The research investigates the relationship between fundamental motor skills and sport specific skills for ten year old boys and girls within the context of hockey. Gender differences in baseline fundamental motor skills are explored and compared to the effects of instruction. The effect of instruction on either fundamental motor skills and hockey sport specific skill are determined by repeating the initial motor performance test which combines fundamental and sports specific skill items. The performances of seventy five children aged ten years are investigated through both process and product measures. The data is analysed using a repeated MANOVA which detects the levels of significance in the changes in skill level after intervention. Furthermore comparisons are made between boys and girls in their initial skill levels and their relative changes in performance. The analysis of video recordings, of concluding games of hockey indicate discrete changes in individual and group skills within a game situation. This paper extends current theories and empirical evidence by presenting performance models which illustrate various facets of skill changes and their implications for professional practice in physical education.