The KIDDO Movement Intervention Program is designed to support students who may need additional assistance developing the movement foundations that underpin successful participation in learning, play and physical activity. Through structured, small-group sessions, the program helps build students’ readiness to move, learn and engage by developing confidence, coordination, balance and fundamental movement skills in a supportive and engaging environment.

This page outlines how the program works, how students are identified, what skills are covered across the year and how schools can successfully implement the program within their setting.

1. What is the KIDDO Movement Intervention Program?
2. Who is the program designed for? 
3. How are students selected? 
4. How is the program structured? 
5. What skills are focused on across the year?
6. How is student progress monitored?
7. Do I need to assess every skill each term?
8. Who can deliver the program?
9. How do I set up the intervention program in my school? 
10. What does a typical session look like?
11. How can I ensure the program runs successfully?
12. Where can I find the KIDDO Intervention Programs?
13. How do I create an intervention group or class in KIDDO?
14. Are there supporting resources available for families?
     

1. What is the KIDDO Movement Intervention Program?

The KIDDO Movement Intervention Program is a structured, small-group readiness to move and learn program designed to support students who may need additional assistance developing the movement foundations that underpin participation in learning, play and physical activity. The program focuses on building students’ confidence, coordination, balance and fundamental movement skills through targeted, consistent practice using familiar KIDDO activities.

The program runs across the school year and incorporates core strength and crossing the midline throughout all sessions, recognising their important role in supporting body control, coordination and efficient movement patterns. By strengthening these foundational skills, the program helps students develop the confidence and competence needed to participate more successfully in classroom routines, playground activities, sport and everyday learning experiences.

2. Who is the program designed for? 

The program is suitable for students from Preschool to Year 6 who: 

• Show delayed development of fundamental movement skills (FMS)
• Have low confidence when participating in physical activity
• Are identified through the KIDDO FMS (Pre-school - Year 2) and CAMSA (Year 3 - 6) assessment data, teacher observations and professional judgement

3. How are students selected? 

Students are prioritised for the intervention program if KIDDO assessment data indicates: 

• Needs Additional Assistance (FMS assessment)
• Beginning Level Skills (CAMSA assessment) 

This data is supported by teacher observation to ensure the program meets individual student needs. Parents/guardians are appropriately informed before the program begins. 

4. How is the program structured? 

• One 30-minute session per week 
• Delivered across 8-week blocks, with two focus skills every 4 weeks. 

Each 30-minute intervention session includes:

• Two focus skills 
• Explicit skill teaching using clear, consistent teaching cues
• Structured practice opportunities for each skill
• A fun finishing game that allows students to apply and reinforce the focus skills in a meaningful way

There are four different 8-week intervention programs designed to align with the school year. Session activities and games can be modified to suit time constraints. You can follow our suggested sequence for delivering the intervention programs across the school year, or alternatively, you may choose to deliver the programs in a different order based on the specific needs and priorities of your students.

5. What skills are focused on across the year?

The program is designed around the developmental progression of a child’s fundamental movement skills (FMS), ensuring activities support growth, confidence and skill mastery. Across the four terms, students are systematically exposed to: 

• Locomotor skills: Running, jumping, hopping, galloping, skipping, leaping and sliding.
• Object control skills: Overarm and underarm throwing, catching, kicking, punting, striking and dribbling (basketball and soccer).
• Stability and movement transitions: Balance, dodging, agility and combining skills in movement sequences.

Skills are revisited throughout the year to consolidate learning, build competence and support ongoing confidence in physical activity. The program can also be adapted based on student assessment data. For example, if stability skills are already strong, greater focus may be placed on developing object control and locomotor skills. 

Core strength and crossing the midline are embedded throughout all of our intervention programs, as they underpin the development of all fundamental movement skills. Current research highlights that core stability, bilateral coordination and the ability to cross the midline are essential for developing balance, coordination, body control, locomotor skills and efficient object control movements such as throwing, catching, striking and kicking.

6. How is student progress monitored? 

We suggest conducting a formal assessment in Week 9 or 10 of each term (at the end of each intervention program block). 

• Students in Pre-school - Year 2 can be re-assessed using the FMS assessment.
• Students in Year 3 - 6 can be re-assessed using the CAMSA assessment. 

Assessment data can be used to: 

• Track progress over time 
• Adjust the skill focus or groupings based on student needs
• Identify students ready to exit the intervention program
• Identify students requiring continued support 

7. Do I need to assess every skill each term?

No. You do not need to formally assess every skill each term. Schools may choose to assess one or two focus skills at the end of each intervention block, depending on the skills targeted throughout the program. For example, if the focus of the term has been on locomotor skills such as running and jumping, educators may choose to reassess only those skills to monitor growth and guide future planning.

8. Who can deliver the program? 

The KIDDO Intervention Program can be delivered by: 

• Classroom teachers 
• Specialist PE teachers 
• Teacher aides / learning assistants
• Student support officers 
• Year 11/12 students (completing a Certificate in Sport Coaching)

9. How do I set up the intervention program in my school?

Step 1: Identify students

• Use the FMS assessment and CAMSA assessment data to identify students who need additional support.
• Prioritise students who are identified as Needs Additional Assistance (FMS) or Beginning Level Skills (CAMSA).
• Combine the assessment data with teacher observation to gain a clear picture of individual skill needs. 

Step 2: Group students

• Group students with similar skill needs for targeted instruction and meaningful practice opportunities. 
• We recommend forming small groups of 4 – 6 students to maximise engagement and feedback. 

Step 3: Schedule sessions

• Plan regular, short sessions that fit within the school timetable.
• Maintain consistency each week where possible.
• Sessions may be scheduled before school, or in designated intervention blocks, or during classroom learning rotations.

Step 4: Establish a consistent structure

• Follow our suggested weekly lesson format to keep each session predictable. 
• Each session includes two focus skill activities and one group game.  

Step 5: Monitor student progress

• Schedule regular opportunities to monitor and assess student progress
• We suggest re-assessing students in the final week of each term to track progress and inform the next steps
• Adjust focus skills and teaching approaches based on student needs
• Celebrate growth, effort and skill development over time

10. What does a typical session look like?

Each session includes two focus skill activities and one group game to reinforce learning through play.

Session Example: Week 1, Term 1

Focus skills: Running & Jumping

Educators should begin by introducing the focus skills using clear teaching cues. Students are given time to practise each skill before applying them in a structured KIDDO activity.

Skill 1: Running

• Demonstrate key cues (bent arms, “hip to lip” arm action)
• Practise: start seated → stand up → run on the spot
• Progress to short-distance running while maintaining technique
• Apply skills in the activity Blast Off

Skill 2: Jumping

• Demonstrate starting position (“superhero cape” arms behind body)
• Practise “swing and spring” arm action when jumping
• Explore jumping for distance and increasing jump length using arms
• Apply skills in the activity Lilypads and Leapfrogs

Game: Finish with the fun group game Here, There, Everywhere, Nowhere (Locomotor), to allow students to use both focus skills while building confidence, engagement and understanding.

11. How can I ensure the program runs successfully?

✔ Keep groups small to maximise participation and support.
✔ Be flexible and responsive to student needs.
✔ Prioritise fun and engagement — positive experiences matter most.
✔ Celebrate effort, participation and small achievements to build confidence and motivation.
✔ Provide students with choice within the program, such as selecting the finishing game from a few teacher-provided options. 

12. Where can I find the KIDDO Intervention Programs?

The KIDDO Intervention Programs can be accessed within the KIDDO platform under the Programs section. Each program includes weekly lesson plans, focus skills, activities, teaching cues and suggested equipment lists to support easy implementation.

13. How do I create an intervention group or class in KIDDO?

We recommend creating separate Movement Intervention classes within the KIDDO platform for students participating in the program.

To do this:

• Go to your school dashboard and create a new class.
• Title the new class/group, for example: Year 1 Movement Intervention Group
• Add selected students to the intervention class.
• Go to the programs tab in the Dashboard for this class and schedule the intervention program into the calendar
• Provide all staff who will be delivering the program access to this class and program

This will allow you to track student progress, assessment data and participation separately from regular physical education classes.

Note: Students can only be assigned to one class within the KIDDO platform at a time. If you do not wish to create separate intervention classes, students can remain in their regular PE classes while teachers access or download the intervention program separately. This can be done by creating intervention program groups without assigning individual students.

Alternatively, teachers may choose to create separate intervention classes and assign students to these groups to help identify and organise students participating in modified or targeted physical education programs.

14. Are there supporting resources available for families?

Schools are encouraged to invite families to join KIDDO’s Parent Hub. The Parent Hub helps strengthen the connection between school and home by engaging families in their child’s physical development and movement learning.

Through the Parent Hub, families can:

• Access hundreds of age-appropriate activities designed for parents and children
• See what skills their child is currently learning in the intervention program
• View progress reports and percentile tracking information
• Learn more about the importance of physical activity, confidence and fundamental movement skill development in the early years

Using the Parent Hub can help families better understand the goals of the intervention program and support ongoing movement practice at home.