Physical Literacy gives pupils the tools they need to take part in physical activity and sport, both for healthy life-long enjoyment and for sporting success. The physically literate child can be described as having the motivation, confidence, movement competence, knowledge and understanding to value and take part in physical activity throughout their personal lifelong journey. Research shows that being physically active later in life depends on feeling confident in an activity setting; and that confidence, as an adult, most often comes from having learned a range of specific movement skills as a child.
FMS are the basic building blocks of movement and a core element of physical literacy, because enhanced movement competence enables pupils to participate in a wide range of physical activities and settings, for a variety of intensities or durations. It is only when these skills are mastered that a child can go on to develop specialised movement skills, which will allow them to reach their potential in sports-specific endeavours. FMS are divided into the following three categories:
Through focusing the lens on the development of FMS in the primary school, we can create an environment in which pupils can flourish physically and meet the milestones of physical literacy as they move through the school years, so that they are more likely to continue to be active outside of school and later in life. We aim to teach our pupils to move well, so that they will move often.
Physical literacy, while important at all stages of life, has particular significance in the early and primary school years. It is at this stage that movement competence is developed and attitudes to physical activity are established. Equally it is a time when pupils begin to develop their self-awareness and self-concept and are hungry for knowledge. Consequently PE in primary school offers extensive opportunities to nurture the physically literate child.
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