FMS are viewed as the building blocks for more complex and specialised movement skills and the early years of school education (i.e., primary) have been recognised as a critical time for young children to acquire such skills. They are common movement activities (e.g., running, balancing, catching, jumping, throwing) with specific observable patterns and form the building blocks that underpin the learning and development of more complicated sport and movement skills. Further, there is strong evidence supporting positive associations between FMS proficiency and multiple aspects of health-related physical fitness (e.g., cardiorespiratory fitness, musculoskeletal fitness and body composition) as well as social and psychological benefits and is thought to provide the foundation for an active lifestyle (see FMS & Health-Related Outcomes). In spite of these well publicised benefits, and the fact that the development of FMS is embedded within the National Curriculum in England, Northern Ireland and Wales, it is widely reported that children are not engaging in enough physical activity to ensure both short and long-term health benefits.