This document outlines the SPIDERfit approach to developing physical literacy in youth. It discusses building physical literacy through a developmental system called SPIDER F.A.S.T., which focuses on foundational motor abilities, fundamental movement skills, coordination elements training, complex movement skills, and specialized training. It also covers topics like perceptual-motor skills, coordination windows, teaching techniques, and programming a physical literacy lesson. The overall goal is to empower youth to become happy, healthy, and active adults through physical literacy.

1. P R E S E N T E D B Y
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Reshaping
Youth
Fitness
Brett Klika
Craig Valency, MA

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To empower this and future generations of
youth to become happy, healthy, active
adults.

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What is SPIDERfit?

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After Today, You’ll Be Able To…
1. Create life-long movers
2. Build physical literacy using the
SPIDERF.A.S.T. physical development
system
3. Increase kids’ participation and
enthusiasm for exercise
4. Asses, program, and play with purpose

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What Is Physical Literacy?
“The motivation, confidence, physical competence,
understanding, and knowledge to maintain physical activity at
an individually appropriate level, throughout life.” (Margaret
Whitehead, 2007)

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Plasticity
Form Follows Function

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Explore, Play, Refine!

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SPIDER F.A.S.T. Foundational Stage
FMA
Physical literacy building block 1:
•Foundational Motor Abilities (FMA)
• Base level strength and power
• Perceptual motor skills
• Postural stability and mobility

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SPIDER F.A.S.T. Foundational Stage
FMS
Physical literacy building block 2:
•Fundamental Movement Skills (FMS)
• Stationary movement control
• Locomotion
• Gross motor manipulative skills

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Movement Variables
MV
Effort Space Relationships
FORCE LEVELS OBJECTS
strong high/med/low over/under
light between/among/around
TIME DIRECTIONS/ PATH BODY PARTS
fast forward/backward narrow
slow diagonal wide
sustained zig zag curved
FLOW RANGES PEOPLE
free self-space mirror/matching
bound general space partners/solo

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Core4 Foundational Assessment
• Basic Core4
Assessment
• Skip
• Crawl
• Wall Squat
• Hip Hinge

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Scoring the Core4 Movement Assessment
Qualitative Scoring system
• 1- A developmental detriment
• 2- Below developmental level
• 3- At developmental level
• 4- Above developmental level

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SPIDER F.A.S.T. Application Stage
CET & CMS
Physical literacy building block 3:
•Coordination Elements Training (CET)
• Training age-appropriate coordination “windows” (PAWs)
Physical literacy building block 4:
•Complex Movement Skills (CMS)
• Putting skills together

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SPIDER F.A.S.T. Specialization Stage
STS
Physical literacy building block 5:
•Specialized Training Stage (STS)
• Training for specific sports or activities

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F.A.S.T.
Foundational Stage: 2 – 7 Years Old
FMA: Foundational Motor Abilities
FMS: Fundamental Movement Skills
CET: Coordination Elements Training
CMS: Complex Movement Skills
STS: Specialized Training Stage

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F.A.S.T.
Foundational Stage: 2 – 7 Years Old
FMA: Foundational Motor Abilities
FMS: Fundamental Movement Skills
CET: Coordination Elements Training
CMS: Complex Movement Skills
STS: Specialized Training Stage

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F.A.S.T.
Application Stage: 8 – 14 Years Old
FMA: Foundational Motor Abilities
FMS: Fundamental Movement Skills
CET: Coordination Elements Training
CMS: Complex Movement Skills
STS: Specialized Training Stage

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F.A.S.T.
Application Stage: 8 – 14 Years Old
FMA: Foundational Motor Abilities
FMS: Fundamental Movement Skills
CET: Coordination Elements Training
CMS: Complex Movement Skills
STS: Specialized Training Stage

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F.A.S.T.
Specialized Training Stage: 14+ Years Old
FMA: Foundational Motor Abilities
FMS: Fundamental Movement Skills
CET: Coordination Elements Training
CMS: Complex Movement Skills
STS: Specialized Training Stage

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Perceptual-Motor Skills
The Roots of Coordination
1. Rudimentary body awareness
• Identify parts & functions
1. Directional awareness
• Laterality & directionality
1. Spatial awareness
• Subjective & objective localization

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Perceptual-Motor Skills
The Roots of Coordination
4. Temporal awareness
• Rhythm, timing, & tempo
5. Visual awareness
• Tracking & balance
6. Auditory awareness
• Direct or indirect

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Perceptual-Motor Skills
The Roots of Coordination
7. Tactile awareness
• Cooperative & competitive
8. Vestibular awareness
• Head position feedback
9. Proprioceptive awareness
• Joint position feedback

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Coordination
The “Glue” of Physical Literacy
• What is Coordination?
• Definition
• Roots in perceptual-
motor skills
• PAWs

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The Elements of Coordination (PAWs)
(Dr. Jozef Drabik)
• Kinesthetic Control (KC)
• 6 – 7 years old &
• 10 – 11 years old
• Asynchronous Movement
Control
• 6 – 8 years old
• Reaction
• 8 – 10 years old

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The Elements of Coordination (PAWs)
(Dr. Jozef Drabik)
• Rhythm
• 9 – 10 years old (boys)
• 7 – 9 years old (girls)
• Balance
• 10 – 11 years old (boys)
• 9 – 10 years old (girls)
• 12 – 14 fully matured

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The Elements of Coordination (PAWs)
(Dr. Jozef Drabik)
• Movement Efficiency
• 8 – 13 years old
• Spatial Precision
• 12 – 14 years old

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Coordination Teaching Progression
• Teaching progressions for movement-based coordination
(Drabik)
• Level 1 (easy): Movements requiring spatial precision
• Level 2 (intermediate): Movements requiring spatial
precision with time constraints
• Level 3 (advanced): Movement requiring spatial
precision with time constraints and changing conditions

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Progressive Overload for Coordination
• Change the direction of
movement (plane of
motion)
• Change starting or finishing
position
• Change the range or pace
of movements
• Create time limits
• Add extra movements
• Add extra tasks
• Change the load
• Change the environment
• Sensory interference
• Signal changes
• Exercise order

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Teaching & Coaching Techniques
• Direction-centered
• Self-observation
• Guided discovery
• Cooperative Learning
• Child Designed
• Peer Coaching
• Scaffold techniques:
• Object modification
• Complexity reduction
• Speed reduction
• Cueing
• Skill-level sequencing

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How to Use Feedback
• Internal vs. external
• Congruent feedback: Relating feedback directly to the cues
given
• Feedback cycle: Feed up/feedback/feed forward
• 4 Types of feedback
• Positive and negative feedback

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Physical Literacy Program Blueprint
• Instant activity (for grouping/ for engagement/ for nervous
system priming/ for group cohesiveness) (5 min)
• Warm-up circuit integrating FMA & FMS : Ground to upright (5
min)
• Skill theme (based on age) (10 min)
• Circuit (fitness, regression/ progression of assessment, skills)
(10 min)
• Skill integration game (10 min)
• Huddle: homework/ word of week/ lessons learned

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Key Take-Aways
• Physical literacy and coordination are skills that can be
“built,” assessed, progressed, or regressed.
• Understanding the developmental continuum can aid
educators in programming the right skills at the right time.
• Understanding teaching/coaching strategy can aid in more
engaged, excited, and happy learners.

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