Abstract

The development of Fundamental Movement Skills and physical literacy are relatively new concepts in physical education. In this research paper, a novel method of teaching FMS and PL are explored using an Eastern philosophical approach to human movement. Overhand throwing was the FMS chosen for the study. As part of the process a model for understanding Eastern philosophy to human movement was developed and then a throwing curriculum integrating the model was created and compared with a Western approach using teaching game for understanding. Grade two students were taught using one of the two approaches. The Eastern philosophical model incorporated four components: visualization and observational skill development; incorporation of technique, accuracy, speed and power as a unifying principle where order of each factor is crucial; bilateral body development using both sides of the body; and peer-to-peer learning. To measure throwing technique, different throwing protocols were examined and intra and inter rater reliability were assessed. Based on the results, a new throwing protocol was established for use in the main study. This research was a true experimental randomized controlled trial, a multi-factor and multi-variable repeated measure designed with 84 grade two students. The independent variables included pre-, post-, and follow-up testing; bilaterality which involved the dominant and non-dominant hands; and groups. Dependent variables were technique, accuracy, speed, and power, and attitude. When results were compared between the Eastern and Western groups, both groups improved overall. In regards to technical ability, the Eastern group was significantly higher than the Western group for the non-dominant hand. In contrast, the Western group was significantly higher than the Eastern group for the dominant hand. The Eastern group’s accuracy was significantly higher than the Western group for both hands. While not statistically significant, the percentage of improvement showed that the Eastern group improved more than the Western group in TASP except for technique when using the dominant hand. There were some inconsistencies that were difficult to explain including the control group having significantly higher improvement on accuracy than either of the experimental groups. Students had four half hour lessons to learn to throw. The Western group focused on throwing with the dominant hand. During the same half hour of each lesson, the Eastern group worked equally with both the dominant and non-dominant hands. Following the study, the two delayed control groups were randomly assigned to either the Eastern or Western approach. Results from this study were inconsistent with the main study with many significant results, some supporting the Eastern approach and some supporting the Western approach. Possible explanations for this discrepancy are examined in the discussion. Based on the results, it would appear that the Eastern philosophical approach to teaching throwing has potential to improve children’s throwing ability. Future research is needed to determine what aspects of the Eastern philosophical approach have greatest impact on learning. It may be possible to apply this model to other fundamental movement skills such as kicking and jumping to improve children’s physical literacy. An Eastern approach to human movement may have values with other participants including seniors. Perhaps integrating the best features of both Western and Eastern approaches would be optimal for improving performance.