www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESDevelopmentally AppropriatePhysical Education• Puts the child at the heart of physical education learning.• Focuses on the development of core movement learning in which childrenbecome increasingly competent and confident.• Recognises a child’s diverse needs as the focus of learning in physicaleducation: physical, cognitive, social, creative, health and emotional.• Ensures that learning experiences build on children’s previousachievements so that they can make progress according to their abilities.• Provides children with access to a broad range of movement contexts andresources; indoors and outdoors, individually and with others, that enablesthem to engage in purposeful, competitive and cooperative physicalactivities, in a range of increasingly challenging situations.• Supports learning in physical education in ways similar to other subjects.TOP Foundation (2011)
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESWhat a child receives fromHigh Quality Physical Education• Physical Skills (in NCPE programmes of study and extra curricular activities – Games,Gymnastics, Dance, Swimming & water safety, Athletic activities, OAA)• Physical Fitness (capabilities essential to health & well being, muscular strength & endurance,flexibility, motor fitness abilities: speed, balance, agility, coordination, reaction time)• Knowledge and Understanding (of safety, skills, the body, thinking skills, social skills, rules,tactics etc.)• Social Skills (Fair play, cooperation, teamwork, sharing, responsibility, leadership, competition,communication: listening; speaking; performance; demonstrating, operating within rules, usingself-control, considering others, following directions etc.)• Attitudes and appreciations….. Feeling of pride for their own and their peers’ achievements &abilities, an appreciation of quality effort in others’ work, an appreciation of the importance ofphysical health and fitness, respect for team-mates, opponents and officials,…a desire to participate, be physically active and to be healthy(Adapted from BJTPE Autumn 2002)
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESLifespan ModelSpecialisedMovementPhaseFundamentalMovementPhaseRudimentaryMovement PhaseReflexive Movement Phase
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESSkill Themes and Movement SkillsTravelling(Locomotion)Object control(Manipulation)Balance(Stability)Basic•Walking•RunningRhythmical•Galloping•Sliding•Skipping•Hopping•Jumping•LeapingApparatus•Climbing•SwingingSend•Throwing•Kicking•Punting•Ball rolling•Static ball strikingReceive•Catching•Trapping/Stopping(feet/stick)Travel with•Dribble (feet, hands, stick)Receive & Send•Volley•StrikePostural•Upright posture•Ready position•Stopping•LandingCoordination•Cross laterality•Stretching/curling•Twisting/turning•Spinning•Sinking/falling•Body rolling•Dodging
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESStage of development within the skill themesInitial Elementary Mature• basic movement firstappears and only asmall number of bodyparts are used in theaction• features of the refined,mature action aremissing and themovement looks limited,clumsy and un-coordinated•Developed throughplay•Improvements can bequick at this stage• more control andoverall coordinationimproves• more features ofmature pattern are inevidence, butmovement is notperformed efficiently• many children andadults do not pass thisstage in a large numberof basics – impacts ontheir ability to accessmany activities• all mature criteria areintegrated into a well-coordinated movement• movement resemblesa skilled adultmovement, but it is notin a specialised form,e.g. the overarm throwis not a javelin throw• possible for children toreach the mature stagein most basic skills bythe age of seven
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCES“Movement concepts allow forvariation on how movementskills are performed”Movement concepts allow forindividual expression,creativity and the enrichmentof movement skills(Following Graham, Holt-Hale and Parker, 2004)
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESEnriching MovementTHINKINGSOCIAL,CREATIVE,HEALTHYMOVERSSpace(Where do we do it?)Self/General SpaceDirectionsLevelsShapeEffort(How do we do it?)SpeedWeightFlowExpressionPostureTimeRelationships(With what, or whom, dowe do it?)BodyObjectsPeopleStart to Move Curriculum Draft: Top foundation (2011)
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESPhysical LiteracyWhat is it?
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESWhy is PE important for children’sdevelopment?Practicalbenefitsforschools????
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESThe ‘STTEP’ ModelS Space Consider how the working space can be changed to either bigger, smalleror a different shape. Can you think of an example when you might alterthe space?T Time Some skills can be performed slowly or quickly. Or we can increase /decrease time to apply pressure onto a skill. Faster paced skills are notalways the most difficult. What slow paced skills can you think of that aredifficult to perform?T Task The specific requirements of each task can be altered completely. Canyou think of an example where a child is working on the same outcomebut the task is different?E Equipment Equipment can be varied to help the child access the task. A small hardball in S&F games will be harder to hit than a large soft ball.P People Adding or taking away numbers to the task can make the activity more orless complex.Pickup and Price (2007)
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESMulti-ability model• Thinking Me – cognitive and creative ability• Social Me – social ability• Healthy Me – physical and mental healthincorporating personal ability• Physical Me – physical ability
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESUseful Reading• Armour, K. (ed) Sport Pedagogy: an introduction to teachingand coaching Harlow, Essex; Pearson 325 – 336,• Griggs, G. (2012) An Introduction to Primary PhysicalEducation London; Routledge 90 – 107• Haydn – Davies, D and Coleman, M. (2010) First Steps toInclusive Physical Education: Supporting Children withAdditional Needs. London: Roehampton University• Pickup, I. and Price, L. (2007) Teaching Physical Educationin the Primary School: A Developmental Approach, London:Continuum.
www.derby.ac.ukEDUCATION,HEALTHANDSCIENCESSearch for us – The Community Football HubConnect with us on FacebookFollow us on Twitter @ComFootballHubEmail us: TheCommunityFootballHub@gmail.comDan ParnellSchool of ScienceUniversity of Derbyt: 07538500348e: email@example.com: www.derby.ac.ukAs part of The Schools andCommunity Football Conference