Fundamental movement patterns observed in motor play of kindergarteners and first and second graders

Abstract

The purpose of this study was to examine the difference in movement that characterize the fundamental movement patterns experienced in motor play across kindergarten and the lower grades of elementary school during physical education class. The objects of study included one public elementary school and one public kindergarten that included a elementary school section. The fundamental movement patterns experienced by the children during classes were evaluated by 19 classroom teachers. The observed classes included 4-5-year-olds of kindergarten classes and Grade 1-2 classes of elementary school. The frequency of 45 fundamental movement patterns was assessed through observation by classroom teachers. The number of fundamental movement patterns showing high frequency increased from 4-year-old kindergarten classes to 5-year-old kindergarten classes, with 5-year-old children showing longer periods of activity, centered on playing activity. Second graders experienced various fundamental movement patterns during physical education class. In contrast, first graders experienced very limited fundamental movement patterns. The repertoire of various fundamental movement patterns were experienced in childhood. However, the content of the physical education classes of Grade 1 elementary school appears to not be based on experiences of kindergarten. Fundamental movement patterns that can be described overall as “exercises to trial of power” were observed at lower frequencies, with Grade 1 classes observed as especially low. In addition, results showed that there was little experience of movements such as“push,” “pull,” and “carry.”