3. 75% of kids get > 20 minutes of vigorous exercise a day.
1 in 5 American 4-year olds is obese.
Obese/overweight children = risk for:
diabetes
high blood pressure
heart disease
depression
Currently 1st generation of children who will have a shorter life span
expectancy that their parents.
Media= 30- 40 hours per week
Body teaches the brain— exercise is “Miracle Gro” for the brain. It
actually affects the brain’s plasticity and function
4. develops critical thinking
develops problem-solving skills
Fulfills natural need to learn by movement (Piaget)
5.
6. Be intentional about movement
when adults are consciously aware that specific acts support an aspect
of children’s development, they do them more often and become better
at it.
Provide opportunities for physical activity throughout the day
(limited space, circle time, during transitions, outdoor play)
Be a role model and have fun! Adults teach by what they do and
what they DO NOT do.
Studies have shown that the amount of physical activity a classroom
has during “movement time” is directly related to how active the
teacher is.
7. 60 minutes
or MORE of time for structured vigorous activity
60 minutes
or MORE of time for unstructured vigorous activity
Young children should not be sedentary for more than 60 minutes at a time except when
sleeping.
8.
9. Easily accessible outdoor area for 1 hour daily
Open space for active physical play indoors for much of the day
Ample materials & equipment
Infants- outdoor pad/blanket, crib gym, small push toys, balls, sturdy things to pull up
on, ramps for crawling
Toddlers- riding toys without pedals, large push-pull wheel toys, balls, bean bags,
climbing equipment, slide, balance board, tumbling surface, tunnels, large cardboard
boxes
Materials used daily to stimulate a variety of large muscle skills (crawling,
walking, balancing, climbing, throwing, catching, pushing, pulling)
10.
11. ECERS: Gross Motor SPACE
Space indoors and outdoors for gross motor play
Space is easily accessible for children
Space is organized so other types of activities don’t interfere
12. ECERS: Gross Motor EQUIPMENT
Enough equipment so that children have access without a long wait
Materials should be available at least 1 hour a day
Equipment stimulates a variety of skills
Balancing
Climbing
Pushing/pulling
Throwing/catching
Steering
Pedaling
Stationary and portable equipment used
Equipment stimulates skills on different levels (ex. Pedals and no pedals)
13.
14. Gross Motor
beginning signs of balance, control, and coordination. (A1)
proficiency in rolling over, sitting, crawling. (A2)
Coordinate movements in grabbing, rolling, tossing, and throwing. (A4)
Fine Motor
beginning signs of strength, control, and eye-hand coordination. (B2)
15. Show increasing levels of proficiency, control, and balance in walking, climbing,
running, jumping, hopping, skipping, marching, and galloping. (A6)
Coordinate movements in more complex gross motor tasks, such as throwing,
catching, kicking, bouncing balls, and using the slide and swing. (A7)
Make successful transitions between sequential motor skills. (A8)
16.
17. Moving body while changing locations
Locomotor movement progressions are built on patterns
Walking
Running
jumping
leaping,
skipping
Galloping
The body prepares the brain for learning by mastering movements that lay the
framework for sequencing thoughts and recognizing patterns.
18. Non-locomotor skills permit the child to move their body without changing
location.
Examples:
Twirl
bounce
Stretch
Balance (note: this has it’s own category for your activity file assignment)
support
19. Skills:
tossing, catching, throwing, aiming, striking, jumping, juggling, kicking, bouncing, and
dribbling
The skills develop visual tracking of moving objects, eye-hand and eye-foot
coordination, visual fields, cross lateralization, sequencing of patterns, and
dynamic balance.
These skills aid the brain in organizing thoughts in sequence
Tracking exercises strengthen the eye muscles and visual fields used in reading.
20. Directions
right, left, up, down, forward, and backward
Levels
high, medium, and low
Pathways
straight, curved, and zigzag
Effort
fast, slow, hard, and soft
21. Must include 2 or more players
Must provide opportunities to
follow directions in group settings
use safe behaviors
follow rules
take turns
Demonstrate an understanding of what cooperation means
22. Maintain a stable static position while practicing specific balances on different
bases of support,
standing on toes or standing on one foot.
Maintain balance while performing a controlled spin.
Maintain balance while walking on a painted line or a low balance beam
Maintain balance while climbing up steps and walking on a horizontal ladder
placed on the floor.
23.
24. Hanging hula hoop bean bag toss
Homemade bean bags
More precise bean bag toss- cardboard box, paint, and a knife
Appliance store box tunnels
DIY DAP “Twister”- a painted sheet
Balloon in pantyhose & swim noodle = batting practice
Musical Chairs (don’t remove a chair)
Balloon (inside pantyhose) volleyball
25. Open ended materials:
Swim noodles cut in half
Pillowcase capes (but Velro the “tie” to avoid choking)
Masking tape (“the bridge”) & coloring pages (“the crocodiles”) = “the bridge over the
moat” (balancing)
Spiderweb
26. Greg & Steve
Listen & Move
Bear Hunt
The Freeze
Bop ‘Til You Drop
Animal Action
Dr. Jean- Tooty Ta
The Learning Station- Tony Chestnut
DJ Casper- Cha Cha Slide
27. Peel A Banana-https://www.youtube.com/watch?v=fjF0NrrVHBg
Bubblegum- https://www.youtube.com/watch?v=7TcJ_UONwK8
Baby Shark- https://www.youtube.com/watch?v=gMqG8UU1gCM
If You’re A Kid- https://www.youtube.com/watch?v=Qr9ge4XGUYs
Chicken Dance
28. Red Rover with newspaper
Parachute Play (or old sheet play)
Obstacle Courses (use what you have!)
Over Under Ball Pass (stand in a line)
Scavenger Hunt
Fence Weaving with ribbon and/or crepe paper
Car & Driver (Large Scale Red Light/Green Light)
29.
30.
31.
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33.
34.
35.
36.
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42.
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47.
48.
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52.
53.
54. Krull, S. (n.d.). Get Your Motor Running! Movement, Play & Physical Activity for
Every Body
Virginia Department of Education. (2013). Virginia’s Foundation Blocks for Early
Learning: Comprehensive Standards for Four-Year-Olds