Skip Ribbon Commands
Skip to main content
Sign In Skip to Content

Object control skills: 5–8 years and 9–12 years

The movement assessments in each skill category (locomotor skills, object control skills, stability skills and combined skills) can be used to generate assessment data to target your planning and teaching of fundamental movement skills for students aged 5–8 years and 9–12 years. 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.

 

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 could 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.

Object control skills assessed

Catch, overarm throw, kick, punt, bounce, two-hand side-arm strike, forehand strike

To assess object control skills, teachers can choose from 2 resources: the Victorian FMS manual or Get Skilled: Get Active. Both offer valid and reliable assessments for the following object control skills:

  • Victorian FMS manual: Catch, overhand throw, kick, punt, bounce, two-hand side-arm strike, forehand strike
  • Get Skilled: Get Active: Catch, overarm throw, kick, two-hand strike

Teachers can choose the assessment that best suits their students. The scorecards are linked to each specific resource.

Assessment administration

  1. Explain to students that these object control skills are important for improving our confidence and ability to participate in physical activity.
  2. Have a class discussion about why object control skills are important.
  3. Provide verbal instructions as you carefully demonstrate the procedure for each assessment. Focus on the components that are age appropriate.
  4. For each assessment, students participate in one practice trial, followed by 2 scored trials. Use the best scored trial for scoring.
  5. Set up activity stations so all students are involved and engaged in an activity and are not waiting in line and watching others being assessed.

Scoring

  • Use the appropriate scorecard for the type of assessment you are using. Each skill is scored against 5–7 criteria.
  • The criteria are very descriptive but are age-appropriate, meaning that some criteria are expected to be mastered before others.
  • If a student successfully demonstrates a criterion when performing the skill, they receive one mark/point. The total score is the number of criteria that the student successfully demonstrates.
  • In the Get Skilled: Get Active resource, the introductory components are those that students are most capable of demonstrating from Foundation to Level 2. The fine-tuning components are those that will generally be demonstrated by students after they have reached proficiency in the introductory components. Most students in Foundation to Level 2 will not be at a cognitive or physical level of development to acquire the fine-tuning components.
  • Scoring resources for Victorian FMS manual assessments :
  • Scoring resources for Get Skilled: Get Active assessments :
    • Get Skilled: Get Active scorecard
      The scorecard includes all the locomotor, object control and stability skills assessed using this resource.
    • How to use the Get Skilled: Get Active scorecard: Watch the video on 'How to use the Victorian FMS manual scorecard'.
    • Get Skilled: Get Active PDF resource: A K–6 resource to support the teaching and assessment of fundamental movement skills.

Catch

5–8 years, 9–12 years

Catch – Victorian FMS manual

Student objective: To catch a tennis ball thrown underarm from an age-appropriate distance: 5m (5–7 years), 10m (8–10 years) or 15m (11–12 years)

Time: Approximately 30 seconds per student

Space, equipment and preparation:

  • an open flat area free from obstacles
  • 4 × cones
  • 3 × tennis balls
  • measuring tape

Measure a 2m × 2m catching square with cones placed at each corner. Place a mark on the back line to denote the starting position for the catcher. Place a marker or a line for the thrower to stand on (at the age-appropriate distance from the square). Have a bucket with 3 tennis balls near the thrower.

Procedure and instructions: The student being assessed stands in the middle of the square and catches a ball tossed to them from an age-appropriate distance. The thrower performs an underarm throw with a slight arc, aiming for the student’s chest (the ball needs to reach the student between the shoulders and waist). The student performs one practice trial and 2 scored trials. One or 2 students can stand behind the catching square to collect any missed balls.

Observation position: Either video each student or observe from the side and slightly towards the front at a 45° angle.

Digital resources:

Catch assessment procedure video: Video of assessment procedure and observable components of the catch

 

Victorian FMS manual scorecard

Catch checklist
Victorian FMS manual checklist for the catch.

5–8 years, 9–12 years

Catch – Get Skilled: Get Active

Student objective: To catch a thrown object with both hands from a distance of 5m

Time: Approximately 30 seconds per student

Space, equipment and preparation:

  • an open flat area free from obstacles, with the thrower’s line marked
  • a lightweight ball, approximately 8–10cm (Foundation – Year 1) OR a tennis ball (Years 2–3)
  • 2 × drop-down lines or cones
  • measuring tape

Procedure and instructions: The student being assessed stands 5m from the thrower’s line. The thrower performs an underarm throw to the student with a slight arc, aiming for the student’s chest (the ball needs to reach the student between the shoulders and waist). The student catches the object that is thrown to them with both hands. The student performs one practice trial and 2 scored trials.

Observation position: Either video each student or observe from the side and slightly towards the front at a 45° angle.

Digital resources:

Catch video
Video of children at different stages of development performing the catch

Get Skilled: Get Active scorecard

Catch checklist
Get Skilled: Get Active criteria checklist for the catch

Throw

5–8 years, 9–12 years

Overhand throw – Victorian FMS manual

Student objective: To throw a tennis ball towards a target 10m away

Time: Approximately 30 seconds per student

Space, equipment and preparation:

  • an open space free from obstacles with a fence on one side
  • 3 × bean bags (Foundation – Year 1) OR 3 × tennis ball (Years 2–3)
  • a hoop
  • 4 × cones and a marker or line to denote the throwing line

Measure a 2m × 2m square with cones placed at each corner. Place a marker on the back line to denote the starting position for the thrower. Place a hoop or marker on a fence 10m away. Place at least 3 beanbags or tennis balls next to the starting position.

Procedure and instructions: The student throws the bean bag or tennis ball hard, overhand, towards the target. At the completion of the assessment, the student should collect the bean bags or balls and return them to the throwing line. The student performs one practice trial and 2 scored trials.

Observation position: Either video each student or observe from the side of the throwing arm and towards the front at a 45° angle.

Digital resources:

Overhand throw assessment procedure video: Video of assessment procedure and observable components of the overhand throw

 

Victorian FMS manual scorecard

Overhand throw checklist
Victorian FMS manual checklist for the overhand throw.

5–8 years, 9–12 years

Overarm throw – Get Skilled: Get Active

Student objective: To throw an object as far as possible

Time: Approximately 30 seconds per student

Space, equipment and preparation:

  • an open, flat area free from obstacles
  • 3 × bean bags (Foundation – Year 1) OR 3 × tennis ball (Years 2–3)
  • drop-down line or cones to denote the throwing line

Procedure and instructions: The student throws the tennis ball as far as they can, with a 2–3 step run-up if desired. The student performs one practice trial and 2 scored trials.

Observation position: Either video each student or observe from the throwing arm side.

Digital resources:

Overarm throw video
Video of children at different stages of development performing the overarm throw

Get Skilled: Get Active scorecard

Throw checklist
Get Skilled: Get Active criteria checklist for the overarm throw.

Kick

5–8 years, 9–12 years

Kick – Victorian FMS manual

Student objective: To kick a stationary ball hard, towards a target 10m away

Time: Approximately 60 seconds per student

Space, equipment and preparation:

  • a large area free from obstacles
  • 3 × round balls appropriately sized for the students (e.g. a size 3 soccer ball for a 5–8-year-old)
  • a small bean bag
  • 2 × cones for the target

Mark a flat non-slip surface to show the placement of each ball before it is kicked. Mark a line 3m back from the ball as a starting point for the student. Make sure the area allows for easy return of the kicked balls for the next student.

Procedure and instructions: Place a ball on the spot marked (a bean bag may be used to prevent the ball rolling away). The student runs up to the ball and kicks it hard towards a target 10m away. The student returns to the starting line between each kick. The student performs one practice trial and 2 scored trials. One or 2 students can stand 10m in front of the kicker to retrieve any balls kicked towards them.

Observation position: Either video each student or observe from the side of the kicking leg.

Digital resources:

Kick assessment procedure video: Video of assessment procedure and observable components of the kick.

 

Victorian FMS manual scorecard

Kick checklist
Victorian FMS manual checklist for the kick.

5–8 years, 9–12 years

Kick – Get Skilled: Get Active

Student objective: To run up to a ball and kick it as far as possible

Time: Approximately 60 seconds per student

Space, equipment and preparation:

  • an open, flat area free from obstacles
  • a large soft ball (if using a soccer ball, use a size 3 for a 5–8-year-old)

Procedure and instructions: The student runs up to the ball and kicks it as far as they can. The student performs one practice trial and 2 scored trials.

Observation position: Either video each student or observe from the side of the kicking leg.

Digital resources:

Kick video
Video of children at different stages of development performing the kick.

Get Skilled: Get Active scorecard

Kick checklist
Get Skilled: Get Active criteria checklist for the kick.

Punt

5–8 years, 9–12 years

Punt – Victorian FMS manual

Student objective: To punt a 20cm playground ball towards a target 10–20m away

Time: Approximately 60 seconds per student

Space, equipment and preparation:

  • an open space free from obstacles. The space available must not limit the force of the punt.
  • 3 × 20cm playground balls 5–8 years
  • 1 × regulation AFL ball 9–12 years
  • 5 × cones
  • measuring tape

Measure out a 2m × 2m square, with cones to show each corner. Place a mark on the back line of the square to show the starting position, with the balls in a container nearby. Place a cone 10–20m away from the starting position to act as the target.

Procedure and instructions: The student collects a ball from the container and punts it forwards as far as possible. The student performs one practice trial and 2 scored trials. One or two students can stand 10–20m away to collect the kicked balls and return them to the container after each student is assessed.

Observation position: Either video each student or observe from the side of the kicking leg and towards the front at a 45° angle.

Digital resources:

Punt assessment procedure video: Video of assessment procedure and observable components of the punt.

 

Victorian FMS manual scorecard

Punt checklist
Victorian FMS manual checklist for the punt.

Bounce

5–8 years, 9–12 years

Bounce – Victorian FMS manual

Student objective: To bounce a regulation basketball (or a 20cm playground ball) at least 5 consecutive times when in a stationary position

Time: Approximately 30 seconds per student

Space, equipment and preparation:

  • an flat, open space on a hard surface
  • 1 × regulation basketball OR 20cm playground ball 5–8 years
  • 1 × regulation basketball 9–12 years
  • masking tape or similar to mark the student’s position

Mark the flat, hard surface. Place the basketball next to the mark.

Procedure and instructions: The student stands on the mark with the ball. On the command ‘GO’ the student starts bouncing the ball with their preferred hand and keeps bouncing until given the command ‘STOP’. Each student should perform 5 bounces. The student performs one practice trial and 2 scored trials.

Observation position: Either video each student or observe from the side of the bouncing arm and towards the front at a 45° angle.

Digital resources:

Bounce assessment procedure video: Video of assessment procedure and observable components of the bounce.

 

Victorian FMS manual scorecard

Bounce checklist
Victorian FMS manual checklist for the bounce.

Two-hand side-arm strike

5–8 years, 9–12 years

Two-hand side-arm strike – Victorian FMS manual

Student objective: To strike a ball thrown from 5–10m away with a foam softball bat in a forward direction

Time: Approximately 60 seconds per student

Space, equipment and preparation:

  • an open flat area free from obstacles
  • a foam softball bat (use a 24-inch bat for 5–8-year-olds) 5–8 years
  • a foam softball bat (use a 27-inch bat for 9–12-year-olds) 9–12 years
  • 3 × high-density foam softballs (8–10cm)
  • 5 × cones
  • measuring tape

Measure out a 2m × 2m square, with cones to show each corner. Place a mark on the back line of the square to show the starting position for the student being assessed. Students must start at this point but may move anywhere within the square to strike the ball. Use a cone to mark a spot 5–10m from the centre of the square from which the thrower stands to toss a ball to be struck by the student.

Procedure and instructions: Another student throws the ball using an underarm throw towards the student from 5–10m away. Only count throws that go past the student at a height between the student’s shoulders and knees. The student must strike the ball past the thrower. The student performs one practice trial and 2 scored trials. The student should return to the starting position after each strike.

Note: If students are not developmentally ready to strike a ball thrown to them, refer to the Get Skilled: Get Active strike assessment, which is performed off a T-ball stand.

Observation position: Either video each student or observe from the side of the striking arm and towards the front at a 45° angle.

Digital resources:

Video of children at different stages of development performing the two-strike

 

Victorian FMS manual scorecard

Two-hand side-arm strike checklist
Victorian FMS manual checklist for the two-hand side-arm strike.

5–8 years, 9–12 years

Two-hand strike – Get Skilled: Get Active

Student objective: To hit a ball as far as possible

Time: Approximately 30 seconds per student

Space, equipment and preparation:

  • an open flat area free from obstacles
  • a T-ball stand adjusted to waist height for each student
  • a foam softball bat (use a 24-inch bat for 5–8-year-olds) 5–8 years
  • a foam softball bat (use a 27-inch bat for 9–12-year-olds) 9–12 years
  • 3 × high-density foam softballs (8–10cm)
  • 3 × cones to mark a safe striking area (set up as a triangle like a T-ball field, home base to first base and home base to third base).

Procedure and instructions: Ensure the T-ball stand is level with the waist for each student and place a ball on the stand. The student holds the bat in 2 hands and hits the ball as far as they can within the striking area. The student has one practice trial, followed by 2 scored trials. Allow the student to pause between each strike. Use the best performed scored trial for scoring.

Observation position: Either video each student or observe from the front of the student being assessed, to the side of the striking area.

Digital resources:

Two-hand strike video
Video of children at different stages of development performing the two-hand strike

Get Skilled: Get Active scorecard

Two-hand strike checklist
Get Skilled: Get Active criteria checklist for the two-hand strike

Forehand strike

5–8 years, 9–12 years

Forehand strike – Victorian FMS manual

Student objective: To strike a tennis ball thrown to bounce to waist height from 5–10m away, using a short-handled racquet in one hand, in a forward direction

Time: Approximately 60 seconds per student

Space, equipment and preparation:

  • an open space on a hard surface, free from obstacles
  • 3 × tennis balls
  • a tennis racquet or paddle tennis bat
  • 5 × cones
  • measuring tape

Note: The size of the tennis racquets and the type of ball used should be developmentally appropriate for the students (e.g. a 21-inch racquet for 5–6-year-olds, a 23-inch racquet for 7–8-year-olds; red hot shot balls for 5–8-year-olds).

Measure out a 2m × 2m square, with cones to show each corner. Place a mark on the back line of the square to show the starting position of the student being assessed. Students must start at this point but may move anywhere within the square to strike the ball. Use a cone to mark a spot 5–10m from the centre of the square from which to toss a ball to bounce and be struck by the student.

Procedure and instructions: The thrower stands to face the student 5–10m away. The student stands at the starting position, ready to strike the ball. The thrower performs an underarm throw so that the ball bounces once at waist height before it reaches the student. The student moves to the ball and strikes it so that it travels on the full past the thrower. The student returns to the starting position after each strike. The student performs one practice trial and 2 scored trials. The thrower should allow a pause between each forehand strike. One or 2 students can stand 5–10 m behind the thrower to collect any balls hit.

Observation position: Either video each student or observe from the side of the throwing arm and towards the front at a 45° angle.

Digital resources:

Forehand strike assessment procedure video: Video of assessment procedure and observable components of the forehand strike

 

Victorian FMS manual scorecard

Forehand strike checklist
Victorian FMS manual checklist for the forehand strike.

References

Fundamental Motor Skills A manual for classroom teachers
Intellectual Property and Copyright, State of Victoria (Department of Education)

Get Skilled: Get Active K–6 resource to support the teaching of fundamental movement skills, PDHPE Curriculum Resources (© State of New South Wales, Department of Education, 2016); CC-BY 4.0