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Specialists in a variety of movement related professions need an understanding of developmental sequences in motor movement in order to plan, deliver and assess appropriately in physical performance contexts. Learning the stages of development in motor movement from infancy through to adolescence enables individuals to appreciate the importance of particular stages and informs planning for a range of creative and engaging learning experiences that support this development. Provision for opportunities to play and experience a variety of physical activities in a safe environment are needed for children and adolescents to learn the physical literacies necessary for regular engagement in activity, including fundamental and specialised movement skills. Engagement in play facilitates motor development, enables social development and increases self-confidence, while developing language, creative thinking and problem solving skills. Appropriate learning experiences in the early stages lays the foundation for children to develop the motor skills essential in the future development of more specialised movement and manipulative skills.

In this course students will learn to identify the physical, social, emotional and cognitive development and movement principles and characteristics in the physical activity of children and adolescents. They will plan, structure and sequence inclusive and safe physical activity learning that engages children and adolescents. Students will analyse fundamental and specialised motor skills of children and adolescents to identify areas for improvement and provide corrective feedback and practice through a range of learning experiences.

Students will participate in a variety of movement experiences and provide timely and appropriate feedback about the learning of fundamental and specialised motor movement skills to others. They will learn to differentiate pedagogical strategies to encourage skill acquisition for children and adolescents with diverse developmental needs and learn how modifications can be made in movement programs to facilitate safe and inclusive learning environments for all participants.

On successful completion of this course, students should be able to:

1. identify the physical, social, emotional, cognitive development and movement development and characteristics of children and adolescents (APST 1.1, 1.2, 4.1, 5.1, 5.2);
2. assess the risk and maintain wellbeing and safety of children and adolescents in physical activity and movement contexts (APST 1.1, 1.5, 4.1, 4.4);
3. evaluate the motor behaviours of children and adolescents through feedback mechanisms (APST 1.1, 3.1, 3.2, 5.1, 5.2);
4. plan, structure and sequence inclusive and safe physical activity programs that engage children and adolescents to meet diverse learning needs and promote learning (APST 1.1, 1.5, 2.1, 2.2, 4.1);
5. provide timely and appropriate feedback to children and adolescents about their learning of fundamental and specialised motor skills (APST 1.1, 2.1, 5.1, 5.2).