Beyond the Basics: Rethinking Fundamental Movement Skills for Today's Children • Sport for Life

Drawing from the principles and frameworks established in the PLAYbasic 2.0 workbook from Sport for Life, this article explores the deeper significance of fundamental movement skills and their impact on child development.

The Physical Literacy Crisis

The 2024 ParticipACTION Report Card delivers a sobering verdict: Canadian children received a “D+” for physical activity and an “F” for sedentary behaviours. Only 39% meet daily physical activity recommendations, while just 27% stay within screen time guidelines. Behind these statistics lies a fundamental movement skills emergency—children who can’t run efficiently, throw accurately or balance confidently avoid physical activity altogether, creating a cycle of disengagement that affects social connections, learning, and well-being. The consequences extend beyond physical health; without mastering these essential movement building blocks, we face a generation physically illiterate in the most basic human language the —movement itself.

Fundamental Movement Skills: Key Building Blocks

Fundamental Movement Skills (FMS) form the foundation of physical literacy and are traditionally categorized into three main groups:

Locomotor skills: Skills that move the body from one place to another (running, jumping, hopping, skipping, wheeling, sliding)
Object control skills: Skills that involve controlling objects with different body parts (throwing, catching, kicking, striking, dribbling)
Balance skills: Skills that involve controlling the body in one place or while in motion (static balancing, dynamic balancing, landing, stopping, )

These skills are not merely physical abilities—they represent movement competencies that support children’s overall development and confidence. When children learn these skills, they’re more likely to engage in physical activities and maintain active lifestyles.

The Developmental Continuum in Action

The journey from awkward first attempts to fluid movement mastery unfolds through four distinct stages. Each represents not just skill acquisition, but a transformation in how children experience their bodies in motion:

The Initial Stage: The First Steps into Movement

Imagine a four-year-old attempting to catch a ball for the first time—arms stiff, eyes squinting shut at the crucial moment, the ball bouncing off rigid hands.

Real-World Example: At recess, Jayden hangs back from the soccer game. When the ball rolls his way, his kick is a hesitant toe-poke that sends the ball sideways rather than forward. His body remains stiff, arms barely moving, with no weight shift or follow-through. You can see his frustration as other children effortlessly connect with the ball.

What’s Really Happening: Jayden’s brain is still creating the basic neural maps for this movement. He’s focusing entirely on foot-to-ball contact, without the capacity yet to coordinate his whole body in the action. Each attempt, however awkward, builds crucial sensory feedback that will gradually refine his movement patterns. Opportunities for teaching this movement would be valuable at this time.

The Emerging Stage: Glimpses of Coordination

The jerky, disconnected movements begin to link together, though the sequence still appears mechanical.

Real-World Example: During physical education class, Sofia attempts the overhand throw. Her stance is better—she steps with the opposite foot and shows some trunk rotation. The ball travels with more purpose, though her timing is still off. Some throws sail high, others barely reach the target. What’s notable is her growing awareness of the elements that make a successful throw, even if she can’t consistently coordinate them. Opportunities by a teacher, instructor or coach to provide some tips will assist in the skill development.

What You’ll Notice: Watch for those “aha!” moments when children suddenly connect different movement components, even momentarily. These flashes of coordination signal important neural connections forming, even when consistency is lacking.

The Competent Stage: Function Finds Its Flow

The movement now becomes reliable and purposeful, though it still lacks the refined efficiency of mastery. PLAYbasic describes this as a “basic level of execution with minor sequencing errors.”

Real-World Example: Watch 10-year-old Marcus on the playground. His running has developed a rhythm—arms and legs in opposition, feet landing with purpose, and pace consistent. When he approaches the pylon to turn, he slows appropriately, pivots with reasonable control, and accelerates back without stumbling. The movement isn’t poetry in motion yet, but it’s functional and confident.

The Joy Factor: This is where children begin to feel the intrinsic pleasure of movement done well. Marcus’s smile as he completes the run-and-turn drill isn’t just about achievement—it’s about experiencing his body as a responsive, capable instrument. This stage marks a crucial transition from “having to move” to “wanting to move.”

The Proficient Stage: The Art of Effortless Movement

At this highest level, movement appears almost effortless—fluid, efficient, and adaptable. The PLAYbasic characterizes this stage as “overall proficiency depicted by the quality of movement.”

Real-World Example: Twelve-year-old Ava walks backward toe-to-heel along the line with what appears to be effortless precision. Her arms make subtle, almost imperceptible adjustments, her core remains stable, and her eyes are focused forward rather than down at her feet. When asked to speed up, she adjusts seamlessly, maintaining the same control at different tempos.

Beyond the Skill: What’s remarkable isn’t just Ava’s balance—it’s how the mastery of this fundamental skill translates across activities. Her soccer coach notes how her exceptional balance helps her maintain possession under pressure. Her dance instructor highlights how quickly she masters new positions. This cross-domain transfer is the hallmark of true physical literacy.

Key Insights from the PLAYbasic Assessment

The PLAYbasic tool reveals important dimensions of movement development:

The Confidence Connection

The PLAYbasic form includes a specific column to indicate low confidence during skill performance. As the workbook explicitly states: “Without confidence, the likelihood of performing a task in front of people is dramatically reduced. This will limit the child’s desire to participate in activities with a group, on a team and even with friends and family.”

This observation highlights the critical relationship between skill and confidence. Children who lack movement confidence often avoid physical activities, creating a cycle that further limits their skill development.

Bilateral Development Matters

The PLAYbasic assessment evaluates both dominant and non-dominant sides for hopping, throwing, and kicking. The workbook notes: “Development of the non-dominant side is important for encouraging physical literacy development and long-term physical activity.”

This focus on bilateral skill development acknowledges that competent movers need to be able to use both sides of their bodies effectively.

Practical Applications for Parents, Educators, and Coaches

The PLAYbasic workbook provides specific recommendations that can be implemented immediately:

1. Regularly Assess and Track Progress

Specific Action: Use the PLAYbasic tracking sheet to record observations over time. This allows you to “see how much the child has improved, and also how quickly.” The workbook includes a specific tracking form with spaces for up to 12 observations to monitor development.

2. Create Diverse Movement Opportunities

Specific Action: Ensure children have opportunities to develop movement skills “in their home, at school, in organized sport, in community recreation and/or during leisure time.” This means integrating movement practice across multiple settings rather than relying solely on physical education classes or sports.

For example, parents can:

Set up simple obstacle courses at home that require running, hopping, balancing, and object manipulation
Play catch games that develop throwing and catching skills
Encourage playground activities that challenge balance and coordination

3. Establish a Supportive Environment

Specific Action: Create what the PLAYbasic calls “a fun and safe environment” where children can practice skills without fear of judgment or criticism. This approach helps children “advance in competency, which will in turn make them more confident.”

Practically, this means:

Focusing on effort and improvement rather than comparison to others
Celebrating attempts and progress, not just success
Ensuring all children have opportunities to practice regardless of current skill level

4. Develop Movement Vocabulary

Specific Action: Help children “understand words that describe movement” such as the difference between a hop and a jump. The PLAYbasic workbook recommends using proper terminology when teaching movement skills.

This can be implemented by:

Using consistent terminology when teaching skills
Having children verbalize the key components of a movement
Connecting movement terms to the physical experience

5. Address Individual Development Needs

Specific Action: Use assessment results to identify specific areas for improvement. The PLAYbasic workbook emphasizes that “chronological age does not determine FMS development” and that children develop at different rates.

This means:

Focusing on the specific skills where each child shows gaps
Providing additional practice opportunities for skills in the initial or emerging stages
Recognizing that children may be at different stages for different skills

A Path Forward: Reimagining Movement in the Digital Age

Today’s children navigate a world fundamentally different from previous generations. Neighbourhood streets once filled with spontaneous games have emptied as structured activities and digital entertainment dominate childhood. This shift presents both challenges and surprising opportunities for fundamental movement skill development:

Digital Natives, Physical Explorers

Rather than positioning technology as the enemy of movement, forward-thinking programs are leveraging children’s digital fluency:

Movement Apps That Work: Programs like “PLAYBuilder” use short, engaging video tutorials that children can follow independently, combining screen engagement with physical practice. Some physical education teachers create QR code movement stations where children scan the code to see a movement demonstrated and then practice it themselves.

Gamification With Purpose: Taking inspiration from video game progression systems, innovative physical literacy programs are creating skill “levelling up” frameworks that provide the same dopamine hit as advancing in a game. Children collect digital badges for mastering specific skills, and creating portfolios of their movement achievements.

Environmental Design Revolution

The spaces where children spend their time can either inhibit or encourage movement development:

Beyond the Traditional Playground: Forward-thinking schools are reimagining their spaces with “movement landscapes”—environments with varying surfaces, heights, distances, and textures that naturally elicit diverse fundamental movements. A pathway of stepping stones at varying distances challenges jumping skills; walls of different heights invite climbing; textured surfaces enhance balance.

Movement in Moments: Innovative programs recognize that development happens throughout the day, not just during designated physical activity time. They embed “movement moments”—short bursts of fundamental skill practice integrated into daily routines. Hallway floors marked with balance lines, classroom transitions that involve different locomotor patterns, and object manipulation challenges while waiting in line all build skills incrementally.

Joy as the Ultimate Motivator

Perhaps the most revolutionary approach is the return to what has always drawn children to movement—pure joy:

The Play Renaissance: Leading physical literacy programs are rediscovering the power of play. Rather than structured drills, they create “movement adventures” where fundamental skills are embedded in imaginative contexts—children become explorers traversing different “terrains” (locomotor skills), space travellers manipulating “alien objects” (object control), or surfers riding “waves” (balance).

Celebration Over Correction: Instead of focusing exclusively on proper technique, effective programs celebrate progress and effort first. They create regular “movement celebrations” where children demonstrate their newest skills, creating positive emotional associations with movement that fuel continued engagement.

Conclusion: Movement as Birthright

Fundamental movement skills aren’t just techniques to be taught—they’re a birthright of human development. When a child master the run, the throw, the balance, they aren’t simply acquiring physical abilities; they’re unlocking a world of movement possibilities that will shape their relationship with physical activity for life.

This relationship transcends sport performance. A child who moves with competence and confidence approaches new challenges with optimism rather than hesitation. They join the playground game without fear of embarrassment. They try the new sport with excitement rather than dread. They experience their body as a source of joy rather than limitation.

The most profound transformation happens when we shift from seeing fundamental movement skills as merely physical to recognizing them as gateways to fuller human experience. The child who can navigate physical space with confidence navigates social spaces similarly. The student who persists through the awkward initial stages of skill development applies the same resilience to academic challenges. The adolescent who experiences the deep satisfaction of movement mastery understands the rewards of committed practice in any domain.

In the end, physical literacy isn’t just about making children more active—it’s about making them more complete in their experience of themselves and the world around them. Every fundamental movement skill mastered is a new word in their physical vocabulary, enabling them to write their own stories of active, confident engagement throughout life.