Physical Dimension education

Lauve Wellbeing

Physical Dimension A:
Section 1: Understanding Quality Games
Section 2: Play Based Learning (PBL), Perceptual Motor Programme (PMP) and locomotor Fundamental Movement Skills (FMS)
Section 3: FMS (locomotor & non locomotor)
Section 4: FMS and Dominant Movement Patterns (DMP)
Section 5: Fine Motor Skills
Section 6: Movement Combinations

Optimising the physical dimension in practice.
"PE is every teacher’s friend in enhancing children’s wellbeing now and in the future." (Lynch, 2019, p. 210)

Section 1: Understanding Quality Games

Quality games No. 1

The power of the teacher in implementing inclusive learning experiences.

Lynch, T. (2013). 'Poison ball' or a magic potion? Secrets within an infamous game. Australian Council for Health, Physical Education and

Recreation (ACHPER) Active and Healthy Magazine, 20(2), 19-21 doi:10.13140/2.1.3282.8806

Quality games No. 2

The power of the teacher in implementing inclusive learning experiences.

Lynch, T. (2013). Quality invasion games: red rover or British bulldog? Australian Council for Health, Physical Education and Recreation (ACHPER)

Active and Healthy Magazine, 20(3/4), 27-29 doi:10.13140/2.1.4986.8165

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Quality games No. 3

The power of the teacher in implementing inclusive learning experiences.

Lynch, T. (2013). Zig zag tee ball: a quality game. Australian Council for Health, Physical Education and Recreation (ACHPER) Active and

Healthy Magazine, 20(1) 18-21 doi:10.13140/2.1.2324.4165

Quality games No. 4

The power of the teacher in implementing inclusive learning experiences.

Throwing (underarm & overarm) - Wicket Stump Hit

Lynch, T. (2024). ‘Physically’ Educated for Student Wellbeing. In: Physical Education and Wellbeing. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-72874-7_6

Quality games No. 5

The power of the teacher in implementing inclusive learning experiences.

Fun warm up game - Tail Tag

Lynch, T. (2024). ‘Physically’ Educated for Student Wellbeing. In: Physical Education and Wellbeing. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-72874-7_6

Quality games No. 6

The power of the teacher in implementing inclusive learning experiences.

Equality, Diversity & Inclusion (EDI) in schools.

Lynch, T. (2024). ‘Physically’ Educated for Student Wellbeing. In: Physical Education and Wellbeing. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-72874-7_6

Section 2: Play-Based Learning (PBL), Perceptual Motor Programme (PMP) & Fundamental Movement Skills (locomotor)

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & Play No. 1

Play-based learning.

Lynch, T. (2016). Australian football: leading children's fundamental movement and sporting skill development. In M. Drummund & S. Pill (Eds.),

Advances in Australian Football: a sociological and applied science exploration of the game (pp. 110-119).

FMS & Play No. 2

Perceptual Motor Programme - What and Why?

https://wehavekids.com/education/What-Is-Gross-Motor-Development-Why-Parents-Should-Demand-Perceptual-Motor-Programs-at-Schools

FMS & Play No. 3

Perceptual Motor Program in early years of school.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & Play No. 4

Fundamental Movement Skills - locomotor skills... balance (beginners)

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & Play No. 5

Fundamental Movement Skills - locomotor skills... hopping.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & Play No. 6

Fundamental Movement Skills - locomotor skills... skipping (without a rope).

Section 3: Fundamental Movement Skills (locomotor & non-locomotor)

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS No. 1

Fundamental Movement Skills - locomotor skills... balance (progressions).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS No. 2

Fundamental Movement Skills - locomotor skills... galloping.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS No. 3

Fundamental Movement Skills - locomotor skills... side step.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS No. 4

Fundamental Movement Skills - non-locomotor skills... underarm throw.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS No. 5

Fundamental Movement Skills - non-locomotor skills... catching (beginners).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS No. 6

Fundamental Movement Skills - locomotor skills... catching.

Section 4: Fundamental Movement Skills & Dominant Movement Patterns

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 1

Dominant Movement Patterns - leaps.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 2

Dominant Movement Patterns - locomotor for strength.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 3

Dominant Movement Patterns - locomotor bear & 3 legged dog.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 4

Fundamental Movement Skills - non-locomotor skills... dribbling (with hands).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 5

Fundamental Movement Skills - non-locomotor skills... striking (handball).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 6

Dominant Movement Patterns - cartwheel.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 7

Dominant Movement Patterns - progression to handstand.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 8

Dominant Movement Patterns - handstand against wall.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 9

Dominant Movement Patterns - handstand.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 10

Dominant Movement Patterns - Landings prone.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 11

Dominant Movement Patterns - egg roll (rotation).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 12

Dominant Movement Patterns - forward roll (rotation).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 13

Dominant Movement Patterns - teddy bear roll (rotation).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 14

Dominant Movement Patterns - backwards roll (rotation).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 15

Dominant Movement Patterns - supports & holds (v-hold, L-sit & straddle).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

FMS & DMP No. 16

Dominant Movement Patterns - support & holds (back, side & front).

Section 5: Fine Motor Skills

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 1

Fine Motor Skills - rhythm sticks.

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 2

Fine Motor Skills - rhythm sticks (dexterity).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 3

Fine Motor Skills - rhythm sticks (hand-eye coordination)

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 4

Fine Motor Skills - rhythm sticks (balance).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 5

Fine Motor Skills - rhythm sticks (dexterity - helicopter).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 6

Fine Motor Skills - juggling with scarves (tracking & trapping).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 7

Fine Motor Skills - juggling with bean bags (tracking & trapping).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 8

Fine Motor Skills - juggling with bean bags progression (tracking & trapping).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 9

Fine Motor Skills - juggling with rings progression (tracking & trapping).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Fine Motor Skills No. 10

Fine Motor Skills - juggling with clubs progression (tracking & trapping).

Section 6: Movement Combinations

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Movement Combinations No. 1

Movement Combination - underarm throw (progressions)

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Movement Combinations No. 2

Movement Combination - jumping, landing & static (trampoline).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Movement Combinations No. 3

Movement Combination - jumping, landing & ball control..

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Movement Combinations No. 4

Movement Combination - balance & bounce

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Movement Combinations No. 5

Movement Combination - mat movements (DMPs).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Movement Combinations No. 6

Movement Combination - FMS

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Movement Combination No. 7

Movement Combination - Wheelbarrow (DMPs).

Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. &

Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.

Movement Combination No. 8

Movement Combination - Spring & Landing (DMPs).