Physical Literacy Program - Edmonton SportPhysical Literacy Manual 3894367 v2 1 Introduction Purpose of the Manual This manual provides instructors with the tools and knowledge required

Physical Literacy ProgramCity of Richmond

Instructor Manual

fundamental skills for an active life in Richmond

Physical literacy fundamental skills for an active life in Richmond

Physical Literacy Manual

3894367 v2 i

Acknowledgments

Physical Literacy Working Group Members

Elizabeth Ayers, City of Richmond, Community Recreation Services Alisa Carey, City of Richmond, Community Recreation Services Alex Homeniuk, City of Richmond, Community Recreation Services Gilbert Savoie, City of Richmond, Community Recreation Services Ashlee McLardy, City of Richmond, Community Recreation Services Other Contributors (Organizations)

Canadian Sport Centres, Canadian Sport for Life New Zealand Government, Sport New Zealand Other Contributors (Individuals)

Gail Wilson, University of British Columbia, Department of Human Kinetics Claire Adamson, City of Richmond, Community Recreation Services Cindy Eward, City of Richmond, Community Recreation Services Jay Howard, City of Richmond, Community Recreation Services Grant Nishi, City of Richmond, Community Recreation Services Renata Turick, City of Richmond, Community Services Department Donna Vines, City of Richmond, Community Recreation Services Layout and Design

Sandy Buemann, City of Richmond, Community Services Department Ruby Nishi, City of Richmond, Planning and Development Gavin Powell, City of Richmond, Planning and Development Community Partners

City Centre Community Association East Richmond Community Association Hamilton Community Association Sea Island Community Association South Arm Community Association Steveston Community Society Thompson Community Association West Richmond Community Association


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Table of Contents

Acknowledgments............................................................................................................................ i

Introduction ..................................................................................................................................... 1 Purpose of the Manual ................................................................................................................................... 1 Goal of the Physical Literacy Program .......................................................................................................... 1 Physical Literacy Definition .......................................................................................................................... 1 Physical Literacy Programs Overview ........................................................................................................... 1

Background ..................................................................................................................................... 2 Richmond Sport for Life Strategy .................................................................................................................. 2 Canadian Sport for Life—Long-Term Athlete Development (LTAD) Model .............................................. 2

Continuum of Physical Literacy ..................................................................................................... 3 The Seven Components of Being Active for Life .......................................................................................... 3

Development Characteristics of Children ....................................................................................... 5

Developmental Characteristics 2–3 Year Olds ............................................................................... 6 Physical Characteristics ................................................................................................................................. 6 Motor Characteristics ..................................................................................................................................... 6 Cognitive Characteristics ............................................................................................................................... 6 Social/Emotional Characteristics ................................................................................................................... 6



Developmental Characteristics 10–12 Year Olds ........................................................................... 9 Physical Characteristics ................................................................................................................................. 9 Motor Characteristics ..................................................................................................................................... 9 Cognitive Characteristics ............................................................................................................................... 9 Social/Emotional Characteristics ................................................................................................................... 9

Fundamental Movement and Sport Skills ..................................................................................... 10 Fundamental Movement Skills .................................................................................................................... 10 Categories of Skills ...................................................................................................................................... 10 Types of Skills ............................................................................................................................................. 10 Fundamental Sport Skills ............................................................................................................................. 10 Per Age Grouping Summary ........................................................................................................................ 11

The Learning Phases ..................................................................................................................... 12 Learning Phases ........................................................................................................................................... 12 Characteristics of the Three Learning Phases .............................................................................................. 12

How to Teach Skills ...................................................................................................................... 13

Walking ......................................................................................................................................... 14 Applying Movement Principles ................................................................................................................... 14 Learning Cues .............................................................................................................................................. 14 Learning Phases ........................................................................................................................................... 14


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Running ......................................................................................................................................... 15 Applying Movement Principles ................................................................................................................... 15 Learning Cues .............................................................................................................................................. 15 Learning Phases ........................................................................................................................................... 15

Dodging......................................................................................................................................... 16 Applying Movement Principles ................................................................................................................... 16 Learning Cues .............................................................................................................................................. 16 Learning Phases ........................................................................................................................................... 16

Jumping ......................................................................................................................................... 17 Applying Movement Principles ................................................................................................................... 17 Learning Cues .............................................................................................................................................. 17 Learning Phases (Jumping for Distance) ..................................................................................................... 18 Learning Phases (Jumping for Height) ........................................................................................................ 18

Hopping......................................................................................................................................... 19 Applying Movement Principles ................................................................................................................... 19 Learning Cues .............................................................................................................................................. 19 Learning Phases ........................................................................................................................................... 19

Skipping ........................................................................................................................................ 20 Applying Movement Principles ................................................................................................................... 20 Learning Cues .............................................................................................................................................. 20 Learning Phases ........................................................................................................................................... 20

Landing ......................................................................................................................................... 21 Applying Movement Principles ................................................................................................................... 21 Learning Cues .............................................................................................................................................. 21 Learning Phases ........................................................................................................................................... 21

Rotation ......................................................................................................................................... 22 Applying Movement Principles ................................................................................................................... 22 Learning Cues .............................................................................................................................................. 22 Learning Phases ........................................................................................................................................... 22

Balance .......................................................................................................................................... 23 Applying Movement Principles ................................................................................................................... 23 Learning Cues .............................................................................................................................................. 23 Learning Phases ........................................................................................................................................... 23

Throwing ....................................................................................................................................... 24 Applying Movement Principles ................................................................................................................... 24 Learning Cues .............................................................................................................................................. 24 Learning Phases ........................................................................................................................................... 24

Catching/Receiving ....................................................................................................................... 25 Applying Movement Principles ................................................................................................................... 25 Learning Cues .............................................................................................................................................. 25 Learning Phases ........................................................................................................................................... 25

Kicking .......................................................................................................................................... 26 Applying Movement Principles ................................................................................................................... 26 Learning Cues .............................................................................................................................................. 26 Learning Phases ........................................................................................................................................... 26

Trapping with the Feet, Body or an Implement ............................................................................ 27 Applying Movement Principles ................................................................................................................... 27 Learning Cues .............................................................................................................................................. 27 Learning Phases (Trapping with the Feet or Body) ..................................................................................... 28 Learning Phases (Trapping/Blocking with an Implement) .......................................................................... 28


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Striking with an Implement .......................................................................................................... 29 Applying Movement Principles ................................................................................................................... 29 Learning Cues .............................................................................................................................................. 29 Learning Phases (Striking with an Implement) ............................................................................................ 29

Striking with the Hand(s) .............................................................................................................. 30 Applying Movement Principles ................................................................................................................... 30 Learning Cues .............................................................................................................................................. 30 Learning Phases ........................................................................................................................................... 30

Dribbling ....................................................................................................................................... 31 Applying Movement Principles ................................................................................................................... 31 Learning Cues .............................................................................................................................................. 31 Learning Phases ........................................................................................................................................... 31

Games Literacy ............................................................................................................................. 32 Applying Principles ..................................................................................................................................... 32 Learning Cues .............................................................................................................................................. 32 Learning Phases ........................................................................................................................................... 33

Teaching Games Literacy ............................................................................................................. 34 Tips for Teaching Games Literacy ............................................................................................................... 34 Asking “W Questions” to Provide Games Literacy Feedback ..................................................................... 34

A Tactical Framework .................................................................................................................. 35 A Tactical Framework for Teaching Team Games ...................................................................................... 35

Tactical Approach to Game Play .................................................................................................. 36 Techniques to Using a Tactical Approach ................................................................................................... 36 Five Essential Elements ............................................................................................................................... 36

Steps for Creating Effective Physical Activity Classes ................................................................ 37 Appropriate Activities .................................................................................................................................. 37 Organized ..................................................................................................................................................... 37 Safe .............................................................................................................................................................. 37 Effective Communication ............................................................................................................................ 37

Appropriate Activities ................................................................................................................... 38 Fun ............................................................................................................................................................... 38 Active/Inclusive ........................................................................................................................................... 38

Developmentally Appropriate ....................................................................................................... 39 Assessing Children’s Level of Fundamental Movement Skills ................................................................... 39 Teaching Tips for Each Learning Phase ...................................................................................................... 39 Discovery Phase of Skill Learning ............................................................................................................... 39 Developmental Phase of Skill Learning ....................................................................................................... 39 Mature Phase of Skill Learning ................................................................................................................... 40 Selecting Developmentally Appropriate Activities ...................................................................................... 40

Teaching Progressions .................................................................................................................. 42 Individual Closed Skill Activities ................................................................................................................ 42 Partner Open Skill Activities ....................................................................................................................... 42 Group Open Skill Activities ......................................................................................................................... 43 How to Create an Effective Activity ............................................................................................................ 43


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Organization .................................................................................................................................. 45 Course Expectations ..................................................................................................................................... 45 Class Expectations ....................................................................................................................................... 45 Setting the Stage .......................................................................................................................................... 47 Managing Behaviour .................................................................................................................................... 48 Dealing with Behaviour Problems: The 5 Step Approach ........................................................................... 48 Problem Solving Strategies .......................................................................................................................... 48 Guidelines to Participating Parents and Caregivers ..................................................................................... 49 Tips for All Parents ...................................................................................................................................... 49 Parents Participating in Parent and Tot Classes ........................................................................................... 50 Further Instructions to Parents/Caregivers ................................................................................................... 50

Making Recreation Safe ................................................................................................................ 51 Keeping Children Emotionally Safe ............................................................................................................ 51 General Safety Guidelines for Physical Activity ......................................................................................... 51 Safety Guidelines for Team Games ............................................................................................................. 52 Safety Guidelines for Tag Games ................................................................................................................ 52

Effective Communication ............................................................................................................. 53 Providing Effective Explanation and Demonstrations ................................................................................. 53 Three Types of Questioning to Enhance Learning ....................................................................................... 53 Checking for Understanding ........................................................................................................................ 53

Teaching Tools for the Instructor ................................................................................................. 54

Lesson Plan ................................................................................................................................... 55 Components of Lesson Plans ....................................................................................................................... 55

References ..................................................................................................................................... 57

Appendix A – How to Utilize Volunteers ..................................................................................... 59


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Introduction

Purpose of the Manual

This manual provides instructors with the tools and knowledge required to teach physical literacy programs to children in Richmond. Goal of the Physical Literacy Program

Every child in Richmond from the ages of 2 to 12 years old will have the opportunity to develop both games literacy and physical literacy. Physical Literacy Definition

Physical literacy is the development of fundamental movement skills that allow any person to be active for life in individual games, team games, sports and activities. Physical defines your body and basic skills movement and literacy defines the tools and education needed to learn, grow and develop these physical skills. Physical Literacy Programs Overview

Active Start Parent and Tot (2–3 year olds)

Active Start Preschoolers (4–5 year olds)

Fundamentals of Movement (6–9 year olds)

Learn to Train (10–12 year olds) While age has been used to identify each program, it is important that instructors understand, and be prepared for, a wide variety of developmental differences within each age group. Instructors must be able to modify activities in order to help each child progress in their development of all fundamental skills.


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Background

Richmond Sport for Life Strategy

The Richmond Sport for Life Strategy mandates a new direction in the goals and visions of Richmond’s community based physical activity programs. The vision of the strategy is: “All Richmond residents have access to a full range of opportunities to experience the passion and joy of participating in sport and physical activity.” It envisions the community of Richmond as a sport for life model for Canada and the world. “Every individual in Richmond, regardless of age, will be physically literate and have the fundamental movement and sport performance skills to enjoy sport and physical activity to the best of their ability.” The Sport for Life Strategy identifies three strategic goals:

1. Physical Literacy

2. Leadership and Community Involvement

3. Healthiest and Most Active Community In order to achieve these goals, the Richmond Sport for Life Strategy is built upon the philosophy and framework of the Canadian Sport for Life Long-Term Athlete Development (LTAD) model. Canadian Sport for Life—Long-Term Athlete Development (LTAD) Model

The LTAD focuses on the well-being of Canadians and the achievement of sport excellence. Developed by Sport Canada and Canadian Sport Centres, this model embraces the idea of an entire community, from infants to seniors, participating in a continuum of sports and physical activities. The shift to the new LTAD model is viewed as a positive step that recognizes sport participation at all levels, for life. The LTAD model is divided into three areas of focus.

• Physical Literacy—Giving children the tools they need to take part in physical activities and sports—on the ground, snow and ice and in the water and air—for life-long enjoyment and sporting success.

• Active for Life—Facilitating lifelong (adolescent to senior) participation in sports and physical activities for health, social and enjoyment benefits.

• Sport Excellence—Providing the training pathway for athlete’s success.

For more information on the LTAD model visit www.canadiansportforlife.ca.


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Continuum of Physical Literacy

The Seven Components of Being Active for Life

There are seven components of being active for life, beginning with fundamental movement skills (see Figure 1). Several other components necessary in reaching the goal of life-long activity follow the fundamental movement skills. The role of each component in leading a healthy and active life is further explained below. 1. Fundamental Movement Skills—Fundamental movement skills are basic movements such

as throwing, kicking, running, jumping, hopping and catching. Children need to learn fundamental movement skills before they learn fundamental sport skills.

2. Fundamental Sport Skills—Fundamental sport skills are movement skills applied to a sport

situation. Examples include: kicking a soccer ball, running a sprint, jumping up for a basketball rebound or catching a baseball. Children will struggle if they are forced to learn fundamental sport skills before they have learned fundamental movement skills.

3. Games Literacy—Games literacy is the knowledge and skills required to anticipate patterns

of play. It encompasses the technical and tactical skills needed to deploy appropriate and imaginative responses. It also teaches tactical awareness and decision-making. Games literacy is required for successful participation in team games and is developed through activities focusing on individual and group spatial awareness. It includes understanding personal and general space and how to create, use and block space.

4. Physical Literacy—Children acquire physical literacy by learning and mastering the

fundamental movement skills and the fundamental sport skills. Physical literacy gives children confidence in their bodies and abilities and access to universe of possibilities in sport and physical activity.

5. Physical Activity for Health—Physical activity is an important part of a healthy lifestyle.

Regular physical activity can help to reduce the risk of premature death and chronic diseases such as coronary heart disease, stroke, hypertension, colon cancer, breast cancer, type-2 diabetes and osteoporosis.

6. Sporting Excellence—Athletes enter this stage if they have chosen to specialize in one sport

and excel at the highest level of competition possible. They commit to high-volume, high-intensity training. Instruction in nutrition, sport psychology, recovery and regeneration and injury prevention and management become important. These elite athletes possess recognized talent and are committed to following a path that average members of community sports do not usually pursue.

7. Active for Life—Active for life is the final destination for Canadians. In this stage, athletes

and community members enjoy lifelong participation in a variety of competitive and recreational sports and physical activities. This stage can be entered at any age. It begins with the development of physical literacy in infancy, and evolves into competitive for life and/or fit for life throughout adulthood.


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Figure 1: Physical Literacy Leads to an Active Life

Active for Life

Games Literacy

Active for Life Active for Life

Sporting Excellence

Physical Activity for Health

Physical Literacy

Fundamental Sport Skills

Fundamental Movement Skills


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Development Characteristics of Children

Children do not reach developmental milestones at the exact same age. Variations are expected from child to child. A child’s development includes physical, motor, cognitive and social/emotional characteristics. Children of the same chronological age can differ by several years in their level of growth and development. The developmental characteristics are broken down for the purpose of this manual into the following categories:

• 2–3 year olds

• 4–5 year olds

• 6–9 year olds

• 10–12 year olds

Figure 2: Learning Fundamental Movement Skills


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Developmental Characteristics 2–3 Year Olds

Physical Characteristics

• High centre of gravity, therefore difficulty with balance

• Short energy outbursts varied with the need to rest

• Three-year growth rate is slowing

Motor Characteristics

(2-years-old)

• Can jump onto two feet

• Can balance briefly on one foot

• Can sit for short periods

• Can run; fine motor improving

(3-years-old)

• Eye hand coordination is developing; throws better than catches; jumps up and down, skips and hops

• Balances on one foot and walks on tiptoe

• Rides a tricycle and catches a ball with arms straight

Cognitive Characteristics

• Responds well to images and story lines

• Short attention span

• Language skills developing

• Able to learn through observation

• Asks a lot of "what" questions

• Three-year-olds able to follow simple directions

Social/Emotional Characteristics

• Moods vary, difficult behaviour outbursts usually due to the need for attention

• Usually shy

• Begin to develop independence

• Easily encouraged/discouraged

• Demonstrates intense feelings

• May show off and demand attention

• Imitate adults

• May revert to toddler behavior when feeling upset

• Prefers to play alone but can play with peers for a short time; plays alongside, but not with, other children


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• Steady gains in height and weight

• Legs still short in relation to trunk

• Improved ability to track objects visually

• Little differences in the physique of males and females


• Hops on one foot

• Catches, throws and kicks a ball with ease

• Throws ball overhead and catches bounced balls with more ease


• Asks a lot of "why" questions

• Longer attention span on one activity, but still relatively short

• Follows simple rules when involved in play

• Five-year-olds enjoy talking in groups


• Tries to win favor for friends' and adults' attention

• Getting better at sharing and taking turns (less self-centered)

• Plays with other children for a short period of time

• May show aggression in actions and/or in words

• May have fear of darkness and monsters, animals, noises and separation from caregivers

• More sensitive and aware of people's feelings and needs

• Works/cooperates with other children

• Gets attention by saying "forbidden" words or acting silly

• Willing to try new things and occasionally takes risks

• Can distinguish between real and make believe

• Boys and girls begin to show different personality traits


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• Steady gains in height and weight

• Legs still short in relation to trunk

• Improved ability to track objects visually

• Little differences in the physique of males and females although differences may begin to occur in early maturing 9-year-olds


• Child has complete control over his eye-hand coordination

• Manipulative skills are emerging

• All other motor skills that were developed in the previous stage are bettered and stabilized

• Acquires balance and coordination, almost similar to an adult


• Attention span is still short

• Memory is improving

• Reasoning powers are improving; often ask ‘why’

• Eager to learn new skills

• Basic understanding of concepts (space, time, force) are developing


• Enjoys constant activity

• Discouraged easily and has a strong desire to please others

• Respond well to recorded music

• Sense of humour not mature

• May not readily adapt to group work

• Little differentiation between friends of same or opposite sex at early stages, but friendships shift, especially with girls in older side of age bracket

• Children are usually in awe of coach and are easily intimidated

• Team concepts are emerging


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• Children need vigorous activity

• Individual differences become obvious in physical stature and abilities

• Girls tend to be taller and heavier than boys; girls are usually more mature both physically and socially


• Rapid development in strength and control of gross and fine muscles

• Flexibility may begin to decrease, especially in boys who tend not to pursue activities which promote flexibility

• May be physically awkward due to growth spurts and early puberty


• Enjoy the intellectual aspects of sports, value more complex concepts

• May be more aware of the bodies’ capabilities.

• Fact retention increases

• Enjoy contests and competition as long as winning is possible

• Some children may be highly skilled in certain sports and lower skilled in others


• Focus on self decreases

• Usually conforms well to authority, though children may sometimes feel conflicting responses to adult standards

• Definite groups form according to age and gender; may display antagonism toward opposite sex

• Children seek group approval, are aware of group reactions and standards

• Role models, ranging from well-known ‘heroes’ to coaches, play an important part in the child’s world

• Children are establishing values

• Males and females develop separate interest. Boys may be very competitive and value high skill; girls may fluctuate in friendships and value skill to a lesser degree

• Children desire to be popular and need to assert themselves is apparent


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Fundamental Movement and Sport Skills

Fundamental Movement Skills

The fundamental movement skills are basic movement skills taught through games and activities that engage children and motivate them to continue in activity. While these basic skills are fun in nature, they also serve the purpose of teaching the essential skills required as a foundation for more complex physical activities and sports. It is important that all children develop a good base of these skills before puberty to optimize both future performance and lifelong activity. Categories of Skills

• Locomotor Skills—The body moving in any direction from one point to another.

• Non-Locomotor Skills—The body balancing either in one place (static) or while in motion (dynamic).

• Manipulative Skills—Handling and controlling objects with the hand or foot, or using an implement such as a stick, bat or racquet.

Types of Skills

Locomotor Skills Non-Locomotor Skills Manipulative Skills

Walk Land Throw

Run Rotation Catch

Dodge Balance Kick

Jump Strike with an implement

Hop

Skip

Fundamental Sport Skills

The next developmental skill stage is fundamental sport skills. As with fundamental movement skills, it also includes throwing, catching, kicking and striking. There are a total of eight fundamental sport skills in physical literacy. All of these skills are manipulative skills.

1. Throw

2. Catch

3. Kick

4. Strike with an implement

5. Trap with feet or body

6. Trap with implement

7. Striking with hand

8. Dribble


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Per Age Grouping Summary

The list below identifies the appropriate skill to teach for each age grouping. The first time a skill is introduced it will be at a fundamental level (i.e. dodging for 4–5 year olds will be a basic concept; whereas dodging at the 6–9 year age will be at a faster pace with more experienced learners).

2-3

yrs

4-5

yrs

6-9

yrs

10-1

2 yr

s

Fundamental Movement Skills 1. Walk (L) •

2. Run (L) • • • •

3. Dodging (L) • • •

4. Jump (L) • • • •

5. Hop (L) • • • •

6. Skip (L) • • •

7. Landing (N) • • • •

8. Rotation (N) • • • •

9. Balance (N) • • • •

FMS & Sport Specific 10. Throwing (M) • • • •

11. Catching (M) • • • •

12. Kick (M) • • • •

13. Striking with Implement (M) • • • •

Sport Specific 14. Trapping with the Feet or Body • • •

15. Trapping/blocking with an Implement • • •

16. Dribbling (M) • • •

17. Strike with a Hand (M) • •

Games Literacy 18. Games Literacy • •


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The Learning Phases

Learning Phases

Each movement skill is divided into three learning phases that progress from simple (discovering) to more complex (consolidating). Children will be at a different phase depending on their experience and prior learning. Activities in each phase provide a progressive sequence for learning. The three learning phases are key components to understand when teaching the fundamental movement skills. These phases are how you educate and evaluate your participants. It is important to understand what learning phase your participants are in so you can help them progress to the next one. Characteristics of the Three Learning Phases

1. Discovering Phase—The child makes a concentrated effort to learn the movement. Activities for this stage enable children to explore and discover for themselves what is involved in performing a particular movement skill.

2. Developing Phase—Learners become more efficient and refined in their performance of the

movement skill through repetition and practice in a variety of contexts. 3. Mature Phase—Children use more automatic movements than in the developing phase.

They can apply movement skills in a variety of ways and combine other movements in more complex games and activities.


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How to Teach Skills

1. Identify if the skill can be improved.

2. Analyze (child not ready or skill poorly performed).

3. Generate ideas on what needs to change and discuss it.

4. Plan what to do with the activity and the instructions.

5. Implement and/or test the solution.

6. Assess the situation.


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Walking

Walking is the transfer of weight from one foot to the other while moving forwards or backwards. One foot is always in contact with the ground and the arms swing freely in opposite directions. Walking is an important traveling locomotor skill and is used in everyday activities like walking to school, playing sports, dancing activities or free play. Applying Movement Principles

Balance—Walking is the continuous process of losing and recovering balance. The inner edges of the feet should move along a straight line to allow the centre of gravity to shift directly over the base of support. Direction of Force—Direction of force is initiated from the back leg and should be directed forwards and upward through the centre of the body. If the direction is strictly vertical, the walk will be too bouncy and inefficient. If the direction is too horizontal, the walk will be more like a shuffle action. Absorption of Force—Force should gradually be transferred from the heels through the ball of the foot towards the toes. Learning Cues

• Hold body straight, with good posture (walk tall)

• Keep head up, look straight ahead

• Swing arms freely and naturally in opposition to feet

• Point toes straight ahead

• Use a heel-toe action

• Take easy strides Learning Phases

Discovery Stage Developing Stage Mature Stage

Learning about walking through exploring and discovering is the focus of the activities in this learning phase.

Children discover how to walk efficiently and practice walking at various speeds and levels, in different directions, individually, in pairs and in groups.

The focus for this phase is on walking to a rhythm, sustaining an efficient walking style and walking in a variety of contexts.

Children exhibit the following characteristics of walking: • The walking pattern is bouncy or

jerky • Arms swing excessively away

from sides • Feet are too close together • Feet are too far apart • Toes are turned in or turned out • Head is too far forward

Characteristics of walking at the developing phase of learning include: • The walking pattern is less bouncy • Arms swing in opposition to legs,

with some stiffness • Stride is inconsistent • Head is too far forward • Body is not straight

A mature walking pattern at this phase includes the following characteristics: • The walking pattern is smooth and

easy • Body is straight, with good posture • Arms swing freely in a relaxed

manner and in opposition to legs toes point straight ahead and strides are easy


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Running

Running is like walking except there is a period of suspension when both feet are off the ground at the same time. The skill of running includes jogging, sprinting, chasing, dodging and evading. All of these are important to many games (tag), sports (athletics) and everyday activities (running to get to school on time). Applying Movement Principles

Momentum—The greater the force produced from the drive off the back leg, the greater the forward acceleration. That is, the more you push off the ground with your legs, the faster you will go. Direction of Force—The direction of force is achieved through a forward lean of the body. Knees move forwards, and arms move forwards and back, to minimize any lateral movements of the body. That is, you lean your body in the direction of the run. Levers—If you shorten your lever arm, the movement will be faster. Bending your knees and elbows shortens the lever to increase running speed. Learning Cues

• Hold head up, look ahead

• Lean body slightly forward

• Lift knees

• Bend arms at the elbows, swing arms backwards and forwards from shoulders

• Move arms in opposition to leg action

• Land on heels

• Push off with the balls of the feet

• As running speed is increased, body lean and arm action increases

• In a fast run, the balls of the feet contact the ground first Learning Phases


Activities in this phase involve children discovering different ways of running: in space, through different pathways and levels, and at varying speeds.

Practicing running efficiently, at different speeds and in varying directions is a focus for learning in this phase.

Children at this level apply the skill of running in different contexts, including sustained running and sprint activities, evading opponents (e.g. in tag games) and running with others.

The following are some characteristics of running for this phase: • Leg swing is limited, with a stiff,

uneven stride • No obvious flight phase • Arms are stiff and swing out from

the body • Legs and feet swing out from the

body • Running pattern features a wide

base of support

Children in the developing phase of the running skill exhibit the following characteristics: • Running stride is more even • A limited flight phase is evident • Back leg extends to push off and

give more momentum • Arm swing increases and occurs

closer to the body

A mature running pattern includes the following characteristics: • Stride is a good length, has an

even rhythm and includes a definite flight phase

• Supporting leg extends fully arms are bent and swing backwards and forwards in opposition to legs


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Dodging

Dodging involves quick, deceptive changes in direction to evade, chase or flee from an opponent. When dodging, knees are bent and the body shifts rapidly in a sideways direction. As applied to sport, the skill of dodging is evident in moving the shoulders, head, eyes or other body parts to deceive or fake the opposition. This can be used for many things, for example as a way of getting free to receive a pass in soccer, getting around your opponent to score a basket in basketball or to avoid being tagged in a tag game. Applying Movement Principles

Balance—Centre of gravity is low and close to the base of support. This is achieved by bending the knees for better balance. Dodging occurs as the body shifts rapidly to one side. Application of Force—To gain maximum force, knees should be bent and the body should be in a low position. This position allows for the powerful leg muscles to extend and direct the body in a sideways direction. Learning Cues

Dodging

• Head up

• Low body position

• Plant one foot and quickly change direction (plant and go)

• Step/lean one way, go the other (fake)

• Move quickly

• Bend knees to stop Chasing

• Watching the hips of the runner in front to anticipate what their next move will be Learning Phases


Activities in this phase focus on children enjoying discovering dodging through different pathways, levels and speeds with others.

Children practice dodging skills and evading an opponent in simple tag games.

Children at this phase consistently apply dodging skills and other fundamental skills in a variety of contexts in a changing and dynamic environment. Activities presented include the use of strategy to solve problems in different scenarios.

Characteristics of dodging at the discovery phase are: • Movements are stiff and

segmented • Knee bend is minimal and weight

is on one foot only • Feet often cross • No deception or fake is evident

Characteristics of dodging at the developing phase are: • Movement is increasingly

coordinated and there is some deception

• Children tend to dodge in one particular direction

• Upright stance is less frequent and feet occasionally cross

• There is a little spring in the plant and go

Characteristics of dodging in this phase are: • Knees are bent and body leans

forward • Movements in all directions are

smooth, quick and coordinated • Children fake with their head and

shoulders


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Jumping

Jumping is the transfer of weight from one or both feet to both feet. A jump can be divided into three parts: take-off, flight and landing. Landing safely is an important skill to focus on when learning to jump, leap or hop. For more details, please see the landing activities in the stability section of this resource. Jumping for distance (or horizontal jumping) is important in sports for example athletics or long and triple jump. It is also important in other games and activities such as elastics. Jumping for height, or vertical jumping, is used in many sports. Participants can use jumping to high-jump, catch a rebound in basketball, during a rugby line-out or while vaulting in gymnastics. Jumping can also be used in playground games and activities such as skipping rope. Applying Movement Principles

Application of Force—To gain optimum height or distance, the movement needs to be smooth and synchronized. To achieve the desired height or distance children need to apply the legs, body and arms sequentially This movement is a sum of forces. Children can jump for distance or height by pushing off with their toes, feet, knees and hips. To gain distance, they should forcefully swing their arms upwards and forwards. Learning Cues

Jumping for Distance

• Bend knees—crouch position

• Swing arms back, then quickly forwards

• Explode forwards from crouch position

• Push off from toes—toes are the last body part to leave the ground

• Land with heels first and knees bent to absorb the shock Jumping for Height

• Bend knees—crouch position

• ‘Explode’ upwards

• Swing your arms upwards quickly

• Stretch, reach and focus on target

• Land with knees bent to absorb the shock


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Learning Phases (Jumping for Distance)


Children discover for themselves many different ways and qualities of jumping.

Children develop their jumping skills by practicing jumping for height and distance, jumping to a rhythm and jumping over ropes and obstacles.

Children consistently display the skills of jumping, and apply these in varying contexts and with others.

Characteristics of jumping during this learning phase are listed below. • Limited arm action • Arms are ‘wild’ in flight in an

attempt to maintain balance • Leg flexing in crouch position is

inconsistent • Difficulty in using legs and feet at

take-off • They fall backwards consistently

in landing

Jumping characteristics for this learning phase are listed below. • Arm action initiates jumping action • Leg flexing in crouch position is

more consistent • Arms move to side during flight to

maintain balance • Extension of legs and feet at take-

off is more consistent

Characteristics of jumping in the mature phase are described below. • Arms swing back behind the body

in preparation • Preparatory crouch position is

deeper and more consistent • Arms swing forward with force

during take-off, reaching up high • Ankles, knees and feet extend fully

at take-off • Body leans forward at landing

Learning Phases (Jumping for Height)


Children discover for themselves many different ways and qualities of jumping.

Children develop their jumping skills by practicing jumping for height and distance, jumping to a rhythm and jumping over ropes and obstacles.

Children consistently display the skills of jumping, and apply these in varying contexts and with others.

Characteristics of jumping during this learning phase are listed below. • Preparatory crouch is inconsistent • Body, leg and feet extension at

take-off is poor • Head lift is minimal • Arms are poorly coordinated with

leg and trunk action • Little height is achieved

Jumping characteristics for this learning phase are listed below. • Knees bend slightly with

exaggerated forward lean • Children take off with two feet • The body does not extend fully

during flight • Arms aid flight, but not forcefully • There is some forward movement

on landing

Characteristics of jumping in the mature phase are described below. • Knees are bent at least 90

degrees in preparatory crouch • Feet and legs are extended in full

and fast • Upward arm lift is coordinated with

leg action • Head is lifted and focused on

target • Body is fully extended • Landing is controlled and close to

take-off point


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Hopping

Hopping is a springing action that involves taking off from one foot and landing on that same foot. It involves dynamic balance, with the non-hopping side adding counterbalance and force to assist with the continuous forwards and upwards movement. Hopping is a component of many other fundamental skills such as skipping and kicking for distance or dancing. It can also be used in athletics (e.g. as a component of triple jump). Applying Movement Principles

Balance—The body is balanced when the centre of gravity is over the base of support. The base of support is the hopping foot and, to achieve balance, the body leans towards the hopping foot while the non-hopping side provides the counterbalance and the arms assist. Force—To achieve height or distance in the hop, a summation of force is required. This is achieved by extending the ankles, legs and arms forwards and upwards together. Learning Cues

• Swing both arms back, then vigorously forward and upward

• Push off from toes in take-off

• Land on toes, then ball of foot, bending knee to absorb shock Learning Phases


In this phase children enjoy being creative with hopping and discovering the different qualities of hopping.

Children develop hopping techniques through practicing the skill of hopping in games and activities.

Applying the skill of hopping to a variety of contexts is the focus of this phase.

Characteristics at the discovering phase of learning are: • Body is upright • Very little height or distance is

achieved in the hop • Children lose balance easily—they

can do only one or two hops

Characteristics of hopping in this phase are: • Children lean slightly forwards • Arms move forwards and

backwards vigorously • Knees flex in landing • Balance is poorly controlled

Characteristics of hopping in this phase are: • Non-hopping leg is used to support

the take-off and momentum of the hop

• Body leans forwards over the hopping foot

• Arms are coordinated with take-off, moving forwards and upwards

• Hopping action is continuous and rhythmical


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Skipping

Skipping is a combination of a long step and a hop (step-hop), first on one foot and then on the other. This movement has an uneven rhythm. Skipping is a fundamental skill in a variety of games and dance activities (e.g. when moving to music or a beat in folk dancing). Applying Movement Principles

Balance—Skipping involves shifting weight from one foot to the other with a narrow base of support. Therefore arms should extend to help maintain balance. Force—Force should be applied upwards for the hop action to allow the opposite leg to swing forward freely. Learning Cues

• Step forward and hop on the same foot

• Repeat with the other foot

• Lift knee sharply upward Learning Phases


Learning in this phase focuses on discovering different ways of skipping, having fun and being creative when skipping.

Skipping to a rhythm, sustained skipping and skipping to evade an opponent are skipping skills developed in this phase.

Applying skipping patterns to different rhythms in various contexts is the focus of learning in this phase.

Characteristics of skipping in this phase are: • A step-hop action is evident,

though it tends to a double hop or double step

• Arms are not coordinated • Skipping appears uncoordinated

Characteristics of skipping in this phase are: • Step-hop is more coordinated • Arms move rhythmically to assist

in overall coordination • Landing is flat-footed

Characteristics of the mature skipping pattern are: • Step-hop pattern is smooth and

coordinated • Arms are used in the hopping

action and are coordinated throughout the action

• Children land on their toes


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Landing

Landing safely is an important skill for all children to learn. It involves absorbing force over a large surface area and over a long period. Landings occur in a wide range of contexts such as: landing from a jump or a leap (leaping over a puddle), falling over accidentally (tripping over in the playground) and landing as part of a sport-specific skill (vaulting in gymnastics). Applying Movement Principles

Absorbing Force—To absorb force, impact should be spread over the greatest possible area or distance, or both. When landing from a jump, each joint should bend to absorb the force. Learning Cues

Landing on Feet

• Land with feet apart

• Bend knees

• Land in the order of toes-ball-heel, wriggle toes

• Pull stomach in—tuck bottom under

• Stretch arms out in front

• Hold head up, look straight ahead

• Hold for three seconds (counting ‘thousand’ for each second) Landing in Prone Position (on Hands/Arms)

• Hold arms shoulder width apart

• Bend elbows

• Spread fingers, keep hands flat

• Hold head up

• Hold body straight, pull stomach in (stop back from arching) Learning Phases


Children in this phase explore different ways of landing from a variety of jumps and low obstacles. Having fun and being creative are the areas of focus for this learning phase.

Children experience landing from various heights and distances, and recognize the importance of absorbing the shock of the landing.

Children exhibit confidence and control in landing in a variety of changing and unpredictable situations.

Characteristics of learning in this phase are: • No stable base of support is

evident • Children land with flat feet • Little ‘give’ with the knees is

evident

Characteristics of landing in this phase are: • Stable base of support is evident • When landing on feet, the order of

toes–ball–heel is more consistent • Knees bend after heels contact

the ground • Children rotate forward on landing

Characteristics of this phase are: • Landing is controlled and safe • A wide base of support is evident • Shock is absorbed through the

‘giving’ action of ankles, knees and hips


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Rotation

Rotation includes a variety of movement patterns that require the body to move through space and around its own axis. It includes movements such as twisting, rolling, turning and spinning. These movements are evident in everyday activities, games and most sports (e.g. pivoting in basketball, twisting and turning in tennis, forward rolling in gymnastics). Applying Movement Principles

Rotation—A rotary movement involves a movement in a circle around a fixed point. As the radius (length) of the circle decreases, the speed of the spin increases. In other words, the tighter the tuck, the faster the spin. To slow down the spin, extend the arms or legs. Learning Cues

• In turning/twisting activities, keep part of the body stable—the twisting action happens around this part

• To increase the speed of a turn, twist or roll, pull arms and legs close to the body

• To decrease the speed of a turn, extend arms and legs away from the body

• Use the hands to support or push off evenly

• Take care in rotating joints—avoid twisting/rotating hinge joints (e.g. knee, elbow)

• Rotate under control Learning Phases


Children enjoy exploring and discovering the many ways their body and body parts can rotate, rock and roll. Children in this phase are challenged to rock backwards, rock in a round or ball-like position in preparation for rolling, and roll with a straight body.

Children become more confident in controlling their body and body parts when rotating, rolling and turning. In this phase, activities focus on rolling in different directions, using the hands and arms.

Children in this phase can comfortably and safely perform rotation activities that are high-risk (on equipment), can sequence and connect different skills with rotation, and can change direction or speed in unpredictable situations.

Characteristics of the rolling/rocking action for this learning phase are: • Body tends to uncurl in

rolling/rocking action • Arms are not used or are

uncoordinated with rolling/rocking action

• Children can’t ‘get over’ backwards or sideways

Characteristics of rolling at this level are: • Body is curled in a tight ball shape • Body still uncurls at end of rolling

action • Hands and arms are used more • Children can perform only one roll

at a time

Characteristics of rolling in this phase are: • Body remains in a tight ball

position throughout the roll • Arms are used to push off and for

balance and coordination • Momentum of the roll is carried

through to the finish—children can perform controlled consecutive rolls


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Balance

Balance is attained when the centre of gravity is over the base of support. There are two types of balance: static balance, which is maintaining a desired shape in a stationary position (e.g. handstand in gymnastics) and dynamic balance, which involves control of the body as it moves in space. All movements require some sort of static balance, as it is the place from which all controlled movement originates. Balance is managed through effective posture and muscular contractions and relaxation. The ability to balance, whether stationary or moving is a key to success in most sports and physical activities. Applying Movement Principles

Balance—For stationary balance, the centre of gravity needs to be over the base of support. The wider the base of support and the closer the centre of gravity is to the base of support, the easier it is to balance. When certain body parts extend to one side beyond the base of support, other body parts need to make a corresponding extension in the opposite direction to achieve counterbalance. Learning Cues

• Establish a wide base of support (feet or hands)

• Lower body—bend knees or arms to lower the centre of gravity

• Extend body parts to help counterbalance

• Focus eyes on an object to help balance

• Tighten (contract) muscles to hold balance Learning Phases


Children enjoy discovering balancing on the spot, while moving, making different body shapes on equipment and with others.

Children develop more confidence in balancing by practicing different balances in problem-solving activities and balancing with others.

Applying the skills of balancing to games and sports like gymnastics is the focus of this learning phase.

Characteristics of balancing for the discovery phase are: • Children tend to look down at their

feet • Overcompensate body parts to

balance, (e.g. waving arms wildly) • Can balance with support • Balance is attained sporadically

Characteristics of balancing in this learning phase are: • Eyes focus more on apparatus or

target • Children lose balance less often • Arms used to balance • Static balance is achieved more

often on the dominant leg • Children have dynamic balance

they can balance forwards and backwards, with considerable concentration and effort

Children have become confident and proficient in balancing, demonstrating: • Eyes focus on external target • Arms and other body parts used to

counterbalance • Static balance is achieved with

eyes closed and on both legs • In dynamic balance, movement is

fluid and confident, and involves an alternate stepping action


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Throwing

Throwing and catching are complementary skills, yet are quite different in terms of their movement focus. These skills are difficult to practice in isolation from each other and both require specific attention in practice activities. Throwing is a target skill and involves propelling a ball away from the body. Throwing action for small balls differs from those for large balls. Throwing skills include over-arm and under-arm throws. Throwing skills also include rolls (as seen in cricket and softball games) and a variety of two-handed passes such as the chest, bounce and spiral passes as seen in netball, basketball and rugby. Applying Movement Principles

Momentum—If you bring your throwing arm as far back as possible and transfer your weight to your back foot, more force will be transferred to the ball as it leaves your hand while you smoothly bring the arm forward and transfer your weight to your front foot in a swinging action (i.e. when throwing, transfer your weight from your back to front foot). Speed—The straighter your arm in the forward swinging motion, the greater the force and therefore the faster the ball. The longer your arm is in the over arm throw, the faster it will swing and the further the ball will go. Learning Cues

These learning cues are for the over arm throw, some of which could be applied to other throwing skills included in this resource.

• Grasp the ball in one hand

• Position yourself side on to target

• Take your arm way back so that momentum builds for the throw

• Step forwards with opposite foot towards target

• Swing through—long arm at release

• Follow through with your throwing arm—in the direction of the target Learning Phases


Activities in this phase focus on exploration of a variety of throwing experiences involving a variety of balls.

Areas of focus in this phase are practicing a variety of throwing actions in different and relatively static contexts, varying the distance of the throw and throwing at a stationary target.

Applying different throwing actions to changing environments, like throwing to a moving target, is the focus of learning in this phase.

Characteristics of the throwing performance include the following: • Body faces the target • Swing back with the arm and the

weight transfer to back foot are limited

• Body rotates very little during the throw

• No transfer of weight forwards • Follow-through is forwards and

downwards

Characteristics of throwing at this phase are listed below: • Arm is swung back and then

forwards, high over the shoulder • The body, including trunk and

shoulders, turns towards the throwing side

• Definite weight transfer from back foot to front foot

• Children tend to step forward on the same foot as their throwing arm

Characteristics of this phase are listed below: • Throwing arm is swung far back in

preparation for forward swinging action

• Opposite arm is raised for balance/direction

• There is a definite turning of the body through legs, hips and shoulders

• Weight transfers from back foot to front foot, with a step with the opposite foot to the throwing arm


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Catching/Receiving

Throwing and catching are complementary skills, yet are quite different in terms of their movement focus. These skills are difficult to practice in isolation from each other and both require specific attention in practice activities. In catching or receiving, the body controls a ball or object, relying on the ability of the eyes to track the ball into the receiving part of the body. Catching actions for small balls differ from those for large balls. Applying Movement Principles

Absorption of Force—To absorb the force of an incoming object, spread the force over a large surface area and for as long as possible. In catching a ball, reach for the ball with your hands, spread your fingers or cup your hands together and ‘give’ with the ball (i.e. bring the ball into your body). Balance—To catch or receive a ball, your body should be behind the line of the ball, with your legs or body presenting a wide, firm base of support. To establish a more secure base of support, lower your centre of gravity. For example, to field a ground ball in cricket, you kneel to one side to provide a firm, low and wide base of support. Learning Cues

Catching/Receiving • Move your body directly in the path of the ball

• Secure a wide base of support

• Adjust your hand position (for catching) for the height of the ball: - Thumbs in for balls above the waist - Thumbs out for balls below the waist

• Present a large surface area for catch or field, (e.g. fingers spread, hands in cup formation, body presents a low, stable surface when fielding a grounded ball)

• Keep eyes on the ball until contact is made

• Pull the ball/object into your body—body ‘gives’ with the catch Learning Phases


Activities in this phase focus on exploration of a variety of catching experiences involving a variety of balls.

Areas of focus in this phase are practicing a variety of catching actions in different and relatively static contexts, and varying the distance.

Applying different catching actions to changing environments, like requiring the body to move into an appropriate position is the focus of learning in this phase.

Characteristics of catching performance include the following: • Body may turn away to avoid

catch • Arms held straight out in front of

the body • Body movement is passive until

the point of contact • The body, rather than the hands,

is used to catch the ball • Palms of the hands are face up

and the catch is more like a scoop

The characteristics of throwing and catching at this phase are listed below: • Eyes may close at contact with the

ball • Arms tend to trap the ball—

‘crocodile’ catch • Children tend to hold out their

hands in opposition to each other, with thumbs up

• Hands attempt to squeeze the ball • Catching is poorly timed and

uneven

Characteristics of this phase are listed below: • Body positioned directly in path of

the ball • Eyes follow the flight path of the

ball into the hands • Arms ‘give’ on contact to absorb

the force of the ball • Hands and fingers spread to

receive the ball, with thumbs in opposition to each other


3894367 v2 26

Kicking

Kicking, foot dribbling, and punting are examples of striking skills using the feet. These striking skills involve applying a force to an object with the foot or leg, and require good eye-foot coordination. Striking with the feet can include kicking a stationary or moving object such as a small can or a ball, tapping a ball under control—as in soccer dribbling and punting (kicking a ball while it is in the air). These fundamental striking skills are used in sports like soccer and rugby. Applying Movement Principles

Acceleration—When a force is applied to a ball, the ball moves in the direction of the force and the change in the speed will be proportional to the force acting on it. That is, when kicking a ball, it is important that the kicking foot is directly behind the ball and moving in the direction in which the ball is intended to move. Increasing Speed and Distance—The speed and distance a ball travels can be increased by increasing the force applied to the ball. This can be achieved by taking more steps prior to kicking the ball or by swinging the lower leg of the kicking foot back further to create a longer lever. Learning Cues

These learning cues for kicking can be applied to all skills involving striking with the feet:

• Stand behind the ball and slightly to one side

• Keep eyes on the ball

• Step forward placing non-kicking foot next to the ball

• Swing kicking leg back, bent at knee, and bring through fast to contact ball

• Hit ball on the shoelaces for a low ball, with the toe for a high ball and with the inside of the foot for a ground ball

• Follow-through in the direction of the target Learning Phases


Activities in this phase focus on exploration of kicking a variety of stationary balls, kicking at large targets and tapping or controlling a ball along the ground. Children at this phase find it difficult to make contact with the ball.

The focus of learning in this phase is on practicing kicking a variety of balls (stationary and moving) with different parts of the foot, at various speeds and directions and developing accuracy and distance.

Children in this phase enjoy applying their striking skills to more unpredictable situations. Combining striking skills with dodging, running and strategy provides the focus for learning in this phase.

Characteristics of striking with the feet and trapping for the discovering phase are listed below: • Movements are stiff, the trunk

remains erect • Backswing of the kicking leg is

limited • There is very little follow-through • Pushing rather than striking action

is displayed • Contact with the ball is

inconsistent

Characteristics are listed below: • Kicking leg tends to remain bent

throughout action • Follow-through is limited to

forward movement of the knee • Steps are taken towards the ball

Characteristics are listed below: • Approach to the ball is from a run

or a leap • Leg swing is longer, the kicking

action is initiated at the hip • Trunk bends at the waist with a

slight lean backwards • Follow-through is high and in the

direction of the path of the ball


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Trapping with the Feet, Body or an Implement

Controlling a ball with the feet, body or an implement (racquet, stick or bat) can occur in many forms. These skills require good eye-foot coordination. These fundamental skills are used in sports like hockey, soccer, baseball, tennis and football. Applying Movement Principles

Absorption of Force—To absorb the force of an incoming object, force should be spread over a large surface area and for as long as possible. In trapping or receiving a ball, the foot should be at right angles and side on to the ball, presenting a flat surface. In trapping with an implement (bat or stick), a flat, angled surface is presented. Learning Cues

Trapping with the Feet or Body

• Move the body directly in the path of the ball

• Present a large surface area, (e.g. flat surface, side of foot, or trunk of body) to trap the ball

• Trapping—let the ball meet your body and deflect the ball downwards

• Keep eyes on the ball until contact is made

• Body ‘gives’ with the trap Trapping/Blocking with an Implement

• Move body directly in the path of the ball

• Wide base of support

• Present a large surface for trap/block, (e.g. implement presents a flat, angled surface)

• Eye on the ball until contact is made

• Body ‘gives’ on contact


3894367 v2 28

Learning Phases (Trapping with the Feet or Body)


Activities in this phase focus on controlling a ball along the ground. Children at this phase find it difficult to make contact with the ball.

The focus of learning in this phase is practicing on a variety of balls with different parts of the foot or body, at various speeds and directions.

Children in this phase enjoy applying their skills to more unpredictable situations. Combining trapping skills with dodging, running and strategy provides the focus for learning in this phase.

Characteristics of striking with the feet and trapping for the discovering phase are listed below: • Children have difficulty in getting

in line with the object • The body is stiff and there is no

‘give’ with the ball as it makes contact

The following are some characteristics of this learning phase: • Movements lack fluidity, and are

poorly timed and sequenced • Eyes don’t track the ball • Children ‘give’ with the ball and

can trap a rolled ball

Characteristics are listed below: • Eyes track the ball • Body ‘gives’ on contact • Children can trap objects

approaching from a variety of levels and at various angles and speeds

Learning Phases (Trapping/Blocking with an Implement)


Children at this phase find it difficult to make the implement contact the object. The focus for this phase is on exploring with a variety of implements (bats, sticks) and objects (large and small balls).

Children at this phase demonstrate more consistency in controlling an object with an implement. The focus for activities in this phase is on practicing trapping with an implement at various speeds and directions.

Children at this phase consistently apply the skills of controlling an object with an implement in a variety of changing contexts, moving into different positions to control a ball in varying directions and force.

The following are some of the characteristics of controlling an object with an implement for this learning phase: • Difficulty getting in line with the

object • Body is stiff and there is no ‘give’

with the ball as it makes contact

The following are some characteristics of this learning phase: • Movements lack fluidity, and are

poorly timed and sequenced • Eyes don’t track the ball • Children ‘give’ with the ball and

can trap a rolled ball

The following are some characteristics of this phase: • Eyes track the ball • Body ‘gives’ on contact • Children can trap objects

approaching from a variety of levels, angles and speeds


3894367 v2 29

Striking with an Implement

Striking a ball with an implement (racquet, stick or bat) can occur in many forms and as a result its application to sports varies. For example, the horizontal striking pattern occurs in softball, while a more vertical pattern is found in golf, cricket and hockey. Many sports, such as tennis or badminton include striking in several planes, and share the same movement concepts as striking with the hand. Applying Movement Principles

Stability—Balance or stability is achieved when your feet and/or legs are comfortably spread to provide a wide, stable base of support. Bending your knees will lower the centre of gravity to further increase stability. Balance is important to provide a secure base of support for the strike. Production of Force—More force is gained by increasing the distance of your backswing and cocking your wrist at the top of the backswing, (e.g. in golf). Straightening your arms as the bat/stick is moved towards the ball also adds force. Accuracy—If you strike a ball in line with the ball’s centre of gravity (middle) and at a right angle to the direction you want it to go in, the ball will travel in a straight line. If you hit the ball above or below the centre of gravity, the ball will spin away, losing distance and speed. Learning Cues

Striking with an Implement (Bat, Stick or Racquet)

• Grip depends on the implement

• Eye on the ball

• Start with feet spread apart and knees flexed—shift weight from back to forward adjusting the swing

• Contact made with the ball at the point of complete arm extension

• Follow through in the direction of the swing Learning Phases (Striking with an Implement)


Children at this phase find it difficult to make the implement contact the object. The focus for this phase is on exploring striking with a variety of implements (bats, sticks) and stationary objects (large and small balls).

Children at this phase demonstrate more consistency in striking and controlling an object with an implement. The focus for activities in this phase is on practicing striking a rebound ball or a tossed ball, striking in a desired direction (accuracy) and varying the force (speed) applied to it (distance).

Children at this phase consistently apply the skills of striking and controlling an object with an implement in a variety of changing contexts, moving into different positions to play a shot or to control a ball in varying directions and force.

The following are some of the characteristics of striking and controlling an object with an implement for this learning phase: • Feet tend to be stationary • Body tends to face the direction of

the ball, and there is no trunk rotation

• Force of the strike comes from the straightening of bent joints

The following are some characteristics of this learning phase: • Body is side on to strike • Weight shifted forwards, before

the point of contact with the ball • Force of the hit comes from the

combined extension of flexed joints, and combined trunk and body rotation

The following are some characteristics of this phase: • Body is side-on, with the weight on

the back foot • Children shift their weight forwards

as the ball is moving towards you • Strike with a complete

straightening of arms like a long arc—in either a horizontal or a vertical pattern


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Striking with the Hand(s)

Striking an object with the hand(s) includes controlling a ball in an upward, side and downward motion. Striking the ball with the hand(s) is a more advanced skill and requires coordination of the hands and eyes, being able to track an incoming ball and strike that ball in one motion. Younger children can enjoy this skill if it is learned in a developmentally appropriate manner, starting with the use of lightweight objects like balloons. Applying Movement Principles

Stability—Balance or stability is achieved when your feet and/or legs are comfortably spread to provide a wide, stable base of support. Bending your knees will lower the centre of gravity, further increasing stability. Accuracy—If you strike a ball in line with its centre of gravity (middle), the ball will travel in a straight line. If you hit a ball above or below its centre of gravity, the ball will spin away, losing distance and speed. Inertia—When an object like a ball is not moving it has its greatest inertia. To keep the ball bouncing, a force needs to be applied (i.e. continuous pushing motion/bouncing). Learning Cues

• Keep eyes on the ball

• Position body directly underneath and in line with the ball for upward and downward striking. Position body parallel when striking the ball from the side

• Strike the ball by extending the arms and legs

• Striking surface should be flat—like a pancake

• Follow through in the direction the ball is to go Learning Phases


Children in this phase find it difficult to contact the ball in one motion, and need to explore striking a variety of lightweight objects that are easy to track and strike.

Children in this phase are able to consistently control the direction as well as the force of the strike. Activities in this phase focus on practicing striking in a range of contexts, working with a partner or striking a ball after it rebounds from a wall.

Children in this phase can control the ball with consistency in more unpredictable environments. They are able to judge the flight path of the ball, and position their body to hit the ball and to pass accurately.

Characteristics of this phase are described below: • Children find it difficult to track or

judge the path of the ball/balloon • They find it difficult to move

underneath the line of the ball • They tend to slap the ball on

contact

Characteristics of this phase are described below: • Children still find it difficult to track

the ball • They move to the line of the ball • The striking action is mainly from

the arms and hands, with little follow-through from the legs

• They have little control over the direction of the flight of the ball

Characteristics of performance in this phase are described below: • Children move consistently

underneath and to the line of the ball

• Good contact with fingertips or hand

• Effective use of extension of legs and arms—force summation

• Control the direction of the flight of the ball


3894367 v2 31

Dribbling

Dribbling includes controlling a ball in a downward (hand bounce) direction, which is associated with basketball or handball. Younger children can enjoy this skill if it is learned in a developmentally appropriate manner, starting with the use of lightweight objects like balloons. Applying Movement Principles

Stability—Balance or stability is achieved when your feet and/or legs are comfortably spread to provide a wide, stable base of support. Bending your knees will lower the centre of gravity, further increasing stability. Inertia—When an object like a ball is not moving, it has its greatest inertia. To keep the ball bouncing, a force needs to be applied. This force could be a continuous pushing or bouncing motion. Learning Cues

• Fingers are spread and relaxed

• Push the ball down, with the wrist and fingers controlling the bounce

• Follow through

• Push the ball slightly forward

• Keep the ball below the waist Learning Phases


Children in this phase find it difficult to contact the ball in one motion, and need to explore striking a variety of lightweight objects that are easy to track and strike.

Children in this phase are able to consistently control the direction as well as the force of the strike. Activities in this phase focus on practicing striking in a range of contexts, working with a partner or striking a ball after it rebounds from a wall.

Children in this phase can control the ball with consistency in more unpredictable environments. They are able to judge the flight path of the ball, and position their body to hit the ball and to pass accurately.

Characteristics of this phase are described below: • Children use both hands to hold

the ball at the sides, with their palms facing each other

• They bounce the ball with both hands, keeping their fingers stiff with a downward push

• They have little control of the ball, bouncing it at varied heights

• They use a ‘bounce, catch’ action

Characteristics of this phase are described below: • Children hold the ball with one

hand on top and one hand underneath

• Top hand pushes the ball down • Hand slaps the ball when

bouncing • Eyes are on the ball • Bounce of the dribble is

inconsistent and not greatly controlled

Characteristics of performance in this phase are described below: • Children hold the ball at waist

height • They push the ball down, following

through with arm, wrist and fingers • Relaxed fingertips control the

dribble


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Games Literacy

Games literacy is about children developing the necessary skills (the physical domain), knowledge (the cognitive domain) and attitudes (the affective domain) necessary to not only be successful when playing games, but to develop other important skills associated with active and healthy lifestyles. Rather than being literate in a single game, children with games literacy will be able to engage with poise, confidence and enthusiasm in a wide range of games. Students are games literate if they have:

• Knowledge and comprehension that enables them to anticipate movement and patterns of play

• The necessary fundamental movement (technical) skills

• Tactical skills to deploy appropriate and imaginative responses Applying Principles

Knowledge—The primary rules associated with various games shape patterns of play. A child with games literacy knows the primary rules and understands how these rules create structural and tactical similarities (and differences) between games. Technical—The term ‘skill’ includes technical skills (passing, shooting, dribbling, etc.) and tactical skills (off-the-ball movement, decision-making, defensive marking, etc.). A literate games player can perform a broad range of these skills, knowing both how to do a skill as well as when to do it (Bunker & Thorpe, 1982). Tactical—To be successful in game play requires players to do more than execute sport-specific movement skills well. Players must be able to read the game situation off the ball, respond with appropriate movement to relocate themselves for the advantage of their team or self, react to produce appropriate skill execution and recover with off-the-ball movement to set up further game involvement. Learning Cues

Offense

• Keep your head up

• Know where the object is, if you don’t have it

• Keep eyes on the opponent(s) Defence

• Keep your head up

• Know where the object/play is


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Learning Phases


Children in this phase do not have a strong understanding of tactical awareness, and may lack or focus on technical skills.

Children in this phase have some tactical awareness with and without the object, and can incorporate more technical skills to the game play.

Children in this phase have developed a greater understanding of tactics for themselves as well as their team members. Ideally their technical skills should be aligned with their tactical skills.

Characteristics of this phase are described below: • Novice players have a tendency to

not understand the game and the rules.

• Tend to gravitate to the ball. • Trouble keeping object

possession as a group/team

Characteristics of this phase are described below: • Better understanding of the rules. • More spacing away from the

object. • Can make simple plays with or

without their team members

Characteristics of performance in this phase are described below: • Able to adapt tactics to maximize

their game play to compensate for rules of the game

• Better able to position themselves for success


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Teaching Games Literacy

Tips for Teaching Games Literacy

Games literacy is required for successful participation in team games. Children can be introduced to basic tactical knowledge through their participation in simple activities even if they have not acquired well-developed technical skills.

• Tag games are excellent tools for developing concepts such as awareness of open space, how to use space and how to block space

• Simple “keep away” games can be used to develop several tactical concepts such as off ball movement and ball-side/goal positioning

• Spatial awareness such as awareness of personal space, general space, creating space, using space, and blocking space, either individually, or with others

• Low organization games that involve creating, using, and blocking space will help children become games literate

• Teach basic attacking strategies by using simple passing patterns and grids

• Modify game rules to highlight specific tactical situations (examples; no dribbling, three passes before trying to score)

• Gradually introduce opponents into tactical situations

• Use modified games that have little resemblance to traditional games such as basketball or soccer

• Modify equipment to replace traditional sports equipment when teaching games literacy

• Create numerical advantages by playing even sided teams and adding the role of a rover who always plays on the possession (or non possession team)

Asking “W Questions” to Provide Games Literacy Feedback

• What is the purpose of the game?

• What is the objective of the attacking (defending) team?

• Why is the attacking (defending) team being successful?

• What does the attacking (defending) team need to do to be successful?

• Who is providing support ahead of the player with the ball?

• Why do we need to pass the ball wide? Who should be putting pressure on A1?

• What should A1 do after the pass? What should D1 do if A1 gets past them?

• When is the best time to….? Why?

• Where is open space?

• Where is the closest player on your team that you could pass to? Where is the nearest opponent?

• Which choice is the safest and which is the most risky? Why?

• Which opponent is in the best position to score?

• Why is it necessary to keep the opponent at the back of their court?

• What is the fastest way to get the ball down the court? Why?

• When should you run to third base?


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A Tactical Framework

A Tactical Framework for Teaching Team Games

Most team games have a similar purpose and share similar tactics; therefore it is possible to teach tactical awareness by using a common tactical framework (see below). The framework can be used to ensure that children acquire a basic understanding of how games are played.

Attacking Defending

Purpose/Objective • Score points or goals • Retain possession • Advance forward

• Prevent points or goal • Regain possession • Prevent movement forward

Participating Games Offensive (possession, attacking) team Defensive (non-possession, defending) team

Player’s Roles • On-ball attacker (A1) • Off-ball attackers (AX)

• On-ball defenders (D1) • Off-Ball defenders (DX)

Basic Strategy Advance forward, provide width, provide offensive depth, be mobile

Pressure A1, Provide defensive depth, protect dangerous space, mark opponents

Player’s Decisions

On-ball attacker (A1) attempt to score or retain possession, or pass to a teammate

Off-ball attackers (AX) move to open space ahead of, beside, or behind A1

On-ball defenders (D1), regain possession of the ball, slow down A1

Off-Ball defenders (DX) provide support goal side of D1, block dangerous space, mark opponents


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Tactical Approach to Game Play

Techniques to Using a Tactical Approach

This approach puts movement skills and tactical learning within the context of actual games and problems that occur during games. Skill drills are still used to develop the movement necessary to solve a problem within a game play. Unlike traditional sport teaching approaches that begin sessions with a series of drills, a tactical approach begins and ends sessions with a game. This model of teaching allows for greater understanding, as the children are able to conceptualize the practical application of movement skills. To help develop tactical understanding, instructors can manipulate game components, such as rules, number of players, dimensions of the playing space and movement within the playing space. They can also use guiding questions to help children problem solve during games. These techniques give participants an in-depth understanding of games and how to apply movement skills during a play. With this approach instructors can focus on developing intelligent play, rather than only concentrating on movement skill proficiency. Five Essential Elements

1. Identification of the tactical problems and the associated principles of play. 2. Recognition of the level of tactical complexity appropriate for the stage of learning of the

children. 3. Children practice fundamental movement skills in drills after they have experienced a game

that represents to the tactical problem. 4. The connections between the tactical problems, associated principles of play and skill

practice are made apparent to children through the application of questions by the instructor that encourage children to think and problem solve.

5. After practicing a fundamental movement skill, children must be provided the opportunity to

apply their improved skill execution and tactical understanding in game play. For additional information on Games Literacy please refer to the PHE Canada Beyond the Fundamentals A Games Approach manual.


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Steps for Creating Effective Physical Activity Classes

Appropriate Activities

• Fun

• Active/Inclusive

• Developmentally Appropriate

- Assess children’s level of fundamental movement skills

- Teaching tips for each learning phase

- Selecting developmentally appropriate activities

- Modifying activities to the developmental characteristics of each child

- Teaching Progressions

- How to come up with an effective activity

Organized

• Course Expectations

• Class Expectations

• Setting the stage

• Managing behavior

• Problem solving

• Instructions to parents

• Guidelines to participating parents and caregivers

Safe

• Keeping children emotionally safe

• General safety guidelines for physical activity

• Safety guidelines for team games

• Safety guidelines for tag games

Effective Communication

• Providing effective explanations and demos

• Questioning for enhance learning

• Checking for understanding


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Appropriate Activities

Fun

When physical activity is fun, children will be more engaged and focused which will lead to more learning.

• The instructor needs to show that they are having fun and be enthusiastic

• The instructor needs to be positive, sensitive, patient and kind

• The activities should be easy enough for each child to have success but not be bored

• There should be a variety of activities and children should have choices

• Children should feel safe and valued

• Children should be active

Active/Inclusive

• Activities should be designed so that all participants are as active as possible at all times.

• Leaders should try to minimize the time taken to explain activities and should keep children active.

• Instructors should plan carefully in order to avoid the use of subs, line-ups and waiting time

• Instructors should assign partners or groups in order to ensure that children are paired and grouped with others of similar developmental characteristics and skill ability

• Use language and images that match the children’s developmental characteristics

• Use gender neutral language (‘girls and boys’ or ‘children’ but not ‘you guys’)

• Use demonstrations and verbal instructions

• Engage with every child at least once in each lesson

• Put children in pairs or small groups rather than have children choose their own partners

• If children have to wait for their turn, there should be a maximum of three players per line. Please limit wait time during and between activities

• The rules of any activity should not eliminate children from the game; for example, allow re-entry into tag games

• Modify activities so that they are suitable for each child


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Developmentally Appropriate

Assessing Children’s Level of Fundamental Movement Skills

If activities are developmentally appropriate, each child can be successful. If children have success, they are more motivated and have more fun.

• Observe the complete skill, from the correct position, to see how the skill can be improved

• Analyse which phase (discovery, development, mature) the child is demonstrating

• Identify what changes need to be made to improve the skill

• Engage the child in an activity that will allow them to practice the skill

• Observe the child (see guidance notes on lesson plans)

• Assess the skill again and compare it to the original demonstration

Points to Consider

• Development is age related but not age dependent.

• Children should not be expected (and may not be able) to perform the mature stage of the pattern right away.

• All children of a similar age will not be at the same skill level

• Each child may be at different levels of performance for different skills, e.g. a child may have a mature stage-throwing pattern but be at the initial stage of catching.

Teaching Tips for Each Learning Phase

Movement skill learning occurs in identifiable stages. Each learning phase refers to a period during which the learner and teacher have specific, identifiable tasks and responsibilities. These are referred to as the discovery, developmental and mature learning phase. The teaching tips for each learning phase listed below will assist teachers with students at each learning phase.

Discovery Phase of Skill Learning

• Introduce major aspects of skill only

• Provide a demonstration of the skill the help form a mental picture

• Let the learner to try out the skill

• Provide plenty of opportunity for exploration of the skill and self discovery of the general principles

• If possible, compare the new skill to others that the student may be familiar with

• Provide immediate, precise and positive feedback

• Focus on the skill technique not the result

Developmental Phase of Skill Learning

• Provide numerous opportunities for practice and skill application

• Devise practice opportunities that progressively focus on greater skill refinement

• Be able to analyse skills and provide constructive feedback

• Allow for individual differences in the rate of skill learning

• Practice at the rate and in the manner that the skill will be used during “real life” performance


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Mature Phase of Skill Learning

• Structure practise sessions that duplicate game like situations

• Structure practice sessions that promote intensity

• Provide encouragement, motivation and positive support

• Offer tips on strategy and tactics

• Provide feedback that focuses on specific aspects of the skill

• Allow for individual differences in technique

• Focus on outcomes rather than process

Selecting Developmentally Appropriate Activities

Developing Fundamental Movement Skills is designed to identify the needs and interests of children, and engage them in a variety of movement experiences and contexts, with the emphasis on fun and learning through play and games. When selecting activities for children/group, keep in mind that:

• Children learn and develop movement skills in different ways and at varying rates

• Children’s motor skill development is related to—but does not depend on—their age and experience.

• When children are ready (i.e. they have the prerequisite physical, social and cognitive skills) and are interested (i.e. they are keen and motivated), they will learn

• Children are likely to develop movement skills in a progressive order, learning simple before complex skills (e.g. walking and hopping are simple movement patterns and combine to create a skip)

• Children tend to develop control of their body from the centre (trunk) to the more distant parts (arms, hands and feet) (e.g. children develop trunk rotation movements like throwing before they develop fine motor skills like handwriting)

• At the early stages of development avoid activities that require proficiency in both throwing and catching

• Allow children to first practice skills in small game-like activities. Follow this with drill-type activities to reinforce skills. Finish with a game where children can practice those skills


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Modifying Activities to the Development Characteristic of Each Child

A skilled instructor has the ability to assess and modify activities as the situation warrants. At times, some children in the class will be more advanced while others are not. Often there will be a gap between children’s skill ability as they progress the various stages at different rates. Instructors should understand how to adapt to these differences and overcome such situations to maximize opportunities for all children.

Example 1

• An active start preschool class is having trouble throwing 12-inch balls into a bucket. To make the activity easier, the instructor could modify it by providing a variety of smaller objects to throw

Example 2

• A fundamental of movement class is bored of a game of passing a ball with their feet. To modify the activity, the instructor could: increase the distance of the passing, add more children (learners) into the groups, or set up a faster pace on the passing

The below chart below outlines how alternation one or multiple components of activities can make them easier or harder.

Activity Component To Make Activities Easier To Make Activities Harder

Learners Fewer (Individual partner group)

More

Equipment

None, larger, slower moving Throwing: Smaller and/or lighter objects Catching: Larger and/or lighter objects Kicking: Lighter, larger

Smaller, faster moving Larger and/or heavier objects Smaller and/or heavier objects Heavier smaller

Time More Less

Pace Slower Faster

Space – General Larger Smaler

Space – Team Games Possession Team—more space Non-Possession Team—less space

Possession Team—less space Non-Possession Team—more space

Rules Fewer More

Special Roles More Less

Degree of Predictability Higher Lower

Decisions Fewer More

Interactions Less More

Restriction on Movement/Passes

More Less

Safety Zones More Less


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Teaching Progressions

To ensure that each child experiences success when learning new skills, instructors are encouraged to teach skills individually (closed setting) and then gradually provide opportunities to use their skills with partner/group (open settings).

Individual Partner Group 1 participant 2 participants 3 or more participants

Individual Closed Skill Activities

• Manipulative skill at a stationary position (e.g. control a puck with a hockey stick move from right foot to left)

• Introduce a simple skill (e.g. include walking with above drill)

• Progress to combination skills (e.g. dribble through cones using the above skills, shoot at an open net)

Points to Consider

• Provide younger children opportunities to experiment with skills through movement challenges (e.g. “How many ways can you move across the field?”)

“Keep the ball glued to the flat side of your stick while you move around the gym in different directions.”

Partner Open Skill Activities

• Manipulative skill at a stationary position with a partner (e.g. pass to a target while stationary)

• Introduce a simple skill with a partner (e.g. pass to a target while moving)

• Progress to combination skills (e.g. dribble through cones using the above skills, shoot at an open net)

Points to Consider

• Increase or decrease the distance between the participants

• Attempt to place children with partners or similar abilities


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Group Open Skill Activities

• Manipulative skill at a stationary position in small groups (e.g. in groups of four, a stationary thrower throws to any other member of the group. Each of the three off-ball players must occupy a position ahead of, behind, and beside the player with the ball. After each throw, the off-ball players reposition to make sure the thrower has someone ahead, beside and behind them.)

• Introducing simple and combination skills in a small group—pass to a target while moving

• Progress to combination skills—three attackers against two passive defenders, progress to active and equal number of defenders

Points to Consider

• Small group games/activities are easier to manage when teaching skills. For example two games of five on five versus one game of eight on eight with participants inactive

How to Create an Effective Activity

In order to create an effective activity the instructor needs to ask themselves the following questions to see if the activity is appropriate. This must be done prior to the class while completing the lesson plan.

• What skill or skills do you want to work on?

• Do you need equipment?

• Is it safe? (The answer must be yes)

• Can the activity be modified to make it easier and harder?

• Is it age appropriate?

• Do you have the space to do the activity?

• Do you have the time? If after asking the above questions you feel the activity will be appropriate, then try the activity. Only doing the activity will show you whether or not it will work. Don’t be too hard on yourself, if the activity doesn’t go as planned. Modify the activity or come up with a different activity (asking the questions above). Trial and error will help you as an instructor learn how to successfully create an effective activity. Other ways of course is to ask you peers or your supervisor. Please see the appendix for additional resources.


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7 Factors to Consider When Creating an Effective Activity

Time

Skill(s)

Age Appropriate

Modifications

Safe

Equipment

Space

Effective Activity


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Organization

Course Expectations Course = Total Number of Sessions

Instructions should:

Beginning

• Have lesson plans prepared

• Know the program information and content

During the Course

• Mark attendance every day

• Follow up with participants who are on the class list, but do not attend

• Set up and takes down facility/equipment

• Continue to use and modify lesson plan(s) accordingly

• Connect with supervisor for any issues (low/no equipment, facility space inadequate, problem behaviours, etc.)

• Fill in hours

End of the Course

• Provide feedback and certificates to the children/guardians

• Provide any necessary handouts (i.e. feedback forms, resource sheets)

• Submit paperwork to supervisor

Class Expectations Class = Individual Sessions

Instructions should:

Beginning

• Welcome all participants

• Make introductions and take attendance

• Describe what they will be doing in their lessons (have fun, play games, learn new skills)

• Go over routines, such as stop and start signals, non-verbal signals

• Explain washroom protocol, expected behaviours, rules and expectations

• Explain safety guidelines

• Use developmentally appropriate language and tone

During the Class

• Review and reinforces teaching skills

• Assess and adapts skills as needed

• Give all participants a quick break for water/toilet

• Check-in with all participants and provide positive feedback

• Focus on having fun while learning


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End of Class

• Review teaching points from today’s lesson

• Provide a few minutes to practice skills learned

• Encourage and provides positive feedback to each participant or their parent

• Remind participants about next lesson

• Ask for participant feedback

• Review what was learnt that day

• Make notes for the next class

Figure 3: Optimal Learning Environment


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Setting the Stage

A well-organized lesson keeps children active and safe. In order to ensure safety and maximize activity, the instructor should carefully plan the following aspects of a lesson.

Learners

• Include the number involved in the activity, how they will be grouped and developmental characteristics

Equipment

• Put in place prior to the lesson for quick distribution

• Have different sizes of equipment to accommodate developmental differences (ideally each child should have their own equipment)

• Plan to ensure that children do not play with the equipment until told to do so and for the safe distribution and collection of equipment

Time

• Follow the time frames indicated on the lesson plan but if children seem bored with an activity, or don’t like it, it is important to select another activity

• If children are really having fun, extending the time may be beneficial

• Ensure that time is available at the end of class for a proper closure, this is very important

Space

• Ensure children are spaced far enough apart to ensure that they are safe and that they have enough room to be active

• Plan the formations children will use, such as circles, lines and/or squares. Whatever formation is used, the most important consideration is maximizing activity and minimizing waiting time


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Managing Behaviour

Preventing Behaviour Problems from Occurring

• Provide clear instructions quickly

- Ensure all students are listening

- Use “when” before “what” e.g. “ when I say ‘go’, I want you to…”

• Establish opening and closing routines

• Utilize “stop” and “start” signals

- Visual and verbal signals

• Instructors should select partners and groups and move learners into groups quickly

- Learn and utilize learner’s names to personalize all communication

• Organize activities to maximize active participation

- Play small sided games

- Reduce line ups

• Model, teach and demand responsible and respectful behaviour for oneself, the instructor and other learners

• Provide activities that allow each child to be actively engaged and achieve success

Dealing with Behaviour Problems: The 5 Step Approach

Step 1

Reinforcement: Provide positive reinforcement for good behaviour; e.g.: “I really like the way that some of you are sitting quietly and holding your ball in your lap.”

Step 2

Proximity: Instructor stands closer to child or groups that is misbehaving.

Step 3

Verbal Warning: While others are engaged in an activity, the instructor must quietly speak with the individual or group about their behaviour. It is important the instructor focuses on the specific misbehaviour and provides a consequence for continued misbehaviours.

Step 4

1st Time Out: While the learners are engaged, commend the others for good behaviour and issue a time out to the individual or group that is misbehaving. Do not debate or negotiate with the learner(s) about the time out. Allow the learner(s) to return when they feel ready to participate again.

Step 5

2nd Time Out: If the behaviour continues to persist, issue another time out to the individual or group that is misbehaving. Do not debate or negotiate with the learner(s) about the time out. The teacher decides when the learner is ready to participate.

Problem Solving Strategies

Sometimes the class won’t go as planned (i.e. there is no equipment available; the gym/room is double booked). The best way to solve problems is to first think of this as a game you can win, and then follow the guidelines listed below:

• What is the main issue? (Sometimes you have to ask questions to find this out)


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• Do you have the authority to do what you believe will solve the issue? If not, you need to ask someone who does

• Then ask the following questions:

- Is your solution safe? (Must be yes)

- Will it make the participants and others happy? (Must be yes)

- Does it cost money? (Must be no)

If your solution doesn’t get the right answers as listed above in the brackets, then you either need to come up with another appropriate solution or ask for help. Please remember there are others who are here to assist you in solving problems.

Guidelines to Participating Parents and Caregivers

“Stand and cheer for the doer, the achiever—the one who recognizes the challenges and does something about it.”

—Vince Lombardi, football coach

Parents are their children’s biggest and most important cheerleaders. Whether they’re competing in a sport or performing in a theater production or music group, the parents’ presence is a key way to support their children. But the way they are present also makes a difference in the way the children feel about their parents, themselves, and the activities they are in. Consider the following and communicate to the parents as required: Tips for All Parents

• Attend as many of their children’s activities as they can. Children notice when they’re there and when they’re not

• Focus on supporting their child(ren) and the other children there. If the parent is overly competitive, they need to ask why winning is more important to than supporting the children who are involved

• Point out what they liked about their child’s performance. The more specific the better. For example, parents should say, “I am so proud of you for your effort in blocking that kick”

• Invite other significant adults in your child’s life to games and performances. Consider occasionally inviting grandparents, aunts, uncles, neighbors and other important adults

• Remember to put down the camera and cheer! It’s important to be fully present in the moment and one way to do that is to set technology aside so you can witness your child’s achievements firsthand

• Ask their children periodically what they like about their activity. Also ask what they have fun doing or learning, and if there is anything they’d like to change if they could

Parents with children ages 0–5 should:

• Focus on the fun and funny factor. Young children who participate in activities and games, get distracted, and are more interested in what captures their attention at the moment than in the game or performance. Instead of parents being embarrassed, they should relish the spontaneity of it all

• Give their children credit for participating, even if it seems they didn’t contribute much. Learning how to participate with others at this age is a major skill that builds slowly


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• Limit the amount of programs to one or two, as long as each activity meets only once or twice a week, since this is all young children can handle at this age. Children at this age also need time for unstructured play in their daily routine to thrive well


• Give children choices for sport activities: soccer, basketball, T-ball, etc. Many communities offer both competitive leagues and recreational leagues; the latter are less demanding and often more child friendly

• Follow their children’s interest for activities. They should ask what they like about the activity. Many will say “having fun” and “being with friends” as their top reasons for playing; not winning

• Monitor their child’s enthusiasm for the activity. If the child becomes less interested, the parents should find out why and talk to the club leader or coach


• Young teenagers still like to have their parents attend their activities, but many want their parents to observe without much fanfare. Parents need to ask their children how they prefer your support and then support their children in that way

• Talk with the coach, if they notice another parent who often yells, screams, or acts in disrespectful ways. The parent should ask the coach to create a team cheering guideline that fits on a business-size card and is given to all the parents. It could include; support our kids by cheering for them, anyone yelling or screaming will be asked to leave the game by the referee and notice when kids do things right

• Get to know the names of the kids their children perform or play with. The parent should support them as well as their own child

The above is from www.parentfurther.com/resources/enewsletter/archive/cheering-on-your-child. Parents Participating in Parent and Tot Classes

Parent and tot classes provide opportunities for young preschoolers to experience activities outside of the home while accompanied by a parent or a caregiver. This dynamic allows preschoolers to participate in activities without experiencing separation anxiety and allows them to gradually become more independent while feeling safe and secure. In physical activity programs, the parent/caregiver plays several important roles. They may assume the role of the toddler’s partner in activities such as follow the leader or throw and catch. They can also serve as an instructor by helping their child correctly follow the instructions of the class leader. These teaching skills could be carried over to home environment or the local playground. The expectation in parent and tot classes is that the parent/caregiver will actively participate with the preschooler one-on-one. Further Instructions to Parents/Caregivers

Make sure children:

• Have proper footwear and clothing

• Bring marked water bottles

• Use the bathroom before the class beings

• Don’t bring any food to class


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Making Recreation Safe

Keeping Children Emotionally Safe

• Smile and be friendly but fair

• Kneel down when talking to young children

• Ensure the children treat each other with respect

• Avoid activities where children have to touch each other

• Avoid activities that eliminate, or prevent children from participating

• Avoid singling out or embarrassing children

• Do NOT use physical activity as punishment General Safety Guidelines for Physical Activity

Instructors should follow these general safety guidelines for physical activity and should also know, and follow, the safety guidelines and emergency protocols for their particular facility. Supervision

• Instructors should keep all students within their field of vision at all times

• Scan for dangerous activity, behaviour or situations constantly

Personal Space

• Teach and practice the idea of personal space or “personal bubble”

• Reinforce that all children must respect one’s personal space for safety reasons

• Limit the number of children in one space to avoid collisions and possible injury

Boundaries

• Explain and show boundaries

• Utilize lines and cones to illustrate boundaries

• Ensure that boundaries are well away from walls (e.g. in a game of octopus, the boundaries should be the end line versus the wall)

Playing Environment

• Ensure that it is free of dangerous objects or material

Warm up/Cool Down

• Ensure that the children are provided with an adequate warm up in order to increase heart rate and prepare the muscle for further movement.

• Warm up should gradually increase heart rate

• Warm up should include dynamic stretching

• Cool down should consist of an activity that decreases the heart rate (such as walking) and static stretching

Clothing and Footwear

• Instructors should model appropriate clothing and footwear

• Children must wear appropriate clothing and footwear

• Prohibit gum chewing


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Hydration

• Encourage children to bring their own water bottles

• Provide frequent and adequate water breaks

Equipment

• Instructors must check equipment to ensure it is in working condition (e.g. balls properly inflated, racquet strings properly strung)

• Remove damaged or broken equipment

Safety Guidelines for Team Games

Contact

• Utilize touch versus tackle in contact games

• Try to utilize alternatives to touch such as utilizing flags or pinnies

• Recognize that games involving touch may invade personal space and may require further instruction, e.g. where to touch, how hard to touch (try not to highlight children when developing these groups)

Physical Maturation

• Try to place children into similar size groups in order to prevent injury

• Try not to highlight children when developing these groups

• Size distribution should be considered when making groups for specific sports where height is considered advantageous such as basketball. For activities or sports such as these, try to ensure that teams are evenly distributed in order to promote fairness

Equipment

• Explain and demonstrate the safety considerations for specific equipment and activities/sports (e.g. explain and demonstrate that the hockey stick cannot go higher than waist height in floor hockey)

• Ensure that equipment is both developmentally and size appropriate for each individual child

Safety Guidelines for Tag Games

Speed of Movement

• Modify movement type in order to decrease speed of movement to prevent collisions (e.g. modify tag from sprinting to galloping)

Boundaries

• Utilize gym floor lines and cones to create boundaries that are well away from the wall

• Create and follow consequences for leaving the boundaries

Tagging/Touching

• Establish clear rules for tagging/touching (where, how hard?)

• Utilize alternatives to tagging/touching such as pinnies, flag or using a stuffed animal or rubber chicken to tag one another


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Effective Communication

Providing Effective Explanation and Demonstrations

• Verbally explain in developmentally appropriate language (simple and concise)

• Demonstrate using learning cues: make sure that all children can see and hear

• Provide brief demonstrations or instructions at first in order to get the learners moving and then add in further information as the learners practice

• Ensure that skills are demonstrated correctly

• Break down the skill in order to emphasize key points

• Sequence content in a logical order

Developing Fundamental Movement Skills includes asking questions to help children reflect on their learning while playing games. Asking questions also enables them to share what they know and have discovered or experienced. If you present a child with a problem in the form of a question, they will try their best to solve it. They will then take ownership of the solution, as it was their creation. This questioning allows children to explore, discover, create and experiment with a variety of movement and tactical processes. This method works better than simply telling a child what to do and how to do it. Check for understanding using the three types of questions listed below:

Three Types of Questioning to Enhance Learning

1. Skill questions develop purposeful feedback and skill awareness. They ask what? where? (e.g. What did you notice when you hopped for distance? Where did your throwing arm finish after you released the ball?)

2. Tactical questions develop decision-making and problem solving with respect to the strategies of the game/activity. They ask how? why? (e.g. How can you and your partner work together to get into a position to score a goal? Why did you run faster this time?)

3. Review questions develop thinking skills in relation to modifying activities to make it more challenging, enjoyable and inclusive (e.g. What did you enjoy about this activity? What would you change about this activity? What did you learn about this activity?)

Checking for Understanding

Ask specific questions that require responses from the listeners:

• “Point to the part of the foot that you will pass with”

• “What should you do if you need a drink of water?”

• “Why is it important to treat each other kindly?”

• “Did you have fun today?”

• “Did you learn something new today?”

• “Can you demonstrate how to bounce a ball?”


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Teaching Tools for the Instructor

The instructor has four key tools for assisting the learner in developing their mastery of the various skills: demonstrations, learning cues, feedback and physical manipulation. When used effectively, these tools provide learners with an optimal learning environment. 1. Demonstrations—Learners need to see the skills performed correctly in order to perform

them correctly themselves. If the instructor is incapable of performing the skill they should find someone who can. A demonstration can also be provided through a TV screen, but this is not as beneficial to the children.

2. Learning Cues—Learning cues are similar to feedback, except they are provided before the

skills are performed. Learning cues are provided for the fundamental movement and sport skills (see pages 14–32). Instructors should become familiar with these as they provide the learner with a starting reference point.

3. Feedback—In order for learners to maximize their learning it is important for the instructor

to provide effective feedback. Feedback can be either positive or negative and is given after the instructor observes the skill. It is important for an instructor to provide as much relevant positive feedback as possible. Use the acronym S.L.I.C.E. for providing feedback (see below).

• Specific—Too often feedback is given in the following manor “Good job Tina!” or “Way to run Jimmy!” or “Awesome Pat!” This type of feedback sounds positive, but it lacks in providing anything concrete. In order for anyone to improve through feedback they must comprehend what the feedback is about. Examples of specific feedback are “Good follow through with you kick Tina!” or “Make sure you extend your leg when running Jimmy” or “Pat you landed with both your knees bent. That was awesome!”

• Less (is more)—Too much feedback will overwhelm the learner. It is especially important to key in on one or at the most two points to the feedback when the feedback is for a motor skill

• Immediate—If you notice a child performing a skill incorrectly after demonstrating the skill or activity provide the feedback as soon as possible. A skill practice incorrectly is harder to correct the more times it has been performed incorrectly

• Constructive—Feedback should always be provided as a gift as its purpose is to build children up. This doesn’t mean all the feedback should be positive and happy. Constructive means you care for the child and the feedback you provide is beneficial to their growth

• Equal—Make sure feedback is given equally among participants 4. Physical Manipulation—This hands-on approach is very useful for hands on learners. The

instructor moves the child’s body in the correct movement of the skill. It is incredibly important that the instructor uses the correct amount of pressure. Please make sure you explain what you are doing while you are performing this skill.


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Lesson Plan

“If you don't know where you are going, you'll end up someplace else.”

—Yogi Berra

Components of Lesson Plans

Planning is one of the most important activities an instructor can do to ensure his/her class(es) will be successful. Below are the components of creating a strong lesson plan. 1. Program Information—Program information helps to clarify the direction of the lesson

plan. It encompasses any themes, used to make class activities fun and interesting, instructors may use. Program information should include where the class is in the session (such as new skills to be learnt or reviewed). It also includes the program name, age range of participants and lesson number.

2. Equipment Required—Once instructors have identified the program information above,

they will be able to identify the appropriate equipment. They should make sure they have enough equipment for a full class, plus one for demos.

3. Lesson Plan—The lesson plan includes three lesson components: content, learning cues and

time frame. Lesson content is the key information to be taught for each component. The learning cues are simple words or phrases that will help the children learn the skills or topics being taught. Time is the length of time the component will take. Experience will help instructors to better judge this. The younger the child, the less time instructors wills want to have for each activity. Adaptations will happen throughout lesson plans and leaders should make notes after each class to update and enhance future lesson plans.

4. Introduction—The introduction is extremely important. This is where instructors can create

a welcoming environment for the children and their parents. A good introduction will ease tensions and set up the remainder of the class to be more successful. An introduction includes taking attendance and explaining expected behaviour, such as respect for others. It also includes a review of the rules and routines for the children such as washroom procedures, water bottle locations and stop-start signals.

5. Activities—Activities and games are used to develop the lesson themes. Variations can be

added, increasing or decreasing the level of difficulty to provide variety and make activities developmentally appropriate. Once children are engaged in a game, instructors should stop the game to run a skill related drill for the children to practice. Following this, instructors can return to the same game, or a new game that uses the same skills. A first activity will now replace the traditional warm-up.

6. Cool Down—The cool down should consist of low intensity, fun, locomotor movements

such as walking, slow jogging with arm swings and body twists and dynamic stretching. 7. Closure—During closure, review the lesson and ask the children specific questions about

what they learnt e.g. Which foot should you step forward with when you throw a ball? Why is it important to move to open space in games like basketball and soccer? This time is also used for equipment clean up.


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8. Safety Tips—Safety is essential in every part of the lesson. When planning activities and games for lessons, instructors should always consider safety. It is also important to take water breaks every 15 minutes, or when the participants appear to be out of breath.

9. Extra Activities—Instructors should always have three to five extra activities on hand, in

case some games or drills do not work and they need to adjust to new activities quickly. 10. Recording and Reflection—When recording and reflecting, instructors should concentrate

on three areas: the progress of the children, the lesson and the notes for the next lesson. Doing this will help provide any feedback to children and parents, improve lesson plans and future lesson plans and enhance and develop instructors skills.

For the sample lesson plans please refer to the appendix.


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References

Alderman, B. L., Beighke, A., & Pangrazi, R.P., (2006). Enhancing motivation in physical education. Journal of Physical Education, Recreation and Dance. 77(2), pp.41-51.

Balyi, I., Cardinal, C., Higgs, C., Norris, S., & Way, R., (2010). Canadian Sport for Life:

Through Long-Term Athlete Development. [Web]. Retrieved from www.canadiansportforlife.ca. 2, pp.1-66.

Beighle, A., & Pangrazi, R.P.,(2002). The seven habits of highly effective physical education

teachers. Teaching Elementary Physical Education. 13(4), pp. 6-9. Boyd, D., Bee, H., & Johnson, P., (2009). Lifespan Development. Pearson Education, Toronto,

Ontario, Canada. 5. Bredekamp, S., & Rosegrant, T., (1992). Reaching potentials: appropriate curriculum and

assessment for young children. National Association for the Education of Young Children, Washington, District of Columbia, USA. 1.

Fishburne, Graham, J., (2005). Unit plans, lesson plans, and yearly programs for

developmentallyappropriate physical education for children and youth. Ripon Publishing, Sherwood Park, Alabama, USA.

Gallahue, D.L., & Donnelly, F.C., (2003). Developmental physical education for all children.

Human Kinetics, Windsor, Ontario, Canada. 4. Hastie, P., & Martin, E., (2005). Teaching elementary physical education: strategies for the

classroom teacher. Pearson Education, Toronto, Ontario, Canada. Kasser, S.L., Lieberman, L. (2003). Maximizing learning opportunities through activity

modification. Teaching Elementary Physical Education. 14(3), pp. 22. Kovar, S.K., Coombs, C.A., Campbell, K, Napper-Owen, G., & Worrell, V.J., (2004).

Elementary classroom teachers as movement educators. National Association for Sport and Physical Education, McGraw Hill, New York, New York, USA.

Mandigo, J.L., and Holt, N., (2004). Reading the game: introducing the notion of

games literacy. Physical and Health Education Journal. Autumn, pp. 4-10. Higgs, Colin, Coaching Association of Canada, (2011) Fundamentals of Movement Skills

Community Leader Workshop, Coach Workbook version 2.0, pp. 57 Morris, G. & Stiehl, J., (1999). How to change the games children play. Human Kinetics,

Champaign, Illinois, USA. 2. Nichols, B., (1994). Moving and Learning: The Elementary School Physical Education

Experience. McGraw-Hill, Toronto, Ontario, Canada. 3. Palmer, S.E., & Hildebrand, K., (2005). Designing appropriate learning tasks: the environment

management model. Journal of Physical Education, Recreation and Dance. 76(2), pp.48-55.


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Pangrazi, R.P., & Gibbons, S.L., (2003). Dynamic physical education for elementary school children. Allyn and Bacon, Toronto, Ontario, Canada.

Pangrazi, Robert, P., (2004). Lesson plans for dynamic physical education for elementary school

children. Pearson Education, San Francisco, California, USA. Pangrazi, Robert, P., (2007). Dynamic physical education for elementary school children.

Pearson Education, Toronto, Ontario, Canada. Prusak, K.A.,Vincent, S.D., Pangrazi, R.P.,(2005).Teacher talk. Journal of Physical Education

and Dance. 76(5), pp. 21-25. Rink, J., (2006). Teaching physical education for learning. McGraw-Hill, Boston, Massachusetts.

5. Rovegno, I., & Bandhauer, D.,(1998). Teaching game strategy: building on the basics. Teaching

Elementary Physical Education. 9(1), pp.19-23. Cowley, V., et al., (2007). Developing Fundamental Movement Skills. [Web]. Retrieved from

www.sportnz.org.nz. Wilson, G.E., (2002). A framework for teaching tactical game knowledge. Journal of Physical Education, Recreation and Dance. 73(1), pp. 21-56. Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools.

British Journal of Physical Education, 18(1), 5-8. Pill, S.(2012). Using Tactical Games. Sport Coach. [Web]. Retrieved from

www.ausport.gov.au/sportscoachmag/coaching_processes/using_tactical_games. 31(1)


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Appendix A – How to Utilize Volunteers

We value volunteers and they are a key component to making our programs and services successful. Below are some key tips for utilizing volunteers effectively, improving the volunteers experience, thus enhancing the overall service. A well used volunteer will have reason to return. If you are unsure of any of the ideas below please see your supervisor, as they will be able to assist you in facilitating a volunteer. 1. They want you to be prepared for them.

If you are requesting a volunteer please ensure you plan accordingly and the volunteer is incoporated into the program as much as possible. Prior to the program request the volunteer arrive early to go through the days lesson. Provide them a copy of the lesson. Don't bring a volunteer in until you have everything worked out. 2. They want to feel welcomed.

Act as though your volunteer is a guest in your home. Show them around. Introduce them to staff and other volunteers. Don't let your volunteer feel uncomfortable for a minute. Show that your organization is warm, friendly, helpful, and happy to see the volunteer. 3. They want you to communicate with them well and often.

Regular communication is motivating for volunteers, while the lack of it is one of the chief reasons volunteers become dissatisfied. Be ready to listen to volunteers and respond to concerns immediately. 4. They want good direction.

Even if the task assigned is a simple one, take the time to explain it, demonstrate it, and mentor the volunteer through the first few hours. Volunteers don't want to be lectured to. They want to participate in the program. Include in your direction clear expectations for your volunteers. Let them know what the volunteer experience entails. 5. They want to do interesting work.

Most volunteers are willing to roll their sleeves up and do physical labor as long as it is meaningful. But grunt work is out. Do not use volunteers to do the tasks you don’t want to do. Think of your volunteers as extra staff who are capable of performing complex tasks that take advantage of their experience and skills. Provide leadership opportunities to those volunteers who are willing and have the time to shoulder more responsibility. 6. They want to be appreciated.

Tell your volunteers frequently that they are doing a good job. Although you will want to come up with some creative ways of formally saying thanks. 7. They want to learn something new.

Anyone who is willing to volunteer is likely to have a healthy curiosity and willingness to try new things. Ensure you are providing that opportunity. 8. Feedback with Supervisor.

Update your supervisor on how the volunteer is doing. Include any observations and suggestions to them. Be an advocate for your volunteer.

Walking Running Skipping JUMPING Dodging Hopping _Landing_

Rotating Balancing

Throwing (Catching) {Trapping with feet/body} [Trapping with an implement]

Dribbling.... Striking with hand Striking with an implement/ Kicking

Documents

Physical Literacy Program - Edmonton SportPhysical Literacy Manual 3894367 v2 1 Introduction Purpose of the Manual This manual provides instructors with the tools and knowledge required