Learning objectives

By engaging with the text in this chapter, students will be able to:

• describe the sequence of motor development in the early years

• explain the impact of maturational and environmental variables on motor development

• understand the importance of implementing a developmentally appropriate movement curriculum

• explore the role of movement in relation to early physical, emotional and cognitive development.

Mary is in her first year of teaching. She is teaching in a split Year 1/2 class and has also been asked to help with the organisation of physical education classes at the local early childhood centre, including pre-primary classes. Mary has only had limited exposure to physical education in her pre-service training. She recognises the need for developmentally based instruction in other learning areas but lacks confidence in applying this approach to physical education.

John has been appointed the Year 5 teacher for this year. He has noticed that the students in his class love playing cricket; however, when he tries to play the game of cricket in physical education, most of the students (particularly the girls) withdraw to the sideline. The strong students dominate the game as many of the weaker students cannot catch or throw the ball efficiently and many of the students have little or no understanding of the rules.

Samantha is a secondary-trained physical education teacher trying to get a softball team trained up for the interschool carnival. The students play the game of softball twice a week against local teams; however, they don’t seem to be improving and the carnival is six weeks away.