When we talk about children’s physical development, it’s easy to jump straight to traditional team games in school PE sessions. But before pupils can confidently score goals, they need to master the basics – the building blocks of all movement.
These are what we call Fundamental Movement Skills (FMS). FMS are the essential skills like running, jumping, balancing, throwing, and catching that underpin every physical activity they’ll take part in throughout their lives.
If you’ve read the PE subject review from Ofsted, you’ll know that FMS improvement is a hot topic for improving PE provision across the board. From EYFS to key stage 4, fundamental movement skills are what schools need to focus on.
In this blog, we’ll explore what FMS are, what Ofsted expects from schools, and how outdoor play provision can transform the way children learn and develop these vital skills.
What are fundamental movement skills?
You’ve likely heard of the ABCs of movement – agility, balance and coordination. But there’s more to it than that, fundamental movement skills fall into three main categories:
Locomotor skills (running, jumping, skipping)
Stability skills (balancing, twisting, dodging)
Manipulative skills (throwing, catching, kicking)
Fundamental movement skills start developing as soon as children begin to move. From those first wobbly toddler steps to more refined skills like hopping or skipping, they lead to application in a game situation when it becomes second nature.
As children grow, these skills need to be practised and developed. Not just in PE lessons, but through regular active play. The more opportunities children have to move, the more confident and capable they become.
Fundamental movement skills across the phases
FMS are weaved throughout every schooling phase. They’re prominent in the early years, all the way to key stage 4. Movement skills should progress with the child’s development level.
Here’s what FMS looks like in each learning phase.
FMS in EYFS
In the early years, FMS are a crucial part of the Physical Development prime area of learning. At this stage, children are learning to control their bodies through active play. They’ll enjoy exploring through climbing, balancing, and lots of opportunities for active play.
Children under five develop their FMS by:
- Crawling through tunnels
- Climbing up nets
- Following a playground marking trail
- Balancing on physical development blocks
- Swinging on bird’s nest swings
FMS in primary school
As children move into primary school, their FMS become more refined and purposeful. Running, jumping, and throwing evolve from free-flow play into structured activities and team sports taught during PE lessons.
They begin to learn tactics, coordination, and controlled movement. However, this is also the stage where gaps can appear if FMS haven’t been fully developed in the early years. Without a strong foundation, children may struggle with balance, coordination, or agility, making it harder for them to engage in sports confidently.
Primary school (especially upper key stage 2) is where we begin to see the largest drop-off in children’s sports and physical movement engagement.
FMS in secondary school
By secondary school, students should, in theory, have well-developed FMS that they can apply to a variety of sports and activities including calisthenics workouts in schools. However, this is where sports participation and enjoyment are often at their lowest.
Many students have the knowledge of how to move well, but they aren’t always applying it in PE lessons. Engagement levels can tail off, particularly among those who feel less confident in their abilities. Without regular opportunities to practise and refine their skills, movement quality can decline, which is a key concern highlighted by Ofsted.
Schools need to do more to ensure FMS aren’t just learned but embedded into lifelong movement habits.
Let’s look at what Ofsted says about fundamental movement skills in schools following their 2023 PE subject review.
What does Ofsted say about fundamental movement skills?
The Ofsted PE subject review found that the average time pupils spend on an isolated sport topic (like netball) is 5 hours.
If we consider the amount of FMS needed to successfully play a team game of netball, 5 hours is only scratching the surface.
The review highlighted a lack of consistency in how schools approach FMS. Ofsted’s biggest concern is the number of children moving through education without fully developing FMS. The underdevelopment of these skills impacts pupils’ confidence, competence, and long-term participation in physical activity.
As we know the average percentage of adult obesity in England is 64%. It is essential that active movement is encouraged in teenagers and primary-aged children.
The message is clear – schools need to prioritise the basics before jumping ahead to sport-specific skills.
Here’s the summary of Ofsted’s concerns about the current PE provision in schools.
- Inconsistent skill progression – Many schools lack a clear, structured approach to teaching PE, meaning children don’t build on their skills year after year
- A gap between early years and primary PE – Some children start primary school without secure FMS, but instead of addressing these gaps, they are pushed into sports where they struggle to keep up
- Secondary school drop-off – Engagement and participation levels in PE decline in secondary school, particularly among those who haven’t built confidence in their movement skills earlier on
- A lack of purposeful physical activity – Some PE lessons focus more on ‘keeping children busy’ rather than actually teaching and developing their physical skills
- Limited challenge for all abilities – Higher-skilled pupils aren’t always stretched, while less confident pupils can disengage due to a lack of targeted support
What does Ofsted expect to see?
Ofsted wants schools to provide a well-structured, progressive curriculum that develops pupils’ movement skills over time. For headteachers, this means:
- Ensuring FMS are taught explicitly in early years and primary, before moving on to more complex skills
- Embedding opportunities to practise movement skills throughout the school day, not just in PE lessons
- Providing challenge for all pupils, making sure lessons cater to different ability levels
- Encouraging lifelong participation by making physical activity enjoyable, accessible, and confidence-building
- Improving the positive profile of PE and active play across your school (year-round, not just in the dryer months)
How to improve fundamental movement skills in your school
Developing Fundamental Movement Skills (FMS) isn’t just about what happens in PE lessons – it’s about creating an environment that encourages regular movement whatever the weather, not just waiting for the dryer months.
This means designing spaces that naturally promote agility, balance, and coordination through active play.
Headteachers should consider their outdoor areas not just as break-time spaces but as opportunities for movement-rich learning.
Well-designed playgrounds with trim trails, climbing opportunities, development blocks, and moveable balance beams give children the freedom to explore different movements, naturally improving their core strength, coordination, and motor skills.
Open spaces with playground markings for running games, multi-use games areas (MUGAs), and health trek obstacle courses also encourage children to practise key movement patterns in a fun, engaging way.
When movement is embedded into the school environment – whether through structured PE or free flow play – children are far more likely to develop confidence in their abilities, helping them transition seamlessly into sport and physical activity as they grow.
Looking for playground inspiration? Our latest projects show how FMS provision can be instantly improved through playground design.
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