This document provides information on physical, mental, cognitive, and emotional development characteristics for different stages of Long-Term Athlete Development. For late childhood: Physically, endurance is adequate for most activities but anaerobic ability is limited. Mentally, attention spans are increasing but reasoning is limited. Emotionally, children enjoy repetition and need structure. Coaches should provide short, simple instructions and ensure activities are fun. For early adolescence: Growth spurts can cause injuries if flexibility is not maintained and skills may need to be re-learned. Mood swings and injuries are common due to hormonal changes. Coaches must communicate well and provide success.
New research supports a revolutionary and refreshing model of healthy child development: one that grows out of physical movement. What were once thought of only as fitness skills can now directly support and translate into classroom and work skills. Although schools are now cutting back on physical education, parents can turn to extracurricular programs like The Little Gym, which uses physical activity as a conduit for Three-Dimensional Learning in physical, mental, and social-emotional domains to foster healthy, smart, socially-adept children and lay the foundation for success in life.
This document provides information on Attention Deficit Hyperactivity Disorder (ADHD), including:
- ADHD is a neurological disorder marked by inattention, impulsiveness and sometimes hyperactivity. Left untreated it can lead to conduct disorders, academic/job failure, depression and substance abuse.
- Boys are four times more likely to have ADHD than girls. Risk factors include prenatal drug exposure, birth complications, low birth weight and lead poisoning.
- Symptoms include inattention, impulsiveness and hyperactivity that is more severe when unstructured or boring. Diagnosis involves medical evaluation, psychiatric assessment and observations from parents and teachers.
- Treatment includes stimulant medication, therapy, behavior modification,
This document discusses various aspects of health, including physical, mental/emotional, and social well-being. It defines health as the combination of these dimensions and notes that achieving optimal health is an ongoing process. The document outlines lifestyle factors that influence health, such as nutrition, exercise, sleep, and abstaining from risky behaviors. It emphasizes taking responsibility for one's health through making informed choices and developing skills like decision making, goal setting, communication, and stress management.
Meeting the needs of children with special needs most update300762487
This document provides a case study and assessment of Shane, a 5-year-old preschooler recently diagnosed with Attention Deficit Disorder (ADD). It discusses Shane's strengths and needs across developmental domains. The family is concerned about Shane's behaviors and the effects of his medication. Recommendations are provided to support Shane's development through appropriate strategies, a supportive environment, collaboration with families, and staff training.
This document provides an overview of guidance skills for children, including direct and indirect guidance techniques. It discusses the goals of guidance as maintaining self-esteem, promoting appropriate behavior, and teaching self-control and prosocial skills. Effective guidance involves suggestions rather than commands, encouragement, open-ended questions, modeling behaviors, and being nurturing. Specific guidance techniques covered include positive reinforcement, consequences, warnings, time-outs, I-messages, praise, suggestions, prompting, redirecting, modeling, listening, ignoring, and encouraging. The goal is to effectively guide children's behavior while promoting a positive self-concept.
The document discusses the management of various types of challenged children. It defines challenged children as those with developmental disabilities causing severe mental and/or physical impairments. It then provides strategies for managing orthopedically challenged children, sensory challenged children, mentally challenged children, and socially challenged children. The management strategies generally involve providing stimulation, developing skills, accepting limitations, preventing challenging behaviors, and creating opportunities for learning and integration.
Collaborative framework self-regulation for slideshareBrad Chapin
Collaborative Framework for Self-regulation to help Educational and Mental Health Professionals work together to teach self-regulation skills. Self-regulation is highly correlated with Academic performance, social success, personal well-being and many other issues including school safety. Also consistent with the principles of Positive Behavior Supports and MTSS.
New research supports a revolutionary and refreshing model of healthy child development: one that grows out of physical movement. What were once thought of only as fitness skills can now directly support and translate into classroom and work skills. Although schools are now cutting back on physical education, parents can turn to extracurricular programs like The Little Gym, which uses physical activity as a conduit for Three-Dimensional Learning in physical, mental, and social-emotional domains to foster healthy, smart, socially-adept children and lay the foundation for success in life.
This document provides information on Attention Deficit Hyperactivity Disorder (ADHD), including:
- ADHD is a neurological disorder marked by inattention, impulsiveness and sometimes hyperactivity. Left untreated it can lead to conduct disorders, academic/job failure, depression and substance abuse.
- Boys are four times more likely to have ADHD than girls. Risk factors include prenatal drug exposure, birth complications, low birth weight and lead poisoning.
- Symptoms include inattention, impulsiveness and hyperactivity that is more severe when unstructured or boring. Diagnosis involves medical evaluation, psychiatric assessment and observations from parents and teachers.
- Treatment includes stimulant medication, therapy, behavior modification,
This document discusses various aspects of health, including physical, mental/emotional, and social well-being. It defines health as the combination of these dimensions and notes that achieving optimal health is an ongoing process. The document outlines lifestyle factors that influence health, such as nutrition, exercise, sleep, and abstaining from risky behaviors. It emphasizes taking responsibility for one's health through making informed choices and developing skills like decision making, goal setting, communication, and stress management.
Meeting the needs of children with special needs most update300762487
This document provides a case study and assessment of Shane, a 5-year-old preschooler recently diagnosed with Attention Deficit Disorder (ADD). It discusses Shane's strengths and needs across developmental domains. The family is concerned about Shane's behaviors and the effects of his medication. Recommendations are provided to support Shane's development through appropriate strategies, a supportive environment, collaboration with families, and staff training.
This document provides an overview of guidance skills for children, including direct and indirect guidance techniques. It discusses the goals of guidance as maintaining self-esteem, promoting appropriate behavior, and teaching self-control and prosocial skills. Effective guidance involves suggestions rather than commands, encouragement, open-ended questions, modeling behaviors, and being nurturing. Specific guidance techniques covered include positive reinforcement, consequences, warnings, time-outs, I-messages, praise, suggestions, prompting, redirecting, modeling, listening, ignoring, and encouraging. The goal is to effectively guide children's behavior while promoting a positive self-concept.
The document discusses the management of various types of challenged children. It defines challenged children as those with developmental disabilities causing severe mental and/or physical impairments. It then provides strategies for managing orthopedically challenged children, sensory challenged children, mentally challenged children, and socially challenged children. The management strategies generally involve providing stimulation, developing skills, accepting limitations, preventing challenging behaviors, and creating opportunities for learning and integration.
Collaborative framework self-regulation for slideshareBrad Chapin
Collaborative Framework for Self-regulation to help Educational and Mental Health Professionals work together to teach self-regulation skills. Self-regulation is highly correlated with Academic performance, social success, personal well-being and many other issues including school safety. Also consistent with the principles of Positive Behavior Supports and MTSS.
Emotional and behavioral disorders (EBD) are defined by the IDEiA as having difficulties with learning, relationships, behavior, mood, and physical symptoms without clear medical causes. Students with EBD often lack control over motivation, have issues with concentration, hyperactivity, aggression, and immaturity. While causes are not fully known, factors may include heredity, brain disorders, family issues, and poverty increases risk. EBD has a prevalence of 2% in schools and the highest dropout rate. Treatment focuses on providing structure, positive reinforcement, exercise, and music therapy to help reduce problematic behaviors and increase engagement in school. Collaboration between families, schools, and community services is important for intervention.
The document discusses physical development in middle childhood from ages 6-12. It covers growth in height and weight, motor skill development, nutrition needs, health issues like asthma and obesity, safety concerns like injuries from cars and online threats, and addressing special needs through treatments and educational approaches. Motor skills like riding bikes and muscle coordination improve, and risks include accidents and chronic illnesses.
Social Development in Primary School Children: An Overview Neil_Ince
Social development in early childhood involves learning the skills, knowledge, and values that enable children to interact effectively with a larger community. This kind of learning starts with their family and those who teach and care for them. As children develop socially, they learn to respond more appropriately to the influences around them.
Self-regulation skills are important for children's academic and personal success. These skills include sensory regulation, attention regulation, emotional regulation, and impulse control. Both nature and nurture influence children's abilities to self-regulate. Teachers can support self-regulation by creating supportive classrooms, modeling behaviors, and helping children develop coping strategies for handling difficult experiences. When challenges occur, teachers should seek to understand triggers, help children problem-solve, and reflect on their own responses to build children's self-awareness and social emotional skills.
1. The document discusses physical, motor, sensory, cognitive, and social-emotional development in infancy. It covers topics like brain growth, motor milestones, visual perception, object permanence, learning and memory.
2. Key aspects of development include rapid physical growth, emergence of reflexes and motor skills like grasping and sitting, developing senses like vision and hearing, cognitive stages in Piaget's theory, and learning through interaction and exploration.
3. The development of skills and understanding in these domains from birth to age 2 is influenced by both biological maturation and environmental experiences with caregivers.
The document discusses children with emotional and behavioral disorders. It notes that there are many potential causes of such disorders and labels used to describe them. It also outlines characteristics that may be exhibited, such as attention problems, aggressive behavior, withdrawn behavior, and hyperactivity. The document emphasizes the importance of specifying teaching objectives based on individual student abilities and selecting strategies and materials to meet those objectives while managing disruptive behaviors.
This document discusses teaching children self-regulation. It begins by defining executive skills which allow organizing behavior over time and overriding demands in favor of long-term goals. These skills include planning, attention, persistence, emotion regulation, and behavior regulation. Brain development impacts these skills, with the prefrontal cortex developing through late adolescence. The document recommends modeling self-regulation, respect, and balance for children. It also suggests acknowledging children's positive behaviors, offering guidance, and correcting behaviors respectfully.
1. Human development involves physical, cognitive, social, and emotional changes that occur throughout the lifespan.
2. Important developmental milestones include learning to walk, talk, gain independence, and develop social skills with peers.
3. Development is influenced both by innate, biological factors and environmental factors like parenting styles and relationships.
As the identification of autism is on the rise, now 1 in 68 children according to the Center for Disease Control (CDC), parents, educators and other professionals continue to be faced with the challenges of supporting children with Autism Spectrum Disorder (ASD) in the home, school and community settings.
This presentation presents strategies on how to build healthy parent/child relationships, how to discipline effectively, how to maintain attachment during adolescence.
The document summarizes various topics related to child development between the ages of 1-6 years old, including body changes, brain development, injuries, abuse, and maltreatment. During this period, children experience significant growth and skill development. Their bodies become leaner and more proportional. Their brains continue developing structures that allow for improved thinking and motor skills. Risks include accidental injuries, which are a leading cause of death, as well as various forms of maltreatment that can negatively impact long-term health and development.
Creating Structure for Teens With Behavioral Disorders - InfographicLiahona Academy
Millions of American teenagers live with behavioral disorders such as ODD, RAD, CD, ADHD, depression, and anxiety. Parenting a teenager with a behavioral disorder can be stressful, but creating structure through consistent routines, rules, and positive reinforcement can help the teen overcome challenges. Each disorder requires a tailored approach, but effective strategies generally include developing trust through open communication, identifying triggers, setting clear expectations, and activities to relieve stress.
This document provides an overview of group therapy for parents of children with difficult behavior. It discusses assumptions about the causes of behavioral problems and characteristics of inflexible/explosive children. The document reviews the Diagnostic and Statistical Manual (DSM) system for diagnosing psychiatric disorders. It presents a model for understanding the factors that influence misbehavior, including the child's characteristics, parenting style, family stress, and the parents' characteristics. The document also discusses establishing consequences for behavior using the ABC (antecedent, behavior, consequence) model and avoiding rewarding negative behavior. It provides homework and resources for further reading.
The document discusses various behavioral and emotional problems in children including disruptive behavior, attention deficit/hyperactivity disorder, oppositional problems, emotional problems, eating/feeding problems, tantrums, lying, anxiety, and aggression. It provides tips for using positive discipline with children through understanding behavior, consistency, giving choices/consequences, and changing environments. Interventions for aggressive toddlers and preschoolers include limiting TV/videos, applying empathy/consequences, teaching social skills, and attending to positive behavior. Consulting medical/mental health professionals can help identify causes such as poor parenting, trauma, genetic issues, health problems, or unstable family situations.
This document discusses strategies for handling children with different challenges, including those who are reclusive, hyperactive, or have attention deficits. It provides information on:
- Common symptoms of hyperactivity and attention deficits in children, including difficulty focusing, paying attention, controlling behavior, and sitting still.
- Developmental stages from infancy through adolescence and common behaviors at each stage.
- Strategies parents can use to help children with ADHD, such as maintaining routines, using rewards and consequences, and getting family therapy.
- Conditions like learning disabilities, oppositional defiant disorder, and conduct disorder that can be mistaken for ADHD.
The document discusses emotional and behavioral disorders (EBD). It describes how Eli Mike Bower first developed the term "emotional disturbance" in the 1960s while researching students who needed services for severe emotional and behavioral problems. It then provides characteristics and examples of different types of EBDs like adjustment disorder, anxiety disorder, obsessive compulsive disorder, attention deficit/hyperactivity disorder, and others. Finally, it suggests that people with EBDs need a comfortable supportive environment and highlights World Mental Health Day and its goal of raising awareness about mental illness.
This document discusses child development milestones and delays. It notes that developmental milestones are skills achieved by children between birth and 5 years of age. Milestones are used to track average ages that children learn specific tasks, and delays in reaching milestones could indicate developmental problems. The four main domains of development are gross motor skills, fine motor skills, speech/language, and social/emotional skills. It provides examples of important milestones within each domain and notes that delays may be caused by various genetic and environmental factors.
ADHD is the most common neurobehavioral disorder in children characterized by inattention, hyperactivity, and impulsivity. It has no single cause but is linked to genetic and environmental factors like prenatal smoking. Treatment involves medication like stimulants which are effective for 75-90% of children, as well as behavioral therapies and lifestyle changes. A multimodal approach combining medication, parent/teacher training, and lifestyle modifications provides the most effective long-term management of ADHD symptoms.
children with emotional and behavioral disordersMia de Guzman
The document discusses children with emotional and behavioral disorders. It begins by classifying these disorders into four categories according to IDEA: conduct disorders, anxiety-withdrawal, immaturity, and socialized aggression. It then discusses several possible causes of these disorders including biological, psychoanalytical, behavioral, phenomenological, and sociological/ecological factors. Finally, it outlines the main types of disorders according to the DSM including conduct disorder, emotional disturbance, personality disorders, anxiety disorders, and ADHD. Each type is then described in more detail with examples of symptoms.
This document provides an overview of Long-Term Athlete Development (LTAD) and discusses how a multi-sport background at a young age helps develop fundamental movement skills that can transfer to new sports later in life. It includes testimonials from athletes about their experiences in different sports and how factors like late growth spurts, overcompeting, and specializing too early can impact development. The document also summarizes the key stages of LTAD from Active Start to Active for Life and provides information for parents on recognizing issues like overcompeting and under training as well as factors to consider in their child's development.
The document discusses the importance of developing physical literacy in children aged 0-6 through activities that improve agility, balance, and coordination. It defines these three skills as the "ABCs" of physical literacy. Agility involves changing body position quickly in different situations and can be developed through crawling, walking, running, and games that require starting and stopping. Balance has two types - stationary and dynamic - and both take practice through activities like standing on one foot. Dynamic balance grows with agility. Coordination is controlling all body parts during activities and can be improved through dance, catching/throwing balls, and keeping balloons aloft. The key idea is that children should have opportunities to practice these skills.
Emotional and behavioral disorders (EBD) are defined by the IDEiA as having difficulties with learning, relationships, behavior, mood, and physical symptoms without clear medical causes. Students with EBD often lack control over motivation, have issues with concentration, hyperactivity, aggression, and immaturity. While causes are not fully known, factors may include heredity, brain disorders, family issues, and poverty increases risk. EBD has a prevalence of 2% in schools and the highest dropout rate. Treatment focuses on providing structure, positive reinforcement, exercise, and music therapy to help reduce problematic behaviors and increase engagement in school. Collaboration between families, schools, and community services is important for intervention.
The document discusses physical development in middle childhood from ages 6-12. It covers growth in height and weight, motor skill development, nutrition needs, health issues like asthma and obesity, safety concerns like injuries from cars and online threats, and addressing special needs through treatments and educational approaches. Motor skills like riding bikes and muscle coordination improve, and risks include accidents and chronic illnesses.
Social Development in Primary School Children: An Overview Neil_Ince
Social development in early childhood involves learning the skills, knowledge, and values that enable children to interact effectively with a larger community. This kind of learning starts with their family and those who teach and care for them. As children develop socially, they learn to respond more appropriately to the influences around them.
Self-regulation skills are important for children's academic and personal success. These skills include sensory regulation, attention regulation, emotional regulation, and impulse control. Both nature and nurture influence children's abilities to self-regulate. Teachers can support self-regulation by creating supportive classrooms, modeling behaviors, and helping children develop coping strategies for handling difficult experiences. When challenges occur, teachers should seek to understand triggers, help children problem-solve, and reflect on their own responses to build children's self-awareness and social emotional skills.
1. The document discusses physical, motor, sensory, cognitive, and social-emotional development in infancy. It covers topics like brain growth, motor milestones, visual perception, object permanence, learning and memory.
2. Key aspects of development include rapid physical growth, emergence of reflexes and motor skills like grasping and sitting, developing senses like vision and hearing, cognitive stages in Piaget's theory, and learning through interaction and exploration.
3. The development of skills and understanding in these domains from birth to age 2 is influenced by both biological maturation and environmental experiences with caregivers.
The document discusses children with emotional and behavioral disorders. It notes that there are many potential causes of such disorders and labels used to describe them. It also outlines characteristics that may be exhibited, such as attention problems, aggressive behavior, withdrawn behavior, and hyperactivity. The document emphasizes the importance of specifying teaching objectives based on individual student abilities and selecting strategies and materials to meet those objectives while managing disruptive behaviors.
This document discusses teaching children self-regulation. It begins by defining executive skills which allow organizing behavior over time and overriding demands in favor of long-term goals. These skills include planning, attention, persistence, emotion regulation, and behavior regulation. Brain development impacts these skills, with the prefrontal cortex developing through late adolescence. The document recommends modeling self-regulation, respect, and balance for children. It also suggests acknowledging children's positive behaviors, offering guidance, and correcting behaviors respectfully.
1. Human development involves physical, cognitive, social, and emotional changes that occur throughout the lifespan.
2. Important developmental milestones include learning to walk, talk, gain independence, and develop social skills with peers.
3. Development is influenced both by innate, biological factors and environmental factors like parenting styles and relationships.
As the identification of autism is on the rise, now 1 in 68 children according to the Center for Disease Control (CDC), parents, educators and other professionals continue to be faced with the challenges of supporting children with Autism Spectrum Disorder (ASD) in the home, school and community settings.
This presentation presents strategies on how to build healthy parent/child relationships, how to discipline effectively, how to maintain attachment during adolescence.
The document summarizes various topics related to child development between the ages of 1-6 years old, including body changes, brain development, injuries, abuse, and maltreatment. During this period, children experience significant growth and skill development. Their bodies become leaner and more proportional. Their brains continue developing structures that allow for improved thinking and motor skills. Risks include accidental injuries, which are a leading cause of death, as well as various forms of maltreatment that can negatively impact long-term health and development.
Creating Structure for Teens With Behavioral Disorders - InfographicLiahona Academy
Millions of American teenagers live with behavioral disorders such as ODD, RAD, CD, ADHD, depression, and anxiety. Parenting a teenager with a behavioral disorder can be stressful, but creating structure through consistent routines, rules, and positive reinforcement can help the teen overcome challenges. Each disorder requires a tailored approach, but effective strategies generally include developing trust through open communication, identifying triggers, setting clear expectations, and activities to relieve stress.
This document provides an overview of group therapy for parents of children with difficult behavior. It discusses assumptions about the causes of behavioral problems and characteristics of inflexible/explosive children. The document reviews the Diagnostic and Statistical Manual (DSM) system for diagnosing psychiatric disorders. It presents a model for understanding the factors that influence misbehavior, including the child's characteristics, parenting style, family stress, and the parents' characteristics. The document also discusses establishing consequences for behavior using the ABC (antecedent, behavior, consequence) model and avoiding rewarding negative behavior. It provides homework and resources for further reading.
The document discusses various behavioral and emotional problems in children including disruptive behavior, attention deficit/hyperactivity disorder, oppositional problems, emotional problems, eating/feeding problems, tantrums, lying, anxiety, and aggression. It provides tips for using positive discipline with children through understanding behavior, consistency, giving choices/consequences, and changing environments. Interventions for aggressive toddlers and preschoolers include limiting TV/videos, applying empathy/consequences, teaching social skills, and attending to positive behavior. Consulting medical/mental health professionals can help identify causes such as poor parenting, trauma, genetic issues, health problems, or unstable family situations.
This document discusses strategies for handling children with different challenges, including those who are reclusive, hyperactive, or have attention deficits. It provides information on:
- Common symptoms of hyperactivity and attention deficits in children, including difficulty focusing, paying attention, controlling behavior, and sitting still.
- Developmental stages from infancy through adolescence and common behaviors at each stage.
- Strategies parents can use to help children with ADHD, such as maintaining routines, using rewards and consequences, and getting family therapy.
- Conditions like learning disabilities, oppositional defiant disorder, and conduct disorder that can be mistaken for ADHD.
The document discusses emotional and behavioral disorders (EBD). It describes how Eli Mike Bower first developed the term "emotional disturbance" in the 1960s while researching students who needed services for severe emotional and behavioral problems. It then provides characteristics and examples of different types of EBDs like adjustment disorder, anxiety disorder, obsessive compulsive disorder, attention deficit/hyperactivity disorder, and others. Finally, it suggests that people with EBDs need a comfortable supportive environment and highlights World Mental Health Day and its goal of raising awareness about mental illness.
This document discusses child development milestones and delays. It notes that developmental milestones are skills achieved by children between birth and 5 years of age. Milestones are used to track average ages that children learn specific tasks, and delays in reaching milestones could indicate developmental problems. The four main domains of development are gross motor skills, fine motor skills, speech/language, and social/emotional skills. It provides examples of important milestones within each domain and notes that delays may be caused by various genetic and environmental factors.
ADHD is the most common neurobehavioral disorder in children characterized by inattention, hyperactivity, and impulsivity. It has no single cause but is linked to genetic and environmental factors like prenatal smoking. Treatment involves medication like stimulants which are effective for 75-90% of children, as well as behavioral therapies and lifestyle changes. A multimodal approach combining medication, parent/teacher training, and lifestyle modifications provides the most effective long-term management of ADHD symptoms.
children with emotional and behavioral disordersMia de Guzman
The document discusses children with emotional and behavioral disorders. It begins by classifying these disorders into four categories according to IDEA: conduct disorders, anxiety-withdrawal, immaturity, and socialized aggression. It then discusses several possible causes of these disorders including biological, psychoanalytical, behavioral, phenomenological, and sociological/ecological factors. Finally, it outlines the main types of disorders according to the DSM including conduct disorder, emotional disturbance, personality disorders, anxiety disorders, and ADHD. Each type is then described in more detail with examples of symptoms.
This document provides an overview of Long-Term Athlete Development (LTAD) and discusses how a multi-sport background at a young age helps develop fundamental movement skills that can transfer to new sports later in life. It includes testimonials from athletes about their experiences in different sports and how factors like late growth spurts, overcompeting, and specializing too early can impact development. The document also summarizes the key stages of LTAD from Active Start to Active for Life and provides information for parents on recognizing issues like overcompeting and under training as well as factors to consider in their child's development.
The document discusses the importance of developing physical literacy in children aged 0-6 through activities that improve agility, balance, and coordination. It defines these three skills as the "ABCs" of physical literacy. Agility involves changing body position quickly in different situations and can be developed through crawling, walking, running, and games that require starting and stopping. Balance has two types - stationary and dynamic - and both take practice through activities like standing on one foot. Dynamic balance grows with agility. Coordination is controlling all body parts during activities and can be improved through dance, catching/throwing balls, and keeping balloons aloft. The key idea is that children should have opportunities to practice these skills.
This document discusses physical activity milestones that children should reach between ages 3-6. It notes that while most children reach skills like balancing on one foot or hopping within certain age ranges, all children develop at different paces so parents should only be concerned if a child cannot perform most skills beyond the age when 90% of children can. The document aims to ease parents' worries by providing benchmarks on normal development while also advising them to consult a doctor if their child is significantly delayed. It emphasizes that creating a safe environment for children to explore movement is important for developing lifelong active, healthy habits.
El documento describe los conceptos de tarea motora y clasificación de tareas motoras según su grado de participación cognitiva, control ambiental y participación corporal. Explica que las tareas motoras deben diseñarse considerando el desarrollo motor, habilidades y objetivos de aprendizaje de los niños y jóvenes, y proporcionar un progreso en la adquisición de habilidades motoras básicas y específicas.
This document provides information about Long-Term Athlete Development (LTAD) for parents. It discusses the 7 stages of LTAD, from Active Start to Train to Win to Active for Life. For each stage, it outlines the intended ages and provides tips for parents on activities, training, and competition that are developmentally appropriate for children in that stage. The overall message is that LTAD aims to match a child's activities and training to their stage of growth and development in order to help them reach their athletic potential and enjoy sports participation.
The document provides instructions for performing the forehand and backhand volley in squash. It describes the proper form for each stage of the volley stroke from preparation to follow through. Diagrams illustrate the forehand and backhand volley form. Activities are outlined to practice volleys, including self-feeding, coach feeding, and continuous rallying drills with a focus on hitting straight and crosscourt volleys. Feedback tips are provided to address common errors in volley technique.
The document provides an overview of masters sport and masters athletes. It discusses how masters sport has grown dramatically in recent years, with national and world championships now common in many sports. Masters athletes are generally those over 35 who participate in sports designed for older adults, with varying degrees of competition from recreational to elite levels. Coaching masters athletes involves understanding their physical capabilities and health conditions as well as motivating them to lead active lifestyles.
The document provides guidance for referees on making decisions in doubles squash matches regarding lets, interference, and obstruction. It explains the referee's line of thinking as a series of questions to determine if interference occurred and if so, whether a let, warning, or point should be awarded. It also covers specific situations like straight shots hit back towards the striker, cross-court shots hit towards a partner, and situations involving intentional turning shots. The goal is to make decisions that promote safety while upholding the integrity of the rules."
This document outlines a training matrix for squash skills and physical capacities at different stages of athlete development. It includes the following stages: Active Start (ages 0-6), Learning to Train (ages 1-3), FUNdamentals (ages 6-9 males, 6-8 females), Training to Train (ages 4-6 years, ages 12-16 males, 11-15 females), Training to Compete (ages 7-10 years, ages 16-23 males, 15-21 females), Training to Win (ages 10+ years, ages 19 males, 18 females), and Active for Life (any age).
The matrix details the emphasis placed on different squash skills, physical capacities, preparation and recovery strategies
Este documento habla sobre la nutrición saludable de los niños y adolescentes. Explica las necesidades nutricionales de energía, proteínas, hidratos de carbono, grasas, vitaminas y minerales durante la infancia y adolescencia. También describe las recomendaciones para una dieta balanceada, incluyendo el consumo regular de frutas y verduras, y la importancia de limitar las grasas y el azúcar. Además, enfatiza la práctica de actividad física para mantener un peso saludable.
Este documento presenta las cuatro etapas del programa de iniciación al balonmano. La primera etapa se centra en que el balón sea el centro de atención. La segunda etapa trata de ganar terreno de forma multidireccional. La tercera etapa busca ganar terreno orientado hacia la portería. Y la cuarta etapa tiene como objetivo jugar con intencionalidad. Cada etapa incluye observaciones, objetivos, contenidos, recomendaciones metodológicas y ejercicios.
The document discusses the development of an open education resource called the "Virtual School of Sports" in Colombia. It aims to promote mass participation and democratization of sports through compiling and disseminating digital educational content about various sports. Statistics provided indicate that over 100,000 users accessed over 1 million pages of content on the school's website, and that the mobile unit validated using digital tools to teach sports even in remote areas of Colombia.
Este documento presenta una guía práctica sobre nutrición y hidratación para atletas. Se basa en una conferencia internacional de consenso sobre nutrición en el atletismo. La guía ofrece consejos sobre objetivos nutricionales, equilibrio energético, necesidades de carbohidratos, proteínas, vitaminas, hidratación y suplementos. También incluye información específica para diferentes disciplinas atléticas y estrategias de alimentación para ayudar a los atletas a alcanzar sus objetivos de rendimiento y salud
Guia anatomica de los movimientos de musculacionmarcos-toro
La Unión Europea ha anunciado nuevas sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen prohibiciones de viaje y congelamiento de activos para más funcionarios rusos, así como restricciones a las importaciones de productos rusos de acero y tecnología. Los líderes de la UE esperan que estas medidas adicionales aumenten la presión sobre Rusia para poner fin a su guerra contra Ucrania.
This document provides an overview of Long-Term Athlete Development (LTAD), a model for sport development that promotes physical literacy, fun, and a progressive pathway for children from recreational play to competitive excellence. It discusses challenges in Canada's sport system and how LTAD addresses the needs of all children through athlete-centered, coach-driven programming based on biological maturation rather than age. The document also introduces the concept of windows of optimal trainability for skills like strength, speed, stamina and flexibility.
El levantamiento de pesas paralímpico es un deporte adaptado para personas con discapacidad física que se basa en levantar el mayor peso posible en tres intentos. Se rige por el Comité Paralímpico Internacional y se compite en una plataforma plana usando una barra, discos y collarines reglamentarios. La práctica de este deporte genera beneficios para la salud de las personas con discapacidad al mejorar su fuerza, flexibilidad y autoestima.
Este documento describe las diferentes modalidades del voleibol, tanto en el contexto escolar como recreativo. Explica brevemente las habilidades básicas, técnicas, tácticas y estratégicas del voleibol, así como factores condicionales y la dinámica general del juego. También analiza diferentes aspectos de la enseñanza y el aprendizaje del voleibol en la escuela.
Este documento describe diferentes tipos de defensas en el fútbol, incluyendo sus ventajas e inconvenientes. Describe defensas individuales, de zona, mixtas, de presión y cambios de acuerdo a la zona del campo. La defensa ideal combina los aspectos positivos de la defensa individual y de zona para ser efectiva sin dejar espacios abiertos.
Mindful Movement works the whole body, inner and outer, calms the mind, teaches stillness, stretches and strengthens muscles, promotes functioning organs and makes you FEEL GOOD!!!
This document discusses physical and motor development in children from infancy through adolescence. It covers typical growth characteristics at different ages and implications for teachers. The document also addresses factors that can affect physical growth like nutrition, physical activity, sleep, and stress. Additionally, it discusses how teachers can help support students' well-being by encouraging physical activities, monitoring development, and adapting instruction for those with physical disabilities.
This document proposes a mindful movement program for schools to introduce students to the benefits of movement, mindfulness, and mindset. The program aims to help students build emotional resilience, self-awareness, and positive mental health. It outlines the mission, benefits of the program, curriculum details, suggested topics, and testimonials. Physical benefits include strength, flexibility, and stress reduction. Mental benefits are calmness, focus, and decision making. Emotional benefits are reducing stress/anxiety and improving happiness. Schools would see a calming impact and fulfillment of PE requirements.
This document discusses principles of teaching and strategies related to physical development in children. It covers how physical growth provides abilities for children to explore their world, and defines motor development as the process where children acquire movement patterns and skills influenced by genetics and environment. Gross motor skills involve using the whole body, like rolling, crawling, walking and jumping. The document recommends children get 60 minutes of moderate to vigorous physical activity daily and limits on electronic screen time, and notes how physical activity can benefit health, social skills and self-esteem. Teachers are encouraged to understand each child's unique characteristics to help them reach their full potential.
This document discusses physical handicap in children, specifically cerebral palsy. It defines cerebral palsy as a permanent condition resulting from brain lesions before, during, or after birth. Common symptoms include motor dysfunction and spasticity. Risk factors include prematurity and infections. Treatment involves physiotherapy, occupational therapy, bracing, and assistive devices to improve mobility and prevent deformities, with the overall goals of maximizing function and community integration. Rehabilitation requires a team approach and family education to help the child develop skills and parents adjust to the disability.
For Elementary School, approving Physical Education Classes. In this presentation I will address some points of which should be taken into consideration. Let me explain to you about science and bio-mechanics.
the importance of physical movement in childrenJohn Hehle
The document discusses the importance of physical movement for children under 5 years old. It explains that physical activity is important for growth and development, and helps children develop fundamental movement skills. It recommends that children get at least 60 minutes of structured physical activity per day, including activities like dancing, ball games, obstacle courses, tag, and hide and seek. The document also discusses how physical movement is important for strength and conditioning coaches to understand for developing athletic skills, and provides guidelines and examples of activities for infants, toddlers, and preschoolers.
This document outlines the rationale, importance, benefits, and strategies for maintaining health at home for PDHPE (Personal Development, Health and Physical Education) in schools. PDHPE focuses on educating students to make informed decisions about health and physical activity to build and maintain a healthy lifestyle. It is essential for developing five skills - communicating, decision making, interacting, moving, and problem solving. Students gain skills across eight strands that provide a foundation for understanding health. Maintaining an active lifestyle at home through exercise, team sports, balanced diet, water, rest, and time with family/friends can help students apply what they learn in PDHPE.
Physical development during primary school years involves gradual growth and development of motor skills. Children experience steady increases in height and weight along with developing coordination, balance, and control of their bodies. They improve abilities like zipping, writing, and participating in activities like sports. Ensuring good nutrition, physical activity, sleep, and limiting screen time can help children's physical and mental development during this stage.
This document provides teaching materials for a Grade 8 physical education class on health-related fitness (HRF). It outlines learning objectives for students to understand how family fitness can support an active lifestyle. Students are expected to design an HRF plan for their family that assesses strengths/weaknesses and includes exercises to enhance cardiovascular and muscular fitness. The document provides information on HRF components, sample activities to assess students' knowledge, and a teaching plan to have students create and implement a family HRF plan while evaluating its effectiveness.
DONE PE11-Q3-M2-Fitness Enhancement Through Physical Activities.pptxJhonFurio2
Here are 10 benefits of health-related fitness exercises:
1. Improved cardiovascular health - Regular exercise strengthens your heart and lungs.
2. Weight management - Physical activity helps maintain a healthy weight or aids in weight loss.
3. Reduced risk of chronic diseases - Diseases like type 2 diabetes, cancer, and heart disease are less likely with regular exercise.
4. Stronger muscles and bones - Weight-bearing exercise builds bone density and muscle strength.
5. Improved mental health - Exercise releases endorphins that boost mood and reduce stress/anxiety.
6. Increased energy levels - Physical activity gives you more stamina and endurance for daily activities.
7
The document discusses the author Nicholas Louw's experiences with physical education (PDHPE) from childhood through to their views on being a PDHPE teacher. It describes how the author was initially influenced by parents and play to be physically active. It then discusses participating in sports through school and exploring different activities. The author views a competent PDHPE teacher as fit, knowledgeable about various sports and activities, and able to engage and motivate students. The document emphasizes that physical education is important for students' health, well-being, and academic performance.
This document discusses physical, sensory, and perceptual development in infancy. It covers several topics:
- Rapid brain development occurs in the first two years, with the cortex being the least developed at birth.
- Reflexes help with survival and indicate neurological development; primitive reflexes should disappear by 6-8 months.
- The five states of sleep and wakefulness stabilize with age, and crying patterns change as infants grow.
- Physical growth is substantial in the first year as infants triple their birth weight and grow 10-12 inches.
- Sensory skills like vision, hearing, and touch develop rapidly in the first months of life.
- Perceptual skills like depth perception, visual scanning of faces
This document discusses physical, sensory, and perceptual development in infancy. It covers several topics:
- Rapid brain development occurs in the first two years, with the cortex being the least developed at birth.
- Reflexes help with survival and indicate neurological development; primitive reflexes should disappear by 6-8 months.
- The five states of sleep and wakefulness stabilize with age, and crying patterns change as infants grow.
- Physical growth is substantial in the first year as infants triple their birth weight and grow 10-12 inches.
- Sensory skills like vision, hearing, and touch develop rapidly in the first months of life.
- Perceptual skills like depth perception, visual scanning of faces
This document summarizes physical development from infancy through adulthood. It outlines key milestones in gross and fine motor skill development from 1 month to 5 years of age. It then discusses physical changes in adolescence, including the growth spurt and development of secondary sex characteristics. For adulthood, it notes that physical changes are relatively minor, involving potential muscle or fat changes from activity levels. It also outlines two principles of physical growth - cephalocaudal (head to toe) and proximodistal (center to extremities). Finally, it lists 10 factors that can influence physical development, including heredity, environment, nutrition, exercise, hormones, and socioeconomic status.
Module 2: Dimensions of development (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain physical, social, cognitive and moral development during later childhood and
adolescence.
- explain views of Piaget, Vygotsky on cognitive development
Perspectives in Education
Course 1: Childhood and Growing Up
SNDT Women’s University, Churchgate, Mumbai 20 . 11
- compare development during psychosocial stages given by Erickson
- explain views of Kohlberg on moral development
- organize appropriate programs for development during later childhood and adolescence
Contents:
1. Physical and motor development during later childhood and adolescence, Caring for
physical growth and development of a learner: Need of making provision for nutritious food,
medical checkup for identifying health problems, ergonomically suitable sitting/ working
arrangement, provision for physical (musical) exercise, Yoga, group and individual games
and sports; Organizing activities that give scope for ensuring development of capacities of
sense and work organs; Providing adolescence education (sex education) (4)
2. Social and emotional development during later childhood and adolescence: Emotional and
social intelligence and role of a school in organizing appropriate learning programs
(Emphasis to be given on educational implications rather than the theories) (4)
3. Erickson's psychosocial stages of development during later childhood and adolescence -
description of stages and role of a school in organizing appropriate learning programs (2)
4. Cognitive development- Piaget's and Vygotsky's views with respect to development of
language and problem solving skills, educational implications of their views (3)
5. Characteristics of stages of moral development as interpreted by Kohlberg (2)
PDHPE in primary schools aims to promote physical activity, develop social relationships, encourage healthy lifestyle choices, and promote safety. It does this by encouraging regular physical activity to improve health, using team sports to teach cooperation and social skills, educating students on nutrition and healthy eating, and teaching students to recognize and handle dangerous situations.
Physical Development at preschool Level.pptxsadiajabeen12
This document provides information on introducing physical education for preschool children. It discusses the importance of active physical play for children's overall development, including benefits to brain development, language and social skills. It outlines recommendations for physical activity in children ages 3-5. It also defines fundamental movement skills like balancing, running and throwing. The document gives tips for incorporating both adult-guided and free play to develop these skills, and suggests indoor and outdoor physical activities for preschoolers.
Pstti introduction of physical education in pre school childrenPSTTI
This document provides information on introducing physical education for preschool children. It discusses the importance of active physical play for children's whole body, mind and soul development. Active play supports brain development, language and social skills. It recommends both adult-guided skill development and free child-initiated active play. Fundamental movement skills include stability, locomotion and manipulation. Tips include using groups, cues and feedback to support children's skills, and ensuring indoor or wet weather activity options. The overall message is the importance of physical activity for preschoolers' health and well-being now and in the future.
Chnar power point presentation containing 5chinarsamad
PDHPE in primary schools teaches five fundamental skills - communicating, decision making, interacting, moving, and problem solving. It explores ways for students to be physically active through various games and exercises, and teaches the short and long term effects of physical activity on the body. Nutrition education covers nutritional needs, food choices, preparation and storage to help students make healthy choices. Personal relationships and roles are also explored, including understanding relationships, communication skills, and interacting with families, peers and groups.
This document discusses tactics and strategy in squash. It begins by outlining how experience is important for knowing which shots to play, and coaches can help accelerate a player's development by teaching tactics without them having to learn through mistakes. It then provides examples of common scenarios players face and how tactics are relevant from an early stage. Finally, it discusses defining basic tactics like attacking when serving and defending when receiving, to focus training on decision making needed for matches. The overall aim is for coaches to incorporate tactics into drills to help players rehearse strategic decisions.
Growth measurements are needed to monitor athletes' maturity levels so training can be tailored to their developmental age. Early and late maturers experience advantages and disadvantages due to differences in physical development. Tracking measurements like height, sitting height, and arm length allows coaches to determine a growth velocity curve and account for windows of optimal trainability related to physical maturation.
(1) Physical activity is important for children in the first six years of life. Outdoor play that allows safe exploration helps development.
(2) The document lists 10 fun activities to help children develop physical skills, including obstacle courses, races, riding bikes, mini-games like soccer, and throwing stones in water.
(3) It recommends limiting screen time and making time for at least 60 minutes of vigorous play per day, while being a physically active role model. Outdoor play and reducing TV/video time encourages more activity.
This document provides 10 fun activities to help children aged 1-3 develop physical skills in a playful way. The activities include walking on different surfaces, jumping between shapes on the floor, kicking a soft ball, splashing in water, using push/pull toys like scooters, following a leader in an exaggerated game of mimicry, and simply playing outside at a park. Safety is emphasized and creativity encouraged in making up new games. The goal is to establish a lifelong love of physical activity through fun play at a young age.
This document provides 16 inexpensive activities that parents and caregivers can do with children from birth to one year old to help develop their physical skills, balance, and coordination. The activities are divided by age groups - newborn to 6 months, 6-8 months, 9-12 months, and walking. Activities include holding and moving the baby, rolling them from side to side, crossing hands and legs in front of the body, playing with toys in the bath, rolling and pushing balls, pulling up to stand while holding hands, dancing, and supervised walking. The goal is to incorporate physical activity into daily routines to help children develop important motor skills.
Physical activity is important for children in the first six years of life. Adults should be active role models for children and play with them. When adults are physically active with children, it teaches the children that activity is fun. Adults can help children be active by providing a safe space and toys for play, actively supervising, and joining in their play by retrieving balls, taking turns chasing, and allowing independent play while closely watching. The goal is to encourage activity and develop a positive attitude towards physical play.
Children need both fine motor play with small toys to develop dexterity and whole-body physical activity to strengthen muscles, bones and heart health. Fine motor play helps skills like writing, while physical activity promotes balance, coordination and lifelong healthy habits. It is important for children to engage in activities like running, jumping and throwing to build stronger bones and muscles, and a stronger heart. Learning basic movement skills also supports physical development and encourages children to remain active.
The document discusses normal physical development in young children. It states that children develop motor skills like crawling, walking, and running at different ages, and there is a wide range of ages that are considered normal. The "average ages" provided in parenting books should not be the only consideration - what matters most is whether a child meets milestones within the general time frame. Parents should provide opportunities for safe exploration and physical activity. Only if a child is significantly delayed in several skills compared to peers should a healthcare provider be consulted.
The document is a guide for parents on long-term athlete development (LTAD) and the Canadian Sport for Life (CS4L) model. It introduces LTAD and CS4L, which provide a progressive pathway for physical literacy and sport from early childhood through high performance sport. The guide discusses challenges in the sport system like inappropriate training and over-competition that can lead to burnout. It also stresses the importance of inclusive programming for athletes of all abilities.
The document provides a 5 point scale for evaluating an athlete's technical skills, fitness, mental skills, and other attributes related to squash. It includes areas to rank abilities like forehands, backhands, serves, footwork, hitting and leg power, focus, adaptability, temperament, and creativity. The evaluator is asked to provide additional comments on the athlete at the bottom.
This document outlines fitness and technical testing protocols for Squash Canada. It introduces Squash Canada and their need for standardized testing to evaluate athlete development. Several fitness tests are described including a 5km run, treadmill test, beep test, and a squash-specific 6 point test. Technical testing involves subjective and objective evaluations. Results should be reported to Squash Canada to track athletes' progress against norms.
This document provides information on a training program for developing athleticism in children ages 6-9 who are in the "FUNdamentals" stage of long-term player development (LTPD). It outlines dynamic warmups, stationary exercises, agility/coordination/speed drills, and catching/reaction drills with multiple progressions to develop fundamental movement skills. The goal is to focus on physical literacy through balance, coordination, spatial awareness and speed while emphasizing fun at this stage of development.
The document provides instructions on how to perform a lob service and return of service in squash. It describes the proper form for a lob service, including preparation, ball toss, action to contact, contact point, and follow through. Diagrams show each stage of the stroke. It recommends activities for teaching the lob service starting with closer serves and progressing to the full court. A feedback chart lists potential errors and tips for correcting form. For returning service, it describes setting up in the back corner and aiming for a straight, high return to regain the center position. Activities are suggested to practice different types of returns.
The document summarizes the fundamentals of grip, ready position, and swing for tennis. It describes the proper grip technique with hand and finger placement and tension. The ready position involves standing 1.5 racquet lengths behind the baseline with weight evenly distributed, focused on the opponent. It also describes the split step action of unweighting just before moving into the return. The swing has four phases - preparation, action to contact, contact point, and follow through which can vary depending on the intended stroke.
The document discusses squash gameplay including warm-up, movement, tactics and strategy. It recommends a pre-court warm-up to prepare muscles followed by a 5-minute on-court warm-up focusing on technique and switching sides. Efficient movement requires technical skill like moving from the ready position, discovering efficient patterns, and turning sideways to prepare strokes. Beginner tactics focus on rallying and defending using drives and volleys to avoid errors while regaining the "T" position, while intermediate players can also force and attack using a wider array of shots in their strategy.
The document provides instructions for performing the forehand and backhand drive shots in squash. It describes the preparation, swing, contact point and follow through for straight drives and crosscourt drives. It also outlines various drills and activities like hand feeding, racquet feeding and rallying to practice the drives with a focus on developing proper technique and ball control.
This document discusses physical literacy and the importance of developing fundamental movement skills from a young age. It defines physical literacy as developing skills like running, jumping, throwing, and balancing across different environments like land, water, snow and air. The optimal times to learn these skills are between ages 1-12, with the earliest years focused on fun activities and ages 6-12 focused on skill development. Developing physical literacy at a young age promotes physical activity, health, and personal success.
The document provides 10 recommendations for families and caregivers to support women's and girls' participation in sport and physical activity. It recommends educating oneself on factors influencing women's participation, encouraging physical activity from a young age, actively supporting involvement through attending events and providing transportation, making time for physical activity, introducing girls to role models, and becoming champions in the community for gender equity in sport programs. The full publication has information on addressing psycho-social barriers to participation.
The document provides 10 recommendations for making sport and physical activity environments more welcoming to people of all sexual and gender diversities. It encourages educating yourself and others, implementing inclusive policies, examining beliefs and assumptions, valuing diversity, practicing inclusion through language and actions, promoting acceptance through symbols and education, being prepared to support anyone who comes out, connecting with local LGBTQ resources, being aware of risks in international travel, and becoming an ally through campaigns like Step Up! Speak Out! The overall aim is to foster safe, diverse and fair environments for all participants.
This document provides recommendations to address the psycho-social factors that influence female participation in sport. It recognizes that while awareness of biological differences has increased, knowledge around psycho-social factors that impact women and girls as athletes, coaches and leaders remains limited. The document advocates moving from an approach of equal opportunities to one of equitable opportunities that considers the unique needs of women and girls. It aims to support organizations, leaders, educators and families in developing programs and policies to actively engage women and girls in sport at all levels by addressing psycho-social barriers.
1. Appendix 1
Physical, Mental and Cognitive, and Emotional Development Characteristics
Long-Term Athlete Development
Canadian Sport for Life
Basic characteristics
Heart size is increasing in relation to
rest of body.
Anaerobic system is not developed.
A child’s metabolism is less
economical than an adult’s.
Large muscle groups are more
developed than smaller ones.
General impact on
performance
Endurance capacity is more than
adequate to meet the demands
of most activities.
There is a limited ability to work
anaerobically.
Children use more oxygen whether
it’s expressed in absolute values or
prorated for body weight.
The child is skilful in movement
requiring the use of the large
muscle groups.
Implications for the coach
Understand that the child has the
capacity to keep going.
Plan short duration anaerobic
activities.The ability to hold breath
must be practiced and built up
gradually.
Do not expect younger children to
keep up with older children.
Emphasize the development of general
motor skills involving the large muscle
groups.Then gradually introduce more
precise, co-ordinated movements
requiring the interaction of smaller
muscle groups.
Late Childhood - Physical Development
The following Moving Scales provide a guideline on how to utilize the Physical, Mental,
Cognitive and Emotional Development Characteristics tables, pointing out the overlaps at the
various stages of LTAD.
FUNdamentals Learning to
Train
Training to
Train
Training to
Compete
Training to
Win
Late Childhood
Early Puberty
Late Puberty
Early Adulthood
2. Appendix 1
Physical, Mental and Cognitive, and Emotional Development Characteristics
Long-Term Athlete Development
Canadian Sport for Life
Basic characteristics
Children have a shorter tolerance
time for exercise in extreme
temperatures.
Children subjectively feel able to be
active in the heat before physiological
adaptation has occurred.
General impact on
performance
Children may show symptoms of
overheating or hypothermia more
quickly.
Implications for the coach
To acclimatize children will take longer
so longer warm-ups may be required.
Watch closely for signs of distress
caused by extremes of temperature.
Postpone or restrict exercise in heat
or humidity and ensure that plenty of
fluids are ingested.Thirst is not a good
indicator of fluid need.
Basic characteristics
The attention span gradually
increases.
Children are enthusiastic and
often impatient.
Children have very limited
reasoning ability.
General impact on
performance
Children cannot listen or stay still
for long periods.
Children want to move and not
listen.
Children love to be led.
Implications for the coach
Provide short and precise instructions.
Devise strategies to ensure children
are listening. Children learn well by
imitating and practicing correctly-
modelled movements.
Do not bombard children with technical
information. Give only sufficient detail
for the activity to be undertaken. Keep
the fun.
Direct the training and give it a tight
focus with activities that are fun and
well planned. Introduce imaginative
ways of achieving performance goals.
Late Childhood - Mental and Cognitive Development
Motor patterns become more
refined and the balance mechanism
in the inner ear gradually matures.
Strength develops by the
improvement in the neural
pathways.
Great improvement in agility,
balance, co-ordination, and
flexibility occurs towards the
end of the stage.
There is apparent improvement in
strength not brought about by the
neuro-mascular adaptations of
muscle fibres.
Emphasize co-ordination and
kinaesthetic sense when doing
activities. Balance in the water using
buoyancy aids is one way to develop
these abilities.
Plan coordination activities.
3. Appendix 1
Physical, Mental and Cognitive, and Emotional Development Characteristics
Long-Term Athlete Development
Canadian Sport for Life
Basic characteristics
Children enjoy the repetition of
activities and improve through
experience.
Children establish their preferred
learning style.
Imagination is blossoming.
Language skills may be limited but
are improving.
General impact on
performance
Skill learning must be directed;
children do not learn correctly just
by trial and error.
Learning is through verbal, visual,
or manual means. Most children
are doers!
Creativity should be encouraged.
Children can’t make corrections
to their performance unless they
understand what is being asked
of them.
Implications for the coach
Provide correct demonstrations
of the basic sport skills. Personal
demonstrations must be accurate.
Use a variety of learning styles to suit
individual needs.
Allow the children to play and
experiment. Use their ideas to
create exciting sessions. Structure to
encourage individuality and creativity.
Sport provides an excellent vehicle for
expression.
Use terminology that can be easily
understood. Gradually introduce
technical terminology. Children love
long words.
Late Childhood - Emotional Development
Basic characteristics
Children like to be the centre of
attention.
Children are developing their self
concept.
Children feel secure with a routine
and structure to training.
Children feel secure when coaching
is constant.
General impact on
performance
Children tend to evaluate their
performance as a whole and in
terms that may be black and white.
(I was brilliant, or, I was useless.)
Introduce change sensitively and
gradually.
Children like things to be fair.
Implications for the coach
Develop this characteristic. Plan
activities that guarantee success.
Always move from simple to more
complex when teaching a skill
movement.Allow children to show
their skills.
Provide positive reinforcement to build
self- esteem. Children are likely to
perform the actions again if they are
successful and feel good about it. Build
on success.
Build a structure that is progressive but
maintains continuity.
Set and maintain high levels of
expectancy, but be consistent with
each child. Do not let mood swings or
personal situations change coaching
behaviours.
4. Appendix 1
Physical, Mental and Cognitive, and Emotional Development Characteristics
Long-Term Athlete Development
Canadian Sport for Life
Early Adolescence - Physical Development
Basic characteristics
Significant proportional changes occur
in bone, muscle, and fat tissue.
Different parts of the body grow at
different rates.Arm and leg length
increases before the trunk.
Decreases in flexibility result directly
from growth.
Increases in growth and decreases in
flexibility make adolescents prone to
injury from acute impact.
Girls begin their growth spurt between
10 and 14 years and grow at very
different rates.
There is a significant increase in the
production of red blood cells.
The central nervous system is almost
fully developed.
General impact on
performance
Athletes may temporarily lose some
of their kinaesthetic awareness, their
ability to ‘know where they are’.
Athletes may appear gangly and lose
control of their extremities.
Movement may become restricted.
Injury can result from exercise of an
acute nature such as forced elongation
of muscles during kicking and jumping
or from overuse.
Athletes are very different sizes at the
same age.
The oxygen transportation system is
improved.
Agility, balance, and co-ordination
are fully trainable.
Implications for the coach
Because athletes will need to constantly
change their positions, monitor carefully
to ensure appropriate adaptations are
being made.
Make athletes aware of the effect of
their changing body shape. Skills already
refined may need to be
re-learned.
Emphasizes low stretching exercises.
Vary land-based activities and activities
to avoid overuse.
Be aware that age-related groupings
may not be appropriate.
Introduce structured aerobic training to
make the most of these changes. Only
short duration anaerobic training is
recommended.
Use this period for maximum
improvement in skill development.
Abstract thinking becomes firmly
established.
A new form of egocentric thought
develops.
Young people are eager to perfect
their skills.
Adolescents should be part of decision-
making processes and be more
responsible for their decisions.
The result may be a strong fear of
failure.
Structure successful skill learning
based on individual needs.
Base decision making for strategies on
skill level.
Plan for success. Introduce coping
strategies, including mental imagery.
Build on success. Be aware that athletes
develop at very different rates and
although early developers make early
progress, include all athletes. Be aware
that late developers may have greater
potential.
5. Appendix 1
Physical, Mental and Cognitive, and Emotional Development Characteristics
Long-Term Athlete Development
Canadian Sport for Life
Early Adolescence - Emotional Development
Basic characteristics
Physical, mental, and emotional
maturity may not develop at the
same time.
Tensions may arise between adults
and adolescents.
Hormonal activity increases.
Social interaction between males
and females becomes important.
General impact on
performance
Athletes who look mature may not act
it. Confusion or anxiety may arise.
Adolescents need help to cope with
their physical and emotional changes.
Athletes may experience mood
swings and behaviour may change.
Athletes want to form friendships and
it is important to allow time for them
to develop positive relationships.
Implications for the coach
Develop communication skills and
understanding.
Ensure two-way communication
channels are always open.Allow
athletes input into the decision making.
Communicate and accept changes,
but don’t let hormonal changes be an
excuse for negative behaviour.
Try to organize social events that allow
social interaction.
Late Adolescence - Physical Development
Basic characteristics
Post-menarche height begins to
stabilize. Increase in height is
about 5%. Stabilization of
muscular system also occurs.
Skeletal maturation continues.
By 17, girls have generally reached
adult proportions.
Rate of improvement in motor
ability declines.
General impact on
performance
Muscles have grown to mature size,
but increases in muscular strength
continue into the 20s.
Connective tissue is strengthening.
Girls proportionately gain more
weight during this period.
Rate of improvement in skill
development declines.
Implications for the coach
Maximize strength training to bring
about overall improvement. Optimize
neuromuscular training.
Continue progressive overloading in
training.
Optimize aerobic training. Be aware of
how to deal with weight gains.Teach
athletes how to compete in varied
circumstances.
Be aware that the rate of improvement
in motor ability will be slower, but
improvement will still be made.
6. Appendix 1
Physical, Mental and Cognitive, and Emotional Development Characteristics
Long-Term Athlete Development
Canadian Sport for Life
Late Adolescence - Mental and Cognitive Development
Basic characteristics
Generally by 16, the brain has
reached adult size, but continues
to develop neurologically.
Critical thinking becomes more
established.
There should be complete
understanding and acceptance of
the need for rules, regulations, and
structures.
General consequences for
performance capabilities
and limitations
Athletes can understand the technical
requirements of their sport.
Athletes can make decisions about
their training pathway.
Rules are seen in simplistic terms
and must be clear and well defined.
Implications for the coach
Make sure athletes understand why
they are doing certain things.
Allow athletes input and reduce
the amount of feedback and make
athletes think for themselves. Develop
awareness of performance by
increasing kinaesthetic knowledge.
Always be seen to be fair because
adolescents have a strong sense of
fairness in making decisions. Make
athletes part of the decision-making
process.
Late Adolescence - Emotional Development
Basic characteristics
Major decisions about examinations,
universities, and employment work
have to be made.
Peer group pressure leads to
conflicting loyalties.
Self-actualization and self-expression
are important.
Interactions with friends of both sexes
continue to be a strong priority.
General impact on
performance
There are ‘pulls’ on time and energy.
An athlete may give up sport because
of peer pressure and the need to be
seen as one of the gang.
Implications for the coach
Build in prophylactic breaks. Be aware
of external pressures. Seek professional
guidance to ensure the correct career
and educational pathway.
Be sensitive in goal setting to ensure
that common goals are established
and met.
Treat athletes as adults. Share goals
and work co-operatively towards them.
Maintain a coach-led structure.
Allow time to establish independent
social interaction.
7. Appendix 1
Physical, Mental and Cognitive, and Emotional Development Characteristics
Long-Term Athlete Development
Canadian Sport for Life
Early Adulthood - Physical Development
Basic characteristics
Physiologically, the body reaches
maturity during this stage.
Final skeletal maturation in females
occurs at about 19-20 years and in
males about 3 years later.
General impact on
performance
All physiological systems are fully
trainable.
Implications for the coach
Ensure that physical training programs
employ the most advanced techniques
and sport science information to
facilitate maximum adaptation and
minimize injuries.
Ensure that all muscle groups and
body alignments are well-balanced,
complemented with optimum flexibility
ranges.
Use state-of-the-art testing and
monitoring programs.
Carefully monitor overtraining and
overstress.
Organize regular medical monitoring
Schedule additional blood tests for
females in case of anemia.
Basic characteristics
Neurologically, the brain matures
about 19-20 years of age.
There is a complete understanding
and acceptance of the need for rules,
regulations, and structure.
General impact on
performance
Athletes are capable of self-analyzing
and correcting and refining skills.
Athletes can analyze and conceptualize
all facets of their sport.
Well-developed information processing
skills improve the athlete’s ability to
visualize verbal instructions.
The young adult must perceive the
rules and structure as being clearly
defined and fair.
Implications for the coach
Establish winning as the major
objective.
Implement principles of adult learning.
Involve athletes in decision making and
planning team or group activities.
Early Adulthood - Mental and Cognitive Development
8. Appendix 1
Physical, Mental and Cognitive, and Emotional Development Characteristics
Long-Term Athlete Development
Canadian Sport for Life
Basic characteristics
There is a need to be self-directed
and independent.
Self-actualization and self-expression
are important.
Major decisions on career, education,
and lifestyle are priority at some point
in this stage.
Interactions with the opposite sex
continue to be a strong priority with
lasting relationships developing.
General consequences for
performance capabilities
and limitations
Athletes are ready to assume
responsibility and accept the
consequences of their actions.
Major changes in interests, hobbies,
and physical activities occur.
Implications for the coach
Emphasize goal setting to give definite
direction and purpose to the athlete’s
overall program.
Treat athletes as adults and with
respect. Remember that the coach’s
direction and structure remain
important.
Make professional guidance available,
considering off-season and educational
pursuits.
Provide athletes with ample
opportunities for independent social
interaction.
Early Adulthood - Emotional development