Satellites S61

need for a more elaborate perspective on sport participation thatgoes the learning of beyond mere fundamental movement skills.

Disclosure of interest The authors have not supplied their decla-ration of conflict of interest.

http://dx.doi.org/10.1016/j.scispo.2014.08.122

AA3How Fundamental Teaching Skills(FMS) can develop into inappropriateteaching and learningK. EzzeldineSt Mary’s University Twickenham, London, UK

This presentation will address a number of concerns that arisewhen ideas in well-prepared resources are translated into actualpractice. It will focus on the way that teachers pick and chooseideas and absorb them into their practice in what may seem to bean uninformed process. In picking and choosing whatever they like,activities become a resource box that one can pull out and use at anytime. However, the use of such a resource can be seen as ideas justto occupy young people and the idea of progression and addressingindividual needs is neglected because ‘‘one size fits all’’. In thehands of inexperienced teachers, there is a risk that they will uselists of isolated techniques as the only basis for their teaching. Insuch an approach, they can be drawn easily into a pedagogy of com-mand, control and correct and they risk a failure to acknowledgethat children have different needs, respond in different ways andhave different starting points for learning. It highlights also the pos-sibility that the teaching approach in these circumstances will bedidactic and negate creative and self-directed learning. For exam-ple in games we want children to be technically competent andskilful in game situations and to love playing. A focus on isolatedtechniques and drills is unlikely to develop skilful and intelligentperformance in a game and it is also unlikely to promote an emo-tional attachment to a game. This presentation will highlight alsothe debate about the very essence of facilitating learning and whatpractices will promote a love of being physically active in a varietyof purposeful physical pursuits and maintaining a commitment andinterest in them for many years.

Disclosure of interest The author has not supplied his/her decla-ration of conflict of interest.

http://dx.doi.org/10.1016/j.scispo.2014.08.123

AA4The role of the student voice indeveloping fundamental movementskillsM. Ayres ∗, S. PageSt. Mary’s University, Twickenham London, UK∗ Corresponding author.

Recently, there has been much discussion about the need for the stu-dent to be placed at the centre of a lesson in order to maximise thelearning opportunity and to create a positive learning environment.For this to occur teachers and coaches must embrace and prioritisethe student voice as a key pedagogical skill (Armour, 2011).We established an after-school FMS club with 43 young people (age5—11 years) with each session lasting 60 minutes and lasting 12weeks. Epstein’s (1989) TARGET (Task, Authority, Rewards, Group-ing, Evaluation and Timing) structure was used as a framework toask questions, set tasks and enable the students to design andshape their own FMS session. Observations, group interviews andfield notes were used for data collection. We found that partici-pants placed significant value on the idea of being active and thiswas strongly aligned with ideas around enjoyment and co-operation.

They were unhappy with tasks that were static, boring and disen-gaging. For the participants, being active was seen as a foundationfor any other learning to take place within their FMS after-schoolclub. The children valued new and imaginative ways of providinggame based situations in which they could be active. Through amal-gamations of different sports, participants were able to recognisekey skills from several sports within one game. They were able toengage productively with the idea of developing their own rules,progressions and scenarios using a variety of different movementactivities.Overall, the key message revolves around participants having variedopinions and experiences. Following Husband and Pearce (2012),we must recognise not just one student voice but be aware of thevariances in these opinions that aid the development of a variableand integrated student centred pedagogy.

Disclosure of interest The authors have not supplied their decla-ration of conflict of interest.

http://dx.doi.org/10.1016/j.scispo.2014.08.124

AA5An alternative pedagogical frameworkto FMSL. Almond 1,∗, N. Pot 2, K. Ezzeldi 1, M. Ayres 1

1 St. Mary’s University, Twickenham London, UK2 Faculty of Human Movement Sciences, VU University,Amsterdam, The Netherlands∗ Corresponding author.

Following this critical discussion the team will explore a new frame-work for working with children in early childhood (before10 yearsold) that will incorporate a more informed perspective than a FMSframework. In addition, it will specially address how practitionerscan facilitate learning to demonstrate progressive development.Finally, the paper will demonstrate how this new framework canprovide underlying principles that provide clear guidelines to informpractitioners.

Disclosure of interest The authors have not supplied their decla-ration of conflict of interest.

http://dx.doi.org/10.1016/j.scispo.2014.08.125

Symposium: Translating physical literacy intopractical steps that can guide the practice ofphysical education

AA6M. Whitehead 1,∗, L. Almond 2

1 University of Bedfordshire, Bedfordshire, UK2 St Mary’s University Twickenham, London, UK

Introduction While many across the world have endorsed theconcept of physical literacy there remains considerable confusionabout the focus and nature of the experiences involved in promotingthis human capability. For many physical literacy is seen as rel-evant only to young people from 5—12 years and furthermore isinterpreted solely as developing Fundamental Movement Skill (FMS)which is a very diluted and limited interpretation. For this reason,there is a need to clarify what is meant by Physical Literacy andhow it can be translated into practical steps [1—3].Aims of the project and focus of enquiry In this symposium wewill clarify the concept of physical literacy and illustrate its educa-tional validity and relevance to the whole life-course. We shall makethe case for physical literacy as an inspirational tool for clarifyingthe value of purposeful physical pursuits in enriching people’s lives