Locomotor skills: 5–8 years and 9–12 years

The movement assessments in each skill category (locomotor skills, object control skills, stability skills and combined skills) can be used to generate assessment data to target your planning and teaching of fundamental movement skills for students aged 5–8 years and 9–12 years. After teaching, you can use the same assessment to re-assess your students. This will help you track student skill development and determine if your teaching is effective.

 

Appropriate use of assessment

  • Assessments should be completed at the beginning of the unit to inform the direction and level of teaching and also at the end of the unit to identify student progress and quality of teaching.
  • In addition to this, ongoing informal assessments should be conducted throughout the teaching and learning cycle. These informal assessments can include a range of assessment strategies such as questioning, observation and monitoring, peer feedback, personal reflection and class discussions. This informal assessment provides teachers with anecdotal and continuous evidence of student learning throughout the teaching and learning cycle.
  • Assessments should be considered a learning task.
  • Assessment should be used to provide meaningful feedback to students and to show growth throughout a unit.

Student management

  • Allow students to set their own goal before completing an assessment.
  • Set up stations or modified games so you can work with a small group of students at a time. This will ensure students are active throughout the lesson, rather than waiting in a long line.
  • Use student helpers to assist, for example as a video recorder, ball collector, etc.
  • Engage and empower students in the process. Utilise peer and self-assessments in combination with teacher-led assessments.

Safety

  • Rather than using cones, you may choose to mark each of the markings with spray paint, masking tape or drop-down lines.

Time savers

  • Set up assessments prior to the beginning of class.
  • Have your scorecards and checklists ready.
  • If recording assessments, have your video recording equipment set up before you begin.
  • Student helpers make your life easier. Consider asking student leaders to support you.
  • The more frequently you use the assessments, the quicker you will get through the assessments with your students.
  • Use the automated scorecards or skill checklists to give students instant feedback.
  • Set up multiple assessments if you have the space and equipment. Students can work in groups and take turns to video one another using a portable device.

  • Identify students’ strengths and areas where they need additional support.
  • Identify whole-class needs by analysing whole-class data (see assessment resources) to see if there are trends.
  • Allow students to set their own goal and reflect on their learning.
  • Plan units and lessons based on the point of need.
  • Group students to cater to differing needs within the class. They could be grouped by like ability and interest, or paired as mentor and mentee.
  • Give praise for effort and specific feedback based on students’ strengths and points of need.
  • Give students access to their scorecard to provide feedback and allow them to be involved in goal-setting.

Movement skills assessments

The movement skill assessments are relevant to the following curriculum links.

5–8 years

Foundation

Content description

Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings (VCHPEM064)

Achievement standard

Students perform fundamental movement skills.

5–8 years

Levels 1 and 2

Content description

Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM080)

Achievement standard

Students demonstrate fundamental movement skills in different movement situations.

9–12 years

Levels 3 and 4

Content description

Practise and refine fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM097)

Achievement standard

Students refine fundamental movement skills.

9–12 years

Levels 5 and 6

Content description

Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings (VCHPEM115)

Achievement standard

Students perform specialised movement skills.

Locomotor skills assessed

Sprint run/run, jump, hop, skip, side gallop, leap, dodge

To assess locomotor skills, teachers can choose from 2 resources: the Victorian FMS manual or Get Skilled: Get Active. Both offer valid and reliable assessments for the following locomotor skills:

  • Victorian FMS manual: Run, vertical jump, leap, dodge
  • Get Skilled: Get Active: Sprint run, jump, hop, skip, side gallop (slide), leap, dodge

Teachers can choose the assessment that best suits their students. The automated scorecards are linked to each specific resource.

Assessment administration

  1. Explain to students that these locomotor skills are important for improving our confidence and ability to participate in physical activity.
  2. Have a class discussion about why locomotor skills are important.
  3. Provide verbal instructions as you carefully demonstrate the procedure for each assessment. Focus on the components that are age appropriate.
  4. For each assessment, students participate in one practice trial, followed by 2 scored trials. Use the best scored trial for scoring.
  5. Set up activity stations so all students are involved and engaged in an activity and are not waiting in line and watching others being assessed.

Scoring

  • Use the appropriate scorecard for the type of assessment you are using. Each skill is scored against 5–7 criteria.
  • The criteria are very descriptive but are age-appropriate, meaning that some criteria are expected to be mastered before others.
  • If a student successfully demonstrates a criterion when performing the skill, they receive one mark/point. The total score is the number of criteria that the student successfully demonstrates.
  • In the Get Skilled: Get Active resource, the introductory components are those that students are most capable of demonstrating from Foundation to Level 2. The fine-tuning components are those that will generally be demonstrated by students after they have reached proficiency in the introductory components. Most students in Foundation to Level 2 will not be at a cognitive or physical level of development to acquire the fine-tuning components.
  • Scoring resources for Victorian FMS manual assessments :
  • Scoring resources for Get Skilled: Get Active assessments :
    • Get Skilled: Get Active scorecard
      The scorecard includes all the locomotor, object control and stability skills assessed using this resource.
    • How to use the Get Skilled: Get Active scorecard: Watch the video on 'How to use the Victorian FMS manual scorecard'.
    • Get Skilled: Get Active PDF resource: A K–6 resource to support the teaching and assessment of fundamental movement skills.

5–8 years, 9–12 years

Run – Victorian FMS manual

Student objective: To run as fast as possible along a straight line

Time: Approximately 60 seconds per student

Space, equipment and preparation: A 30m flat, straight area with run-off space at each end, such as a basketball court sideline, with a cone to mark each end of the assessment area

Procedure and instructions: The student runs as fast as they can from the start cone until they have gone past the other cone, turns and then runs back to the start. The student performs one practice trial and 2 scored trials.

Observation position: Either video each student or observe from the side of the running area, halfway along, and to the front.

Digital resources:

Run assessment procedure video: Video of assessment procedure and observable components of the run.

 

Victorian FMS manual scorecard

Run checklist
Victorian FMS manual checklist for the run

5–8 years, 9–12 years

Sprint run – Get Skilled: Get Active

Student objective: To run 20m in a straight line as fast as possible

Time: Approximately 60 seconds per student

Space, equipment and preparation: A flat open area, approximately 20m long, with a cone at each end of the assessment area

Procedure and instructions: The student runs as fast as they can from one end of the area to another. The student performs one practice trial and 2 scored trials.

Observation position: Either video each student or observe from the side of the running area, halfway along and to the front of the student.

Digital resources:

Sprint run video
 Video of children at different stages of development performing the sprint run

Get Skilled: Get Active scorecard

Sprint run checklist
Get Skilled: Get Active criteria checklist for the sprint run

5–8 years, 9–12 years

Vertical Jump – Victorian FMS manual

Student objective: To jump vertically as high as possible from a standing position

Time: Approximately 30 seconds per student

Space, equipment and preparation: A flat, non-slip surface, with a cross marked on the surface to act as the jumping-off point

Procedure and instructions: The student jumps as high as they can, with a pause between each jump. The student performs one practice trial and 2 scored trials.

Observation position: Either video each student or observe from the side.

Digital resources:

Vertical jump assessment procedure video: Video of assessment procedure and observable components of the vertical jump.

 

Victorian FMS manual scorecard

Vertical jump checklist
Victorian FMS manual checklist for the vertical jump

5–8 years, 9–12 years

Vertical Jump – Get Skilled: Get Active

Student objective: To jump as high possible from a standing position

Time: Approximately 30 seconds per student

Space, equipment and preparation: A flat, non-slip, open area

Procedure and instructions: The student jumps as high as they can. The student performs one practice trial and 2 scored trials.

Observation positions: Either video each student or observe from the side.

Digital resources:

Vertical jump video
Video of children at different stages of development performing the vertical jump.

Get Skilled: Get Active scorecard

Vertical jump checklist
Get Skilled: Get Active criteria checklist for the jump

5–8 years, 9–12 years

Hop – Get Skilled: Get Active

Student objective: To hop approximately 15m

Time: Approximately 60 seconds per student

Space, equipment and preparation: A flat, open area approximately 15m long, with a cone placed at each end of the assessment area

Procedure and instructions: Using their preferred foot, student hops from one end of the assessment area to the other and returns. The student performs one practice trial and 2 scored trials.

Observation positions: Either video each student or observe from the side.

Digital resources:

Hop video
Video of children at different stages of development performing the hop.

Get Skilled: Get Active scorecard

Hop checklist
Get Skilled: Get Active criteria checklist for the hop

5–8 years, 9–12 years

Side gallop (slide) – Get Skilled: Get Active

Student objective: To side gallop approximately 15m

Time: Approximately 60 seconds per student

Space, equipment and preparation: A flat, open area approximately 15m long, with a cone placed at each end of the assessment area

Procedure and instructions: The student side gallops from one end of the assessment area to the other and returns. The student performs one practice trial and 2 scored trials.

Observation positions: Either video each student or observe from the front of the student.

Digital resources:

Side gallop video
Video of children at different stages of development performing the side gallop

Get Skilled: Get Active scorecard

Side gallop checklist
Get Skilled: Get Active criteria checklist for the side gallop

5–8 years, 9–12 years

Skip – Get Skilled: Get Active

Student objective: To skip approximately 15m

Time: Approximately 60 seconds per student

Space, equipment and preparation: A flat, open area approximately 15m long, with a cone placed at each end of the assessment area

Procedure and instructions: The student skips from one end of the assessment area to the other, and then back again. The student performs one practice trial and 2 scored trials.

Observation positions: Either video each student or observe from the side.

Digital resources:

Skip video
 Video of children at different stages of development performing the skip

Get Skilled: Get Active scorecard

Skip checklist
Get Skilled: Get Active criteria checklist for the skip

5–8 years, 9–12 years

Leap – Victorian FMS manual

Student objective: To leap as far as possible

Time: Approximately 30 seconds per student

Space, equipment and preparation:

  • a flat, non-slip surface
  • 5 × cones
  • measuring tape

Mark a 1m × 1m take-off square using a cone to denote each corner. Place another cone 3m back from the take-off square to mark the starting point.

Procedure and instructions: The student begins at the starting point, runs towards the take-off square and leaps as far as they can from within the square. The student performs one practice trial and 2 scored trials.

Observation position: Either video each student or observe from the side.

Digital resources:

Video of children at different stages of development performing the leap.

 

Victorian FMS manual scorecard

Leap checklist
Victorian FMS manual checklist for the leap.

5–8 years, 9–12 years

Leap – Get Skilled: Get Active

Student objective: To leap as far as possible from a running start

Time: Approximately 30 seconds per student

Space, equipment and preparation: One marker or a line to denote the leaping point, and a flat open area on either side

Procedure and instructions: The student runs up to the marker and leaps as far as they can. The student performs one practice trial and 2 scored trials.

Observation positions: Either video each student or observe from the side of the marker.

Digital resources:

Leap video
 Video of children at different stages of development performing the leap.

Get Skilled: Get Active scorecard

Leap checklist
Get Skilled: Get Active criteria checklist for the leap

5–8 years, 9–12 years

Dodge – Victorian FMS manual

Student objective: To move quickly through a series of cones each placed 3m apart in a zig-zag formation

Time: Approximately 60 seconds per student

Space, equipment and preparation: A flat, non-slip surface of approximately 15m × 4m, with 9 cones placed in a zig-zag formation 3m apart and lines to mark the path between each cone as indicated below

On a non-slip surface, set up 9 soft cones or poly dots in a zig zag formation. There should be a distance of 3 metres between each cone.

Procedure and instructions: The student runs from one cone to the next, following the lines marked. At each of the cones, the student should dodge as fast as possible to change direction towards the next cone. The student performs one practice trial and 2 scored trials.

It may be necessary, particularly with the younger students, to allow students to walk through the zig-zag course prior to running.

Observation position: Either video each student or observe from the finishing cone.

Digital resources:

Dodge assessment procedure video: Video of assessment procedure and observable components of the dodge

 

Victorian FMS manual scorecard

Dodge checklist
Victorian FMS manual checklist for the dodge.

5–8 years, 9–12 years

Dodge – Get Skilled: Get Active

Student objective: To run up to each marker and change direction at each marker

Time: Approximately 60 seconds per student

Space, equipment and preparation: 6–10 cones or markers arranged in a zig-zag formation (approximately 3m apart)

Procedure and instructions: The student runs up to each marker and dodges away from it as fast as they can towards the next marker. The student performs one practice trial and 2 scored trials.

It may be necessary, particularly with the younger students, to allow students to walk through the zig-zag course prior to running and dodging.

Observation positions: Either video each student or observe from in front of the markers.

Digital resources:

Dodge video
 Video of children at different stages of development performing the dodge.

Get Skilled: Get Active scorecard

Dodge checklist
Get Skilled: Get Active criteria checklist for the dodge

Fundamental Motor Skills A manual for classroom teachers
Intellectual Property and Copyright, State of Victoria (Department of Education)

Get Skilled: Get Active K–6 resource to support the teaching of fundamental movement skills, PDHPE Curriculum Resources (© State of New South Wales, Department of Education, 2016); CC-BY 4.0