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Combined skills:
5–8 years,
9–12 years and
13–15 years

Over time, as children develop proficiency in basic FMS, they start to sequence or combine their skills into more sophisticated movement patterns. Depending on their interests, these patterns might emerge in the form of dance, martial arts or skateboarding, or any one of a variety of different sports and physical activities. However, the complex movement patterns that form the basis of these activities still rely on the prior development of basic FMS.

The following combined movement skills assessment can be used to generate assessment data to target your planning and teaching of fundamental movement skills for students. 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.

To assess combined movement skills, teachers can use a range of assessments, based on the age of the students. The assessments described below are valid and reliable for the following ages.

Athletic Skills Track (AST)

AST 1 (for ages 4–6) 
AST 2 (for ages 6–9)
AST 3 (for ages 9–12)

Canadian Agility Movement Skills Assessment (CAMSA)

CAMSA (for ages 9–15)

 

Tips for running fundamental movement skills assessments

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.

How to use the assessment data for planning and teaching

  • 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 should 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.

13–15 years

Levels 7 and 8

Content description

Use feedback to improve body control and coordination when performing specialised movement skills (VCHPEM133)

Achievement standard

Students demonstrate control and accuracy when performing specialised movement skills.

13–15 years

Levels 9 and 10

Content description

Perform and refine specialised movement skills in challenging movement situations (VCHPEM152)

Achievement standard

Students apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances..

Combined movement skills assessed

Combined movement skills incorporating a range of skills

Athletic Skills Track - introduction

The Athletic Skills Track is an obstacle course-style assessment that includes up to 8 movement skills performed in a sequence. The skills are dependent on age but include roll, bunny hop, jump, run, slalom, clamber and crawl. The assessment is scored based on how fast and well students perform the skills.

Assessment administration

  1. Explain to students that these skills are important for improving our confidence and ability to participate in physical activity.
  2. Have a class discussion about why combined movement skills are important.
  3. Demonstrate the obstacle course slowly, explaining each skill as you go.
  4. Demonstrate the obstacle course fast, saying each skill as you go.
  5. Ask the students what can happen to your skills when you try to do them quickly. Tell them that the aim of the obstacle course is to do the skills both quickly and well.
  6. Students practice the course once or twice, with the teacher calling out the skills as they go.
  7. When the students are ready for assessment, the teacher can video each of the students to score them later OR observe and use the scorecard to score as they go.

Scoring

  • The AST is scored based on normative values for a student’s age. The time it takes for a student to successfully get through the obstacle course is entered into the automatic scorecard (see below). The algorithm compares the time the student achieved with the average time for their age and determines how far away the student is from the average.
  • If a student receives a time that is higher than the average, they are deemed above level for their age (excelling). If a student receives a time that is lower than the average, they are deemed below level for their age (beginning).
  • This assessment does not investigate the quality of the skill, so if a student is below average it is recommended that further investigations are carried out (e.g. with Get Skilled: Get Active, Victorian FMS manual or Rock to Stand) to see where in the skill any specific underlying issues may be.

Athletic Skills Track 1 (ages 4–6)

 

Student objective: To complete the obstacle course as fast as possible

Time: Approximately 60 seconds per student

Space, equipment and preparation:

  • 2 × benches or low beams (each 360cm long × 27cm wide × 30cm high)
  • 6 × ribbons or drop-down lines
  • 4 × hoops (70cm diameter)
  • 5 × cones or multi-sport posts
  • a foam vault (63cm high)
  • a safety mat (each 150cm long × 100cm wide × 5cm high)
  • 11 × cones to denote the start and end of each area
  • a stopwatch
Read the instructions under the heading Space, equipment and preparation. This gives a detailed explanation of how to set up the equipment for each of the coloured boxes. This diagram provides a visual to support the instructions provided.
Area 1Place 2 benches or low beams end-to-end with 3 ribbons or drop-down lines evenly spaced out along each bench/beam (6 ribbons or drop-down lines in total).
Area 2Place 2 cones on the floor, in line with the end of the bench/beam, with the closest cone 1m away. Place 4 70cm hoops in a line parallel to the bench/beam with a 25cm gap between each hoop. Place 2 cones at the end of the last hoop, in line with where the benches/beams meet.
Area 3Place 2 cones 360cm beyond the end of the hoops, in line with the starting position on the first bench/beam.
Area 4Place 2 cones to signal the start of a new section. Place either 5 cones or multi-sport posts 90cm apart for the students to slalom through. The first post should be in line with the bench/beam starting position, but 1m away from the cone signalling the end of area 3. Use 2 cones to signal the end of this section, in line with where the 2 benches/beams meet.
Area 5Place the foam vault so that the end is in line with the end of the bench/beam and the start of the jump section. Place a mat after the vault and a cone after the mat to signal the end of the course.

Procedure and instructions:

  1. Walking (Balancing forwards): The student starts on the end of the first bench/beam. The teacher gives the starting signal and starts the stopwatch. The students walks forward along the bench/beam and touches each ribbon/drop down line with one hand as they go.
  2. Traveling jumps (Walking forwards through the hoops): The student steps into each hoop as they move forward. The order in which the feet are placed and the number of feet in the hoops at any time are not important.
  3. Alligator crawl (Crawling forwards on all 4 limbs): The student crawls forward on all 4 limbs with the face pointing forwards and the belly facing the ground. The students starts in position with both hands before the line of the 2 cones and may only stand up when both hands pass the line of the cones at the end of the area.
  4. Slaloming (Walking forwards): The student slaloms forwards between the poles or cones.
  5. Clambering (Climbing over the vault): The student climbs over the foam vault, lands on the mat and touches the cone at the end of the course.
  6. The teacher stops the stopwatch once the student has touched the cone

Observation position: Either video each student or observe ensure you can observe them performing each section of the course correctly and safely.

Digital resources:

Athletic Skills Track scorecard

How to use the Athletic Skills Track scorecard

AST Scorecard transcript

Athletics Skills Track 1 assessment procedure video

Athletic Skills Track 2 (ages 6–9)

 

Student objective: To complete the obstacle course as fast as possible

Time: Approximately 60 seconds per student

Space, equipment and preparation:

  • 2 × benches or low beams (each 360cm long × 27cm wide × 30cm high)
  • 3 × ribbons or drop-down lines
  • 2 × hoops (70cm diameter)
  • 4 × cones for bunny hops
  • a foam vault (76cm high)
  • 2 × safety mats (each 150cm long × 100cm wide × 5cm high)
  • 11 × cones to denote the start and end of each area
  • a stopwatch
Read the instructions under the heading Space, equipment and preparation. This gives a detailed explanation of how to set up the equipment for each of the coloured boxes. This diagram provides a visual to support the instructions provided.
Area 1Place 2 benches or low beams end-to-end with 3 ribbons or drop-down lines evenly spaced out along the first bench/beam and 4 cones evenly spaced out along the second bench/beam.
Area 2Place 2 cones on the floor, in line with the end of the bench/beam, with the closest cone 1m away. Place 2 more cones beyond this or in line with where the benches/beams meet.
Area 3Place 2 cones 360cm further forward, in line with the starting position on the first bench/low beam.
Area 4Place 2 cones to signal the start of the run/walk. They should be in line with the bench/beam starting position, but 1m away from the cone signalling the end of the alligator crawl. Use 2 additional cones to mark the end of this area in line with where the benches/beams meet.
Area 5Place one safety mat on the ground after the cones. Place 2 70cm hoops on either side of the mat. Place the foam vault so that the end is in line with the end of the second bench/beam and the start of area 2. Place a mat after the foam vault and a cone after the mat to signal the end of the course.

Procedure and instructions:

  • Walking (Balancing backwards): The student starts on the end of the first bench/beam. The teacher gives the starting signal and starts the stopwatch. The student walks backwards along the first bench/beam and touches each ribbon or drop-down line with one hand as they go.
  • Bunny hops: The student dismounts from the first bench/beam and turns around. Starting from either side of the second bench/beam, the student bunny hops over the bench between each of the cones (3 in total) until they reach the end of the second bench/beam.
  • Hopping forwards: Using their preferred foot, the student hops between the cones, starting at the end closest to the end of the second bench/beam.
  • Alligator crawl (Crawling backwards on all 4 limbs): The student crawls backwards on all 4 limbs with the face pointing towards the previous area (hopping). The student starts in position with both hands before the line of the 2 cones and may only stand up when both hands pass the line of the cones at the end of the area.
  • Running backwards: The student runs backwards between the cones. Students who are not comfortable running backwards can walk.
  • Pencil roll (Side roll): The student places both hands in one hoop and both feet in the other hoop and then performs a side roll onto the mat. The roll must be a complete 360°.
  • Clambering (Climbing over the vault): The student climbs over the foam vault, lands on the mat and touches the cone.
  • The teacher stops the stopwatch once the student has touched the cone.

Observation position: Either video each student or observe ensure you can observe them performing each section of the course correctly and safely.

Digital resources:

Athletic Skills Track scorecard

How to use the Athletic Skills Track scorecard

AST Scorecard transcript

Athletic Skills Track 2 assessment procedure video

Athletic Skills Track 3 (ages 9–12)

 

Student objective: To complete the obstacle course as fast as possible

Time: Approximately 60 seconds per student

Space, equipment and preparation:

  • 1 × low beam (360cm long × 7cm wide × 30cm high)
  • 1 × bench (360cm long × 27cm wide × 30cm high)
  • 3 × ribbons or drop-down lines
  • 4 × cones for bunny hops
  • 5 × cones or multi-sport posts for slalom
  • a foam vault (90cm high)
  • 2 × safety mats (each 150cm long × 100cm wide × 5cm high)
  • 11 × cones to denote the start and end of each area
  • a stopwatch
Read the instructions under the heading Space, equipment and preparation. This gives a detailed explanation of how to set up the equipment for each of the coloured boxes. This diagram provides a visual to support the instructions provided.
Area 1Place one low beam and one bench end-to-end with 3 ribbons evenly spaced out along the low beam and 4 cones evenly spaced out along the bench.
Area 2Place 2 cones on the floor, in line with the end of the bench, with the closest cone 1m away. Place 2 more cones beyond this or in line with where the bench and beam meet.
Area 3Place 2 cones 360cm further forward, in line with the starting position on the low beam.
Area 4Place 2 cones to signal the start of a new section. Place either 5 cones or multi-sport posts 90cm apart for the students to slalom through. The first post should be in line with the low beam starting position, but 1m away from the cone signalling the end of area 3. Use 2 cones to signal the end of this section, in line with where the bench and beam meet.
Area 5Place one safety mat on the ground after the cones. Place the foam vault so that the end is in line with the end of the bench and the start of area 2. Place a mat after the foam vault and a cone after the mat to signal the end of the course.

Procedure and instructions:

  • Walking (Balancing forwards): The student starts on the end of the low beam. The teacher gives the starting signal and starts the stopwatch. The student walks forwards along the low beam and touches each ribbon with one hand as they go.
  • Bunny Hops: The student dismounts from the low beam. Starting from either side of the bench, the student bunny hops over the bench between each of the cones (3 in total) until they reach the end of the bench.
  • Hopping backwards: Using their preferred foot, the student hops backwards between the cones, starting at the end closest to the end of the bench.
  • Alligator crawl (Crawling backwards on all 4 limbs): The student crawls backwards on all 4 limbs with the face pointing towards the previous area (hopping). The student starts in position with both hands before the line of the 2 cones and may only stand up when both hands pass the line of the cones at the end of the area.
  • Slaloming (Walking/Running backwards): The student slaloms backwards between the cones or multi-sport posts.
  • Forward roll: The student performs a forward roll on the mat.
  • Clambering (Climbing over the vault): The student climbs over the foam vault, lands on the mat and touches the cone.
  • The teacher stops the stopwatch once the student has touched the cone.

Observation position: Either video each student or observe ensure you can observe them performing each section of the course correctly and safely.

Digital resources:

Athletic Skills Track scorecard

How to use the Athletic Skills Track scorecard

AST Scorecard transcript

Athletic Skills Track 3 assessment procedure video

Canadian Agility Movement Skills Assessment (ages 9–15)

The CAMSA is an agility course that includes seven movement skills performed in a sequence: jump, slide, catch, throw, skip, hop and kick. Students are given a score for how fast they complete the obstacle course and how well they perform the skills.

 

Student objective: To complete the obstacle course as fast as possible

Time: Approximately 60 seconds per student

Space and equipment:

  • a 12m × 5m open, flat area free from obstacles (less than a third of a basketball court)
  • 1 × soccer ball
  • 1 × tennis ball or squellet ball
  • 6 × hoops
  • 6 × cones
  • a measuring tape
  • a timer

Set up and instructions

  • Set up the CAMSA obstacle course as shown in Figure 1.
  • Provide verbal instructions and slowly demonstrate the requirements of the CAMSA, with each skill explained as it is demonstrated (see the procedure video in the Resources below).
  • Demonstrate the CAMSA again, to highlight the effort and speed required to complete the assessment.
  • Instruct students to complete the assessment as fast as possible while performing the skills to the best of their ability.
  • Students complete the CAMSA twice. Their best performance is used for scoring.
  • You may video each student to assess later or observe from the front to the side near cone 6 in Figure 1 to perform a live assessment.

 

Fig. 1: Set up for the CAMSA assessment. Set up cone for starting position then in front of that, set up 2 rows of 3 x 63 centimetre hoops. Begin with 2 yellow hoops, 2 blue hoops and then 2 red hoops. 1 metre from the hoop, set up a green cone. Set up another green cone 3 metres in front of the first. At this cone, use masking tape to create a throwing and kicking line on the floor (the throwing and kicking line) Set up a yellow cone, 5 metres in front of the second green cone. Place another yellow cone 2 metres to the right of the first yellow cone (these cones should be touching a wall) One the wall between the two yellow cones, use masking tape to create a target 1.5 metres from the ground. The target should be a rectangle 24 inches in length and 18 inches in height. 1 metre to the left of the yellow hoop, set up a red cone. 5 metres in front of that cone, set up another red cone.

Figure 1: The set up for the CAMSA assessment

CAMSA procedure

  1. The teacher or another student stands at the starting position to keep time.
  2. Student starts behind the first hoop on the right-hand side.
  3. Student jumps with two feet together into the three hoops on the right-hand side.
  4. Student turns to face side-on looking towards the hoops and slides (side-steps) from cone 1 to cone 2. They touch cone 2 and then slide (side-step) back to cone 1.
  5. The teacher or another student throws a tennis/squellet ball using an underarm throw (between hip and shoulder) to the student, who catches the ball.
  6. Student moves to the throwing/kicking line (equal with cone 2) and throws the tennis/squellet ball, using an overarm throw, aiming at the square target on the wall between cones 5 and 6.
  7. Student turns around cone 2 and skips from cone 3 to cone 4. Either the teacher or another student places a soccer ball on the throwing/kicking line for use at step 9.
  8. Student uses their preferred foot to hop in all six of the hoops (in any order).
  9. Student runs to the throwing/kicking line and kicks the soccer ball, aiming between cones 5 and 6.
  10. The timer stops as soon as the student has kicked the ball.

Note: Verbal instructions can be given throughout the assessment prior to each skill to minimise the impact of memory on task sequence and completion time. Verbal cues can be used only to remind the student of the next task to be performed. No feedback is to be provided on task performance and no attempt is to be made to encourage or alter the student’s performance.

Resources

CAMSA procedure video

CAMSA manual
A manual for test administration

CAMSA scorecard
A downloadable spreadsheet that will generate student data

How to use the CAMSA scorecard

CAMSA Scorecard transcript

CAMSA research paper
A research paper outlining the feasibility of the CAMSA assessment

References

Joris Hoeboer, The development of the Athletic Skills Track: A new motor competence assessment, (PhD Thesis, 2019; The Hague University of Applied Sciences and Amsterdam Movement Sciences Research Institute, VU Amsterdam; published via NCL) © Joris Hoeboer; with permission.

Source: ‘Canadian Agility and Movement Skill Assessment (CAMSA): Validity, objectivity, and reliability evidence for children aged 8–12 years of age’, P. E. Longmuir, C. B, M. L, MM. B, E.K and TJ. S, Journal of Sport and Health Science 2017 Vol. 6 Issue 2 Pages 231–40, Accessed June 2022