wales, Victoria and Canada) and in particular in the Australian education curriculum, ACARA. Students need to be competent in all FMS skills by the end of year 4 or by the time they leave primary school at the age of 11-12.

Depending on what you read and where you look, there is a slight variance in how many FMS there are and what they are. This may be due to each organisation or country’s curriculum prioritising specific skills over the others. Whilst I have not been able to find conclusive skills that are mutually agreed upon by numerous organisations, for the most part, they are relatively similar with some slight variance.

The University of NSW provides the following, (which I feel is the most conclusive)

There are actually more than 40 FMS skills which are separated into 3 specific categories:

Locomotor Skills: Moving our body

Walk, run, jump, hop, leap, swing, sidestep, skip, dodge, gallop, climb and lunge.

Manipulative Skills: Manipulating and object

Catch, underhand throw, overhand throw, kick, strike with hand, strike with object, two-handed strike, pivot, foot dribble, hand dribble and shake.

Stability Skills: Stabilising our body

Stretch, bend, stop, balance, land, twist/rotate, turn, roll and climb

It is important that, on a continuum of FMS skill development, the locomotor movement skills are mastered prior to more complex manipulative skills (manipulative actions require greater multi joint co-ordination, stability of the trunk and object manipulation in order to master the skill). (University of South Wales 2020)

What is the risk for not teaching our students Fundamental Movement Skills?

Young students socialise and build relationships through play, as students progress through primary school this continues. Play occurs during lesson time, break time and before and after school. If students are not able to participate with their peers to the same extent, this may lead to social isolation and an inability to develop feelings of belonging with their peers.

Competency in fundamental movement skills also provides an indication of development for students, if a student is not able to perform certain skills at the desired age even though they have been exposed to these skills in a learning environment, this may be an indication of underlying issues. Without exposing children to these situations, these indicators may not be seen early on.

If students are not able to participate in games and activities as they get older and move into high school, this also creates the risk of students living a sedentary and unhealthy lifestyle. Posing much greater risk as these young children become adolescents.

We need to ensure students have the right building blocks in order to develop sufficient physical skills to be physically able and competent in order to maintain their health and well-being.

Several studies have reported that physical activity declines dramatically as young children advance from primary to secondary school with children losing on average an hour of exercise in the week. Aligned to this, our research has documented that many children are leaving primary education having failed to gain proficiency in FMS and this may severely hinder youth participation in many diverse types of leisure physical activities, games and sports and impact on physical fitness

Negative effects on social development and overall emotional wellbeing
Unaware of developmental indicators related to underlying issues
Negative long-term health outcomes
Lower self-efficacy in ability to be active and healthy

When do we teach students Fundamental Movement Skills and what skills should be taught at each age?

As mentioned earlier there are variance in opinions when it comes to when students should be exposed to these skills in physical education lessons and when they should be mastered. If you are playing a wide range of games with students and creating a quality HPE program, you will be using all of FMS skills listed below directly or indirectly in your lessons. Even in providing students time for free play, these skills are being utilised and developed, a lot of the time without specific direction. As long as students are being provided numerous opportunities to develop FMS skills I don’t think you can go wrong as an educator. Of course these skills will need to be taught and developed in a range of movement activities over a students year of P.E lessons. Below is a comprehensive table of when students should be introduced to skills and when they should be mastered or competent in those skills. Ensuring that the skills are introduced at developmentally appropriate stages of child development.

(Fundamental Motor Skills- A manual for classroom teachers, Victorian Government 1996)

What are the risks of not implementing Fundamental Movement Skills in your curriculum?

Developing fundamental movement skills (FMS) in children is crucial for their overall physical development, health, and well-being. Failing to develop these skills can lead to several risks. Here are five significant risks, supported by research:

Physical Health Issues:

Obesity: Without the ability to engage in various physical activities, children are more likely to lead sedentary lifestyles, increasing the risk of obesity. A lack of FMS limits participation in sports and active play, which are essential for maintaining a healthy weight.
Poor Cardiovascular Health: Regular physical activity is crucial for cardiovascular health. Children who do not develop FMS are less likely to engage in the physical activities needed to promote heart health, leading to potential cardiovascular issues later in life.

Decreased Physical Fitness

Lower Levels of Fitness: Fundamental movement skills are the building blocks of more complex physical activities. Without these skills, children may exhibit lower levels of overall physical fitness, including muscular strength, endurance, and flexibility .
Reduced Motor Competence: A lack of FMS can lead to poor motor competence, affecting coordination and the ability to perform everyday tasks efficiently. This can limit a child’s ability to participate in physical activities and sports, which are important for overall fitness.

Negative Impact on Mental Health:

Reduced Self-Esteem and Confidence: Children who struggle with physical activities due to underdeveloped FMS may experience lower self-esteem and confidence. This can impact their willingness to participate in group activities and sports, leading to social isolation and negative self-perception.
Increased Anxiety and Stress: Physical activity is known to reduce anxiety and stress. Children who are less physically active due to poor FMS may miss out on these mental health benefits, leading to higher levels of anxiety and stress.

Impaired Social Development

Limited Social Interaction: Physical activities and sports are key opportunities for children to interact and build social skills. Children who lack FMS might avoid these activities, missing out on important social interactions that help develop teamwork, cooperation, and communication skills .

Academic Performance:

Poor Academic Outcomes: There is a correlation between physical activity and academic performance. Children who are physically active tend to perform better academically. Without fundamental movement skills, children may engage less in physical activity, potentially leading to poorer concentration, memory, and classroom behavior, which can negatively affect academic achievement .

Helpful Resources:

Sources:

Hardy, L. L., Reinten-Reynolds, T., Espinel, P., Zask, A., & Okely, A. D. (2012). Prevalence and correlates of low fundamental movement skill competency in children. Pediatrics, 130(2), e390-e398.
Cattuzzo, M. T., dos Santos Henrique, R., Re, A. H. N., de Oliveira, I. S., Melo, B. M., de Sousa Moura, M., … & Stodden, D. (2016). Motor competence and health related physical fitness in youth: A systematic review. Journal of Science and Medicine in Sport, 19(2), 123-129.
Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental movement skills in children and adolescents: Review of associated health benefits. Sports Medicine, 40(12), 1019-1035.
Barnett, L. M., van Beurden, E., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2008). Does childhood motor skill proficiency predict adolescent fitness? Medicine & Science in Sports & Exercise, 40(12), 2137-2144.
Dismore, H., & Bailey, R. (2010). Fun and enjoyment in physical education: Young people’s attitudes. Research Papers in Education, 25(4), 451-466.
Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: Informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 98.
Morgan, P. J., & Hansen, V. (2008). Classroom teachers’ perceptions of the impact of barriers to teaching physical education on the quality of physical education programs. Research Quarterly for Exercise and Sport, 79(4), 506-516.
Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports, and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 10.
Bremer E, Cairney J. Fundamental Movement Skills and Health-Related Outcomes: A Narrative Review of Longitudinal and Intervention Studies Targeting Typically Developing Children. Am J Lifestyle Med. 2016 Apr 3;12(2):148-159. doi: 10.1177/1559827616640196. PMID: 30202387; PMCID: PMC6124990. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6124990/
https://www.southwales.ac.uk/old-sport/sports-blogs/fundamental-movement-skills-are-they-fundamental-part-young-childs-physical-education/
https://www.act.gov.au/health/topics/children-and-young-people-health/keeping-children-active/for-educators-fundamental-movement-skills#Categories-of-fundamental-movement-skills