1. Using basic biomechanics to support observation, assessment and progression of learning Dr Kristy Howells

2. Quick pause How do you currently observe movement?
How do you observe the movements of ALL of your children within your class?

3. 3 observational approaches
Biomechanical approach – what body parts are doing vs what supposed to be doing!
Skill phases approach
Combo approach.

4. Say what you see!
“Just think Catchphrase!” (Howells and Gregory, 2016, ch 7)
mins
Biggest game of Pairs

5. Freddie

6. What would you say to Freddie?
“Freddie that was a lovely cartwheel, but you’re legs weren’t very high, you need legs to be higher?”

7. Positive Challenge
“Freddie that was a lovely cartwheel as I could see you were using your hands to take your body weight as you kicked your legs up. Your next challenge is for your feet to try and reach the ceiling, by kicking harder as you kick up and into the cartwheel”
‘Freddie, I want you to focus on your left hand when you complete your next cartwheel and try to have to totally flat on the mat so you can use it to push on in the same way that you are using your right hand.’

8. One fault at a time! Key is to have a criteria sheet.
Not secret checklist!
Use self assessment, photo, video
Benefit learning.

9. Movement Observation Template
Biomechanically
Movement Observation Template
Movement being Observed:
Head
Arms / Hands
Body
Legs / Feet

10. Joseph - 3 yr old Sausage roll

11. Recommendations to progress?
Legs – together throughout, allow momentum to continue
Arms – above head by ears, stop him getting stuck.
Key = being successful, focus on one part of his body.

12. Head
Starts with head off the mat whilst on time, looking up towards the sofa.
Unable to keep head off mat whilst rotating, puts head down on the floor.
Head stays on floor, whilst he has a mini rest on his back, and giggles.
Uses head to rotate on the side of his head
Lifts head back up for finish position and has chin tucked same as starting position
Off the mat, chin tucked towards chest, does not have to be fully on chest.
Keep head off the mat as rotate.
No use of forehead to help the roll over!
Arms / Hands
Arms not above head, arms and hands used to push self of the floor from tummy.
Hands out to the side whilst on back
Elbows used to help turn body over
Hands used to balance as turn from back onto tummy
Forearms used to balance at the end of the rotation.
Straight along the side body, above the floor pointing towards walls (not ceiling), arms in dish shape to start.
Form into arch shape as rotate, then back into dish shape at end.
Hands and in particular fingers to be off the floor / mat.
Elbows to be up and off the floor / mat to help support the dish and arch positions.

13. Emily

14. Biomechanical and Skill Acquisition Observation Template
Skill being Observed:
Preparation Phase
Action Phase
Recovery Phase
Head
Facing forwards to start, then when go into crouch position, tuck chin close to chest, imagine looking through knees up and towards the lights / ceilings
No neck or head involved in the rotation movement.
Head kept tucked at all times of the action phase.
Looking forwards, retain to original pencil shape
Arms / Hands
Start with up straight to form pencil shape.
When go into crouch position, hands go onto the mat, shoulder width apart.
Push off hands (at same time as push off from balls of feet)
Hands come off the floor
Hands return to the floor after the back rotation
Push up off hands to regain standing position
Arms go up straight into the air
Body
Body straight at start
Then crouch down in readiness to rotate, small sized body position
Bottom comes up with in crouch position.
Land onto back and rotate across back (down the spine, in a forwards direction).
Body comes out of crouch position to become straight as at the start of the movement.
Legs/Feet
Feet on Mat
When move to the crouch position, bend knees
Push off from balls of feet (at same time as push off from hands)
Feet come off floor
Feet return to the floor after the back rotation
Push up off balls of feet to regain standing position

15. Quick pause Have you ever observed equipment rather than children?
When would you observe equipment and not children?

16. A B C

17. What are the next steps? A B C What do you also need to know?......
What are your positive challenges?

18. Jules – end of movement

19. Concluding Thoughts
Need criteria sheets for comparison to what is being observed
Checklists for recording success (assessments)
Biomechanical focus
Skill phase focus
Combo, introduce early for analysis and evaluation of performance (DfE, 2014)
Be cautious of language.
Set positive challenges.

20. Key Reference
Howells, K., Carney A., Castle, N., and Little R., (2018) Mastering Primary Physical Education, Bloomsbury: London
(in particular Howells K Chapter 7 Observing children learning within Physical Education and Assessments,)