Transcript Fundamental Movements - PARC - The Physical Activity Resource

Physical Literacy:
“The Building Blocks to
Lifelong Health”
Athlete Development
Presentation
Presentation Outline
1. Long Term Athlete Development Model
2. Physical Literacy
i.
ii.
iii.
iv.
Basic Knowledge
Fundamental Movements
Pedagogy of a Quality Program
Sample Program
3. Q & A
Starting Point
Already Know
LTAD Model
Physical Literacy
Fundamental
Movements
Want to Know
Long Term Athlete
Development
Children play to have fun
Physically Literate emphasis
Pathway for all to be physically active
Pathway to excellence
Long Term Athlete
Development
Active Start
FUNdamental
Learning to Train
Training to Train
Training to Compete
Training to Win
Active for Life
Active Start Stage
Chronological/ Development Age
Males and Females: 0-6
Fundamental Movements
• Fitness and movement skills
• running, jumping, wheeling,
twisting, kicking, throwing, and
catching
• Exploration of risk and limits in
safe environments
• Some organized physical activity
• Gymnastics, Running, Wheeling
FUNdamental
Stage
Chronological/ Development Age
Males 6-9 and Females: 6-8
Fundamental
Movements
Skills +
Learning to Train
Stage
Chronological/ Development Age
Males: 9-12 Females: 8-11
Fundamental
Sport
Skills
Training to Train
Development Age – onset of PHV
Males: 12-16 Females: 11-15
Building Engine
and
Sport Specific Skills
Training to
Compete
Chronological / Sport Specific Age
Males: 16-23 +/- Females: 15-21 +/-
Optimizing Engine
and
Sport / Event /
Position Skills
Training to Win
Chronological / Sport Specific Age
Males: 19 +/- Females: 18 +/-
Maximizing engine
and
Event / Position
Skills
PODIUMS
Active for Life
Enter at any age
Healthy
Life-long
Physical
Activity
Systemic LTAD
Issues in Canada
 Adult programs superimposed on children
 Male programs superimposed on females
 Physical literacy not taught
 Windows of Trainability – periods of
accelerated adaptation
 Chronological age versus developmental
age
 “Peaking by Friday”
Physical Literacy
STRUCTURED &
UNSTRUCTURED
P L AY
PERFORMANCE
Life Long
Physical Activity
DEVELOPMENT
Limited
Opportunities
PODIUM
PLAYGROUND
Physical Literacy
First 3 stages of LTAD
Development Age – before onset of PHV
Fundamental Movement Skills
Physical Literacy
First 3 stages of LTAD
Development Age – before onset of PHV
Fundamental Movement skill
+
Fundamental Sport Skills
=
Physical Literacy
=
Excellence & Participation
Developmental Age vs.
Chronological Age
Developmental Age = Chronological Age +/- 2 years
14 Year old boys
13 Year old girls
Physical Literacy
Windows of Opportunity
Windows of Trainability: Refers to the
sensitive periods of accelerated
adaptation to training.
Readiness: Refers to the critical period in
the development of a specific behaviour
or skill when experience or training will
have the optimal effect.
Physical Literacy
Trainability by Age
Fundamental
Movements
Phases of Movement
Fundamental
Movements


Growth means an increase in body size, such as in height or weight.
Maturation is the process in which the child’s body changes to become
progressively more like that of an adult.
Fundamental
Movements
Fundamental
Movements
R
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n
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g
Becoming Physically Literate:
 must master fundamental movement skills
Remember children are not just “adults in miniature”.
To learn a skill a child must go through a series of
developmental stages
Goal of the coach is to help the child progress from one
stage to the next.
Fundamental
Movements
T
h
r
o
w
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n
g
Learning Fundamental Movement Skills:
Children learn at different stages
Everyone learns the movements in the same sequence
Everyone goes through the same phases
The child’s environment needs to be both safe and
challenging.
Fundamental
Movements
J
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m
p
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n
g
Time for remedial work
If a child goes too long without learning a skill, then
learning it may become more difficult.
The sooner the child starts to overcome the learning
deficit the easier it will be for them to catch up.
Fundamental
Movements
H
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p
p
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Impact of Being Physically Literate:
Confident in an active setting
Higher self-esteem which impacts other parts of life
More likely to be active later in life.
More likely to be a healthier adult.
Fundamental
Movements
Travelling Skills
• Boosting
• Climbing
• Eggbeater
• Galloping
• Gliding
• Hopping
• Ice Picking
• Jumping
• Leaping
• Poling
• Running
• Sculling
• Skating
• Skipping
• Sliding
• Swimming
• Swinging
• Wheeling
Object Control Skills
Sending:
• Kicking
• Punting
• Rolling (ball)
• Strike (ball, puck, ring)
• Throwing
Receiving:
• Catching
• Stopping
• Trapping
Travelling with:
• Dribbling (feet)
• Dribbling (hands)
• Dribbling (stick)
Receiving and Sending:
• Striking (bat)
• Striking (stick)
• Volleying
Balance Movements
• Balancing/Centering
• Body Rolling
• Dodging
• Eggbeater
• Floating
• Landing
• Ready position
• Sinking/Falling
• Spinning
• Stopping
• Stretching/Curling
• Swinging
• Twisting/Turning
Physical Literacy & LTAD
Active Start Stage
Chronological/ Development Age
Males and Females: 0-6
• Encourage children to run; tag & chasing games
• Play catching and throwing games
• Play games making body shapes and
movements
• Play balancing games
• Play jumping games
• Play games in a variety of environments
Physical Literacy & LTAD
FUNdamental Stage
Chronological/ Development Age
Males 6-9 and Females: 6-8
• Encourage unstructured physical play with
friends
• Continue to play catching, throwing, hitting,
running, etc…. Games
• Provide a variety of sporting activities (multisport programs)
• Focus on participation and fun
• Develop the all-round athlete
Physical Literacy & LTAD
Learning to Train Stage
Chronological/ Development Age
Males: 9-12 Females: 8-11
• Encourage unstructured physical play with friends
• Provide opportunities to play multi sports and play a
variety of positions
• Encourage participation in sports at school
• Provide opportunities to participate in activities on
land, water, snow and ice
• Provide opportunities to work on flexibility, speed,
endurance and own-body weight strength
• FUN!
Physical Literacy & LTAD
Effective Pedagogy
Developmentally Appropriate
• Activates are appropriate for the cognitive, social and
physical stage of development
The following areas should be considered..
i. The equipment
ii. Language used
iii.Conceptual learning is fostered to allow athletes the
ability to possess the key knowledge of why we are doing
this
iv.Complexity of the task and the environment in which the
task is performed in
v. Practice of the movement should be encouraged to be
performed correctly whenever possible.
Physical Literacy & LTAD
Effective Pedagogy
Key areas to consider
Task Oriented
i. Time is maximized
ii. There is enough equipment for all
iii.Safety: clothing, environment and size/speed of
equipment
iv.Leader promotes and rewards good behaviour
v. Teach by objectives and goals
vi.Review and preview
vii.Make teaching, learning, and competition relevant
viii.Practice should have variety to prevent bordome
ix.Purpose of the activity should be clear
x. Concrete feedback and evidence of success in activity if
they are to persist.
Physical Literacy & LTAD
Effective Pedagogy
Promotes Success for All
• Providing activities that encourages all children to
develop promotes the development of the “whole
child” (social, cognitive, motor, and emotional)
Strategies:
i. Activities are inclusive
ii. Gender equity
iii.Feelings of the participants are respected
iv.Activities pose a challenge the individual feels they can
accomplish
v. Individual instruction and feedback to suit the needs
and abilities of the individual
Physical Literacy & LTAD
Effective Pedagogy
Strategies
Effective Communication
i. Good communication is based on the principal of “Active
Listening”
ii. Verbal communication should be clear and concise
iii.Verbal communication should be age appropriate and specific to
the sport
iv.Use humour but avoid confusing metaphors and ‘sport slang’
v. Use consistent cue words in skill instruction and feedback
vi.Check for understanding
vii.Use problem solving to deal with issues
viii.Learning requires knowledge of results and performance
ix. Feedback should be focused on ‘What to do’ not ‘What not to do’
x. Demonstrations and modeling should be accurate and that if the
skill is broken down in pieces it should be done in proper
sequence.
xi. Self-talk aids in skill acquisition
Physical Literacy & LTAD
Effective Pedagogy
Thoughtful Reflection & Analysis
• Self evaluation
i. What went well?
ii. What did not go well?
iii. What should I remember for next time?
Mentorship
•
i.
Identifying a mentor coach to provide feedback
is the best way to become a better leader
ii. Program provides mentor coaches
Pilot Program
• Use NSO’s youth programs for sport
instruction (ex Mini Volleyball)
• Use Athletics Canada’s Run, Jump, Throw
Program for ABC’s
• National & Local Sponsors to lower costs for
participants
• Trained and Certified Instructors
• Quality Insurance from Project leads
• Access to ALL!
Multi Sport Program
10U Learning to Train Weekly Schedule
Micro cycle
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
07-Sep-10
08-Sep-10
09-Sep-10
11-Sep-10
12-Sep-10
ABC's/
Homework
60 min
ABC's/
Homework
60 min
ABC's/
Homework
60 min
ABC's/
Homework
60 min
Volleyball
Tournament
Badminton
Practice
60 min
Volleyball
Practice
60 min
Badminton
Practice
60 min
Volleyball
Practice
60 min
Badminton
Tournament
Sport
2 practices/week @ 60 min
3 match/week or one tournament using NSO Youth Model Format (3 v 3)
20 week season = 5 months
Fundamentals
4 general prep sessions/week @ 60 min (ABC's)
Resources
www.ltad.ca
www.sasksport.sk.ca
www.sparc.org.nz
gameskidsplay.net
pe.central.vt.edu
www.playsport.org
www.cahperd.ca