The Movement Assessment in Practice (MAP) platform delivers evidence-based fundamental movement skill (FMS) assessments to Health and Physical Education teachers in one easy to access and easy to use platform.
Getting started
Get started with the MAP resources by selecting the age group of your students. You will then be able to choose the skill category you would like to assess and the type of movement assessment. See
How to use the MAP resources.
The MAP platform is informed by the most up to date research and is designed by teachers for teachers.
The MAP platform will support teachers with their assessment of the following areas of the Health and Physical Education curriculum.
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.
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.
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 perform fundamental movement skills.
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.
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.
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.
The MAP platform provides Health and Physical Education teachers with valid, reliable and feasible movement skill assessments that can be incorporated into their teaching and learning program.
The development of motor competence is integral to children’s physical, psychological, cognitive and social development and impacts them positively into the future. Motor competence includes fundamental movement skills such as locomotor movement (e.g. jumping and hopping), object control movement (e.g. throwing and catching), and stability (e.g. balance), as well as motor coordination (e.g. agility).
Teachers are encouraged to use the relevant movement skill assessments as formative assessment tools to inform their teaching. As such, the MAP forms a foundation upon which teaching can be targeted to student needs, thereby maximising the potential for optimal learning of movement skills (including FMS).
The MAP includes automated scorecards which analyses the student data and provides teachers with a clear picture of what their students need to learn. This data will allow teachers to plan and deliver targeted teaching and learning programs based on the students’ movement skills (including FMS) development needs, evaluate the impact of their teaching, and adapt their practices to better meet the needs of all students.
The MAP platform provides:
- professional learning on FMS, FMS assessment and the MAP resources
- five valid, reliable and feasible movement assessment tools suitable for a range of specific needs, such as student age and skill
- filters to help you choose an assessment that is right for the students’ age group and skill level
- a step-by-step guide, with videos, on how to set up, run and evaluate the assessments
- downloadable support materials for each assessment
- automated student and class level scorecards for each assessment
- support for using the data to target the planning and teaching of FMS
- support on how to re-assess students and evaluate the effectiveness of teaching and learning.
These resources have been written in collaboration with Samantha Snow, Deakin University (PhD candidate and Health and Physical Education teacher).
How to use the MAP resources
Movement Assessment in Practice occurs in four stages:
Determine the needs of your students by assessing their current skill level. Select the appropriate MAP assessment/s by choosing the:
- age of your students (5–8 years, 9–12 years or 13–15 years)
- skill category (object control skills, locomotor skills, stability skills or combined movement skills)
- type of assessment.
Use the assessment data generated to plan what and how you will be teaching. Focus on supporting the needs and interests of your students and plan accordingly.
Target your teaching time on the movement skills that need improvement. When teaching a skill, target the observable components that your students need to improve. For example, your formative assessment data might show that, when performing an overhand throw, your students need to step forward with their opposite foot and follow through down and across their body.
When you have determined the movement skill/s you want to target, you need to consider the instructional model or pedagogical practice that will be most suitable for the needs and interests of your students. Instructional models you could choose include, Direct Instruction, Personalised System for Instruction, Cooperative Learning, Sport Education, Peer Teaching, Inquiry Teaching, Tactical Games and Teaching Personal and Social Responsibility. The model you choose for different units will vary based on your unit learning outcomes and the needs and interests of your students.
Use the same movement skill assessment to re-assess your students. This will help you track student growth and determine if your teaching is effective. It can also help you to decide if your students are ready to move on to a new skill or teaching focus.
MAP background resources
This video will assist you with your understanding of the MAP resources.
Introduction to MAP
Introduction to MAP transcript
References
Evidence for Motor skills and Health Behaviours and Outcomes
- Barnett, L. M., Webster, E. K., Hulteen, R. M., De Meester, A., Valentini, N. C., Lenoir, M., ... & Rodrigues, L. P. (2022). Through the looking glass: A systematic review of longitudinal evidence, providing new insight for motor competence and health. Sports Medicine, 52(4), 875-920.
Evidence for Physical Education Outcomes – including motor skills
- García-Hermoso A, Alonso-Martínez AM, Ramírez-Vélez R, Pérez-Sousa MÁ, Ramírez-Campillo R, Izquierdo M. Association of Physical Education With Improvement of Health-Related Physical Fitness Outcomes and Fundamental Motor Skills Among Youths: A Systematic Review and Meta-analysis. JAMA Pediatr. 2020;174(6):e200223. doi:10.1001/jamapediatrics.2020.0223
- Dudley, D., Mackenzie, E., Van Bergen, P., Cairney, J., & Barnett, L. (2022). What drives quality physical education? A systematic review and meta-analysis of learning and development effects from physical education-based interventions. Frontiers in Psychology, 3177.
Motor Skills Assessment
- Barnett, L. M., Stodden, D. F., Hulteen, R. M., & Sacko, R. S. (2020). Motor competence assessment. In The Routledge handbook of youth physical activity (pp. 384-408). Routledge.
- Bardid, F., Vannozzi, G., Logan, S. W., Hardy, L. L., & Barnett, L. M. (2019). A hitchhiker’s guide to assessing young people’s motor competence: Deciding what method to use. Journal of science and medicine in sport, 22(3), 311-318.
- Hulteen, R. M., Lander, N. J., Morgan, P. J., Barnett, L. M., Robertson, S. J., & Lubans, D. R. (2015). Validity and reliability of field-based measures for assessing movement skill competency in lifelong physical activities: a systematic review. Sports medicine, 45(10), 1443-1454. doi:10.1007/s40279-015-0357-0
Other references
- D. Stodden, J. Goodway, S. Langendorfer et al., “A developmental perspective on the role of motor skill competence in physical activity: an emergent relationship,” Quest, vol. 60, no. 2, pp. 290–306, 2008
- L. Barnett, D. Stodden, K. Cohen et al., “Fundamental movement skills: an important focus,” Journal of Teaching in Physical Education, vol. 35, no. 3, pp. 219–225, 20
- L. E. Robinson, D. F. Stodden, L. M. Barnett et al., “Motor competence and its effect on positive developmental trajectories of health,” Sports Medicine, vol. 45, no. 9, pp. 1273–1284, 2015
- Lander, N. J., Barnett, L. M., Brown, H., & Telford, A. (2015). Physical education teacher training in fundamental movement skills makes a difference to instruction and assessment practices. Journal of Teaching in Physical Education, 34(3), 548-556. doi:10.1123/jtpe.2014-0043
- Lander, N., Lewis, S., Nahavandi, D., Amsbury, K., & Barnett, L. M. (2022). Teacher perspectives of online continuing professional development in physical education. Sport, Education and Society, 27(4), 434-448. doi:10.1080/13573322.2020.1862785