This document discusses the benefits of unstructured free play for youth athletic development. It notes that free play improves creativity, confidence, brain development, and social and cognitive skills. However, trends show decreases in free play and increases in early sports specialization, which can increase injury risk and reduce interest. The document recommends incorporating more free play into practices through small games, modified activities, and allowing youth to explore on their own terms. Coaches should focus on physical literacy over competition and create a mastery-oriented climate to develop fundamental movement skills through fun and diverse activities.
The document discusses using a "Game sense" approach to teaching physical education. It explains that Game sense focuses on developing game skills like tactics, decision-making and problem solving through playing games rather than isolated drills. It involves designing games to achieve outcomes, asking questions to stimulate thinking and ensure opportunities for discussion, collaboration and testing ideas. The teacher believes this approach will increase student interaction, motivation and enjoyment compared to traditional skill-based lessons, helping students develop the movement and thinking skills outlined in the curriculum.
Game Sense is an approach to physical education that emphasizes creativity, questioning, and developing skills through modified game play rather than instruction. It allows students to learn at their own pace by taking skills one step at a time within the context of a game. This builds confidence and decision making as students are challenged in a fair way. Having a teacher who understands each student's abilities ensures they are engaged and included.
The Game Sense Approach is a learner-centered pedagogy used in PE classes that focuses on modified games and activities rather than isolated skills. It involves designing game-like activities, questioning students to generate ideas for improvement, collaboratively developing solutions to test, and reflecting on the results. The approach develops skills like balance, jumping, throwing within the context of decision-making in a game. It encourages an active, collaborative learning environment where students experiment with performance solutions. The Game Sense Approach aims to develop "thinking players" and promote participation, motivation, and a positive attitude towards sports.
Children Specialising in Sports: How Young is Too Young?Alissa_Gosch
The document outlines a presentation on early sport specialization in children. It discusses the background on child specialization, importance of studying the topic, a critical evaluation of research findings, and practical applications and future research. The evaluation of research found that specializing too early can increase risks of burnout, injury and dropout. Most research recommends letting children sample sports during childhood for benefits later in life, rather than specializing too early before puberty.
Presented at the 40th NSCA National Conference in Las Vegas on July 14th, 2017.
This presentation discusses the intersection between motor learning and motivation using self-determination theory as a guide. Learn how optimizing your athlete/client's sense of autonomy, competence, and relatedness leads to a motivational environment that nurtures skill development.
This document outlines a teacher's approach to teaching physical education using a "Game Sense" method. It explains that Game Sense focuses on developing skills like tactics, decision-making, and problem solving through playing games. It provides an example of a small rugby game designed to practice passing and catching skills. The teacher chooses this approach because it increases student interaction and motivation by emphasizing participation, problem-solving and enjoyment over isolated drills.
Leadership is defined as the process of influencing individuals to achieve a common goal. Leaders provide vision and direction to an organization, while managers focus on tasks like scheduling and organizing. Leaders can be appointed or emerge from within a group. Approaches to studying leadership include traits, behaviors, situations, and interactions between leaders and followers. Effective leadership depends on both personal characteristics and situational factors. Coaching behaviors have consequences for athlete satisfaction, team cohesion, and performance.
Fact or Fiction – An Interactive Journey Through How We Humans LearnNick Winkelman, PhD
This document discusses several topics related to learning, including learning styles, timing, sleep, cueing, context, and choice. Regarding learning styles, it summarizes that while individuals may have preferences, there is no evidence that learning is optimized by teaching methods aligned with learning styles. It also discusses factors related to the optimal timing of learning and influence of circadian rhythms. The effects of sleep on motor skill learning and memory consolidation are covered. External cues are found to benefit learning more than internal cues. Variability in practice context is shown to facilitate long-term retention more than blocked practice. Choice is seen to enhance motivation and motor learning.
The document discusses using a "Game sense" approach to teaching physical education. It explains that Game sense focuses on developing game skills like tactics, decision-making and problem solving through playing games rather than isolated drills. It involves designing games to achieve outcomes, asking questions to stimulate thinking and ensure opportunities for discussion, collaboration and testing ideas. The teacher believes this approach will increase student interaction, motivation and enjoyment compared to traditional skill-based lessons, helping students develop the movement and thinking skills outlined in the curriculum.
Game Sense is an approach to physical education that emphasizes creativity, questioning, and developing skills through modified game play rather than instruction. It allows students to learn at their own pace by taking skills one step at a time within the context of a game. This builds confidence and decision making as students are challenged in a fair way. Having a teacher who understands each student's abilities ensures they are engaged and included.
The Game Sense Approach is a learner-centered pedagogy used in PE classes that focuses on modified games and activities rather than isolated skills. It involves designing game-like activities, questioning students to generate ideas for improvement, collaboratively developing solutions to test, and reflecting on the results. The approach develops skills like balance, jumping, throwing within the context of decision-making in a game. It encourages an active, collaborative learning environment where students experiment with performance solutions. The Game Sense Approach aims to develop "thinking players" and promote participation, motivation, and a positive attitude towards sports.
Children Specialising in Sports: How Young is Too Young?Alissa_Gosch
The document outlines a presentation on early sport specialization in children. It discusses the background on child specialization, importance of studying the topic, a critical evaluation of research findings, and practical applications and future research. The evaluation of research found that specializing too early can increase risks of burnout, injury and dropout. Most research recommends letting children sample sports during childhood for benefits later in life, rather than specializing too early before puberty.
Presented at the 40th NSCA National Conference in Las Vegas on July 14th, 2017.
This presentation discusses the intersection between motor learning and motivation using self-determination theory as a guide. Learn how optimizing your athlete/client's sense of autonomy, competence, and relatedness leads to a motivational environment that nurtures skill development.
This document outlines a teacher's approach to teaching physical education using a "Game Sense" method. It explains that Game Sense focuses on developing skills like tactics, decision-making, and problem solving through playing games. It provides an example of a small rugby game designed to practice passing and catching skills. The teacher chooses this approach because it increases student interaction and motivation by emphasizing participation, problem-solving and enjoyment over isolated drills.
Leadership is defined as the process of influencing individuals to achieve a common goal. Leaders provide vision and direction to an organization, while managers focus on tasks like scheduling and organizing. Leaders can be appointed or emerge from within a group. Approaches to studying leadership include traits, behaviors, situations, and interactions between leaders and followers. Effective leadership depends on both personal characteristics and situational factors. Coaching behaviors have consequences for athlete satisfaction, team cohesion, and performance.
Fact or Fiction – An Interactive Journey Through How We Humans LearnNick Winkelman, PhD
This document discusses several topics related to learning, including learning styles, timing, sleep, cueing, context, and choice. Regarding learning styles, it summarizes that while individuals may have preferences, there is no evidence that learning is optimized by teaching methods aligned with learning styles. It also discusses factors related to the optimal timing of learning and influence of circadian rhythms. The effects of sleep on motor skill learning and memory consolidation are covered. External cues are found to benefit learning more than internal cues. Variability in practice context is shown to facilitate long-term retention more than blocked practice. Choice is seen to enhance motivation and motor learning.
Movement education focuses on teaching fundamental movement skills like locomotion, object control, and stability. It benefits students by encouraging physical activity and developing skills needed for lifelong participation. The approach links to NSW syllabus outcomes by introducing skills in a progression from simple to complex. It ensures students meet stage one requirements like performing skills with equipment in minor games and participating in physical activity.
A constraints led autodidactic model for soccerLarry Paul
A brief look at how small-sided games create a self-learning environment in soccer.
For more information visit the bettersoccermorefun channel on YouTube.
Movement education aims to develop motor skills through physical movement. It was pioneered in the 1800s-early 1900s by Francois Delsarte, Liselott Diem, and Rudolf von Laban. Laban is considered the true pioneer as he developed the theory of movement and distinguished between expressive and functional movement. Movement education grew in popularity through the 1960s-1980s but then faded as fitness became a larger focus. It saw a revival in the late 1990s-2000s with the emphasis on students understanding basic movement concepts.
Movement education involves using outdoor play and physical activities to promote children's development in social, emotional, cognitive, and physical skills. It encourages teachers to guide students in movement games and activities to stimulate cooperation, imagination, and skills like hopping and balancing. Using movement education in the classroom has benefits like increasing physical activity, supporting decision making and growth, and helping children engage with their environment.
Movement education involves using physical movement to develop motor skills and academic achievement. It takes a game-based approach rather than drill-based training, allowing skills to develop naturally through play. Studies show students engaged in more movement education have increased class engagement, higher confidence and self-esteem, and better social and cognitive development. Movement education stimulates cognitive thinking while developing social skills through cooperation. It gives students control over their bodies and a sense of accomplishment through mastering fundamental skills.
The document discusses DevOps in the context of mobile applications. It notes that mobile apps are becoming a primary source of revenue for businesses and that user engagement and reputation are most important. DevOps can help with performance and stability, which impact both of these metrics. Some unique challenges of mobile DevOps include less control over diverse device environments and limitations imposed by carriers and manufacturers. The document advocates measuring systems and applications extensively to identify issues and engaging stakeholders across teams to improve processes.
Fundamental movement skills are important for children's healthy growth and development. They help children make connections in their brain, develop social skills, and promote self-esteem. Fundamental movement skills include locomotor skills like running and jumping, and manipulative skills like throwing and catching. Children must be taught these skills as they do not develop them naturally. Mastering fundamental movement skills allows children to participate in more games and sports.
Presentation looking at the athletic development and physical training of youth football / soccer players.
The key areas the presentation covers are;
- Fitness testing: performance profiling, total score of athleticism (TSA), movement screening.
- Assessing physical maturity: Relative Age Effect (RAE), predicted height, bio-banding, peak height velocity (PHV)
- Monitoring training load: GPS analysis, heart rate analysis, small sided games (SSG).
- Youth training techniques: Multi sports, strength training, managing growth, resisted sprints.
This document defines and provides examples of 8 types of locomotion movements: walk, run, hop, skip, jump, leap, gallop, and slide/shuffle. For each movement, it describes the technique, includes an image example, and notes key distinguishing characteristics like weight transfer patterns, use of one or both feet, and emphasis on speed or springing motions. It concludes by stating that hops, jumps and leaps all involve the same landing technique.
This document discusses two forms of movement: locomotor and non-locomotor movements. Locomotor movements involve moving the body from one place to another and includes walking, running, hopping, skipping, jumping, leaping, sliding, and galloping. Non-locomotor or axial movements are done in place and involve bending, stretching, lifting, twisting, rotating, swinging, and swaying different parts of the body.
It’s not enough that you drink water every day. You have to make sure it’s the adequate amount and it’s absolutely safe and clean. To be guaranteed about your everyday drinking water, it would be a good idea buy water filter here in Singapore or anywhere you might be in the world.
This document discusses manipulative skills in physical education. It defines manipulative skills as those that require control of both the body and an object beyond it. There are 7 main manipulative skills: throwing, catching, kicking, punting, dribbling, volleying, and hitting. For each skill, examples of associated sports and games are provided, as well as teaching cues and a recommended progression for skill development. The document concludes with a review of the key points about manipulative skills.
This document provides 10 tips for brands using WeChat official accounts to build audiences. The tips include making headlines count, segmenting audiences, increasing relevance of content, being more compelling, providing incentives and rewards, using more visual storytelling, linking to other social media, inviting guest editors, turning questions into content, and creating content on location. It emphasizes the importance of high-quality, relevant, visual content that engages audiences and drives action. It also recommends tools like CMS/CRM systems to better segment and target audiences with customized content.
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
This document discusses changing paradigms in youth sports toward more child-centered models. It outlines trends toward early sports specialization and their negative consequences. It then reviews various youth development models that emphasize motor skill development, physical literacy, and diversified play over early specialization. The Long-Term Athletic Development model framework promotes multi-sport participation and developmentally-appropriate training across childhood. Coaching approaches discussed include focusing on fun, skill-building, and limiting instructions to promote child-centered learning and development through sports.
Game sense is an approach to physical education developed in Australia in the 1990s that focuses on playing small-sided games to develop students' tactical, strategic and motor skills, rather than isolated skill drills. It encourages student-centered learning and self-reflection through questioning rather than instruction. Using game sense provides benefits like developing better thinking in players, decision making skills, and enjoyment in physical education to promote lifelong healthy, active lifestyles.
The document discusses the importance of physical education (PDHPE) in primary schools. It cites statistics showing that only a third of children and 10% of young people get the recommended daily physical activity. PDHPE in schools improves children's wellbeing, concentration, self-esteem and reduces anti-social behavior by teaching skills like cooperation. It also notes that a game-based approach called "Game Sense" encourages participation and social skills by modifying rules to be more inclusive. The document advocates for parents to encourage and support their children in taking PDHPE seriously to promote healthy, active lifestyles.
Game sense is a framework for teaching physical education and sports that was developed in Australia in the 1990s. It focuses on having students learn fundamental skills through modified games and activities that emphasize problem solving and tactical understanding over physical performance. The game sense approach allows teachers to incorporate reflection and discussion to facilitate cognitive, social, and physical learning in a student-centered way. It has several strengths, including supporting constructivist learning, developing decision-making skills, and promoting participation and enjoyment of physical activity.
Game sense is an approach to teaching physical education and sports that was developed in Australia in the early 1990s based on the Teaching Games for Understanding (TGFU) model. It focuses on developing students' tactical understanding, decision-making, and overall sense of games through problem-solving and modifying game environments rather than focusing on skills. A game sense approach is suitable for all ages and skill levels and aims to increase participation and enjoyment through manipulation of time, risk, and space. It focuses on four main categories of team games: invasion games, striking/fielding games, net/wall games, and target games.
Game Sense Approach to Learning PE Powerpointnbouzy
Game sense is an approach to physical education (PE) that focuses on using modified games as the main part of lessons rather than isolated skill drills. It is student-centered and aims to develop fundamental movement skills through inquiry-based learning within game play. Some key strengths of this approach are that it promotes participation and enjoyment for all ability levels, builds students' confidence through experience of success, and allows skills to develop organically through game play rather than direct instruction. The game sense approach aligns well with the goals of developing positive attitudes towards physical activity and interpersonal skills in the NSW PDHPE curriculum.
The game sense approach is a method of teaching physical education that focuses on developing students' understanding of sports through modified game play, rather than isolated skill drills. It aims to create smart players who can improve their decision making and appreciation of a game through feedback within inclusive modified games. The strengths of this approach include increasing student confidence and participation through inclusion, allowing more time for effective feedback to improve performance, and emphasizing the play aspect of sports over isolated movement skills.
Lloyd Irvin | Best Moves In Martial AtrsLloyd Irvin
Lloyd Irvin is a martial arts school that provides self-defense programs for men and women in the Maryland area. The instructors specialize in brilliant martial arts training that involves various methods including grappling, throwing, choking, joint locking, striking, kicking, punching, projectile defense, gun disarms and safety, and knife and cane defenses. Past students praise the experienced instructors at SKH Quest Center Dojo NYC for fostering a welcoming, supportive learning atmosphere.
Movement education focuses on teaching fundamental movement skills like locomotion, object control, and stability. It benefits students by encouraging physical activity and developing skills needed for lifelong participation. The approach links to NSW syllabus outcomes by introducing skills in a progression from simple to complex. It ensures students meet stage one requirements like performing skills with equipment in minor games and participating in physical activity.
A constraints led autodidactic model for soccerLarry Paul
A brief look at how small-sided games create a self-learning environment in soccer.
For more information visit the bettersoccermorefun channel on YouTube.
Movement education aims to develop motor skills through physical movement. It was pioneered in the 1800s-early 1900s by Francois Delsarte, Liselott Diem, and Rudolf von Laban. Laban is considered the true pioneer as he developed the theory of movement and distinguished between expressive and functional movement. Movement education grew in popularity through the 1960s-1980s but then faded as fitness became a larger focus. It saw a revival in the late 1990s-2000s with the emphasis on students understanding basic movement concepts.
Movement education involves using outdoor play and physical activities to promote children's development in social, emotional, cognitive, and physical skills. It encourages teachers to guide students in movement games and activities to stimulate cooperation, imagination, and skills like hopping and balancing. Using movement education in the classroom has benefits like increasing physical activity, supporting decision making and growth, and helping children engage with their environment.
Movement education involves using physical movement to develop motor skills and academic achievement. It takes a game-based approach rather than drill-based training, allowing skills to develop naturally through play. Studies show students engaged in more movement education have increased class engagement, higher confidence and self-esteem, and better social and cognitive development. Movement education stimulates cognitive thinking while developing social skills through cooperation. It gives students control over their bodies and a sense of accomplishment through mastering fundamental skills.
The document discusses DevOps in the context of mobile applications. It notes that mobile apps are becoming a primary source of revenue for businesses and that user engagement and reputation are most important. DevOps can help with performance and stability, which impact both of these metrics. Some unique challenges of mobile DevOps include less control over diverse device environments and limitations imposed by carriers and manufacturers. The document advocates measuring systems and applications extensively to identify issues and engaging stakeholders across teams to improve processes.
Fundamental movement skills are important for children's healthy growth and development. They help children make connections in their brain, develop social skills, and promote self-esteem. Fundamental movement skills include locomotor skills like running and jumping, and manipulative skills like throwing and catching. Children must be taught these skills as they do not develop them naturally. Mastering fundamental movement skills allows children to participate in more games and sports.
Presentation looking at the athletic development and physical training of youth football / soccer players.
The key areas the presentation covers are;
- Fitness testing: performance profiling, total score of athleticism (TSA), movement screening.
- Assessing physical maturity: Relative Age Effect (RAE), predicted height, bio-banding, peak height velocity (PHV)
- Monitoring training load: GPS analysis, heart rate analysis, small sided games (SSG).
- Youth training techniques: Multi sports, strength training, managing growth, resisted sprints.
This document defines and provides examples of 8 types of locomotion movements: walk, run, hop, skip, jump, leap, gallop, and slide/shuffle. For each movement, it describes the technique, includes an image example, and notes key distinguishing characteristics like weight transfer patterns, use of one or both feet, and emphasis on speed or springing motions. It concludes by stating that hops, jumps and leaps all involve the same landing technique.
This document discusses two forms of movement: locomotor and non-locomotor movements. Locomotor movements involve moving the body from one place to another and includes walking, running, hopping, skipping, jumping, leaping, sliding, and galloping. Non-locomotor or axial movements are done in place and involve bending, stretching, lifting, twisting, rotating, swinging, and swaying different parts of the body.
It’s not enough that you drink water every day. You have to make sure it’s the adequate amount and it’s absolutely safe and clean. To be guaranteed about your everyday drinking water, it would be a good idea buy water filter here in Singapore or anywhere you might be in the world.
This document discusses manipulative skills in physical education. It defines manipulative skills as those that require control of both the body and an object beyond it. There are 7 main manipulative skills: throwing, catching, kicking, punting, dribbling, volleying, and hitting. For each skill, examples of associated sports and games are provided, as well as teaching cues and a recommended progression for skill development. The document concludes with a review of the key points about manipulative skills.
This document provides 10 tips for brands using WeChat official accounts to build audiences. The tips include making headlines count, segmenting audiences, increasing relevance of content, being more compelling, providing incentives and rewards, using more visual storytelling, linking to other social media, inviting guest editors, turning questions into content, and creating content on location. It emphasizes the importance of high-quality, relevant, visual content that engages audiences and drives action. It also recommends tools like CMS/CRM systems to better segment and target audiences with customized content.
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
This document discusses changing paradigms in youth sports toward more child-centered models. It outlines trends toward early sports specialization and their negative consequences. It then reviews various youth development models that emphasize motor skill development, physical literacy, and diversified play over early specialization. The Long-Term Athletic Development model framework promotes multi-sport participation and developmentally-appropriate training across childhood. Coaching approaches discussed include focusing on fun, skill-building, and limiting instructions to promote child-centered learning and development through sports.
Game sense is an approach to physical education developed in Australia in the 1990s that focuses on playing small-sided games to develop students' tactical, strategic and motor skills, rather than isolated skill drills. It encourages student-centered learning and self-reflection through questioning rather than instruction. Using game sense provides benefits like developing better thinking in players, decision making skills, and enjoyment in physical education to promote lifelong healthy, active lifestyles.
The document discusses the importance of physical education (PDHPE) in primary schools. It cites statistics showing that only a third of children and 10% of young people get the recommended daily physical activity. PDHPE in schools improves children's wellbeing, concentration, self-esteem and reduces anti-social behavior by teaching skills like cooperation. It also notes that a game-based approach called "Game Sense" encourages participation and social skills by modifying rules to be more inclusive. The document advocates for parents to encourage and support their children in taking PDHPE seriously to promote healthy, active lifestyles.
Game sense is a framework for teaching physical education and sports that was developed in Australia in the 1990s. It focuses on having students learn fundamental skills through modified games and activities that emphasize problem solving and tactical understanding over physical performance. The game sense approach allows teachers to incorporate reflection and discussion to facilitate cognitive, social, and physical learning in a student-centered way. It has several strengths, including supporting constructivist learning, developing decision-making skills, and promoting participation and enjoyment of physical activity.
Game sense is an approach to teaching physical education and sports that was developed in Australia in the early 1990s based on the Teaching Games for Understanding (TGFU) model. It focuses on developing students' tactical understanding, decision-making, and overall sense of games through problem-solving and modifying game environments rather than focusing on skills. A game sense approach is suitable for all ages and skill levels and aims to increase participation and enjoyment through manipulation of time, risk, and space. It focuses on four main categories of team games: invasion games, striking/fielding games, net/wall games, and target games.
Game Sense Approach to Learning PE Powerpointnbouzy
Game sense is an approach to physical education (PE) that focuses on using modified games as the main part of lessons rather than isolated skill drills. It is student-centered and aims to develop fundamental movement skills through inquiry-based learning within game play. Some key strengths of this approach are that it promotes participation and enjoyment for all ability levels, builds students' confidence through experience of success, and allows skills to develop organically through game play rather than direct instruction. The game sense approach aligns well with the goals of developing positive attitudes towards physical activity and interpersonal skills in the NSW PDHPE curriculum.
The game sense approach is a method of teaching physical education that focuses on developing students' understanding of sports through modified game play, rather than isolated skill drills. It aims to create smart players who can improve their decision making and appreciation of a game through feedback within inclusive modified games. The strengths of this approach include increasing student confidence and participation through inclusion, allowing more time for effective feedback to improve performance, and emphasizing the play aspect of sports over isolated movement skills.
Lloyd Irvin | Best Moves In Martial AtrsLloyd Irvin
Lloyd Irvin is a martial arts school that provides self-defense programs for men and women in the Maryland area. The instructors specialize in brilliant martial arts training that involves various methods including grappling, throwing, choking, joint locking, striking, kicking, punching, projectile defense, gun disarms and safety, and knife and cane defenses. Past students praise the experienced instructors at SKH Quest Center Dojo NYC for fostering a welcoming, supportive learning atmosphere.
Game Sense is a student-centered teaching approach in physical education that uses modified games to develop students' skills, strategies, and decision-making. It emphasizes collaboration and problem-solving within games rather than isolated skill practice. The approach incorporates fundamental movement skills and encourages participation through inclusive games tailored for different abilities. Game Sense provides an environment where students can discuss strategies, make decisions within games, and learn through peer interaction rather than direct instruction. It aligns with curriculum goals of developing students' physical, mental, social and communication skills through a positive approach focused on enjoyment and inclusion in physical activity.
Games sense is a concept that teaches students sports skills through fun games rather than drills or techniques. It encourages participation in a non-threatening environment where children can learn at their own ability level. Games sense develops skill contextually and increases student engagement and enjoyment of physical activity. This helps foster regular exercise, which is important for health, fitness and psychological development. The goal of games sense is to create an engaging environment that encourages participation.
This document discusses fundamental movement skills and game sense as approaches to teaching physical education. It defines fundamental movement skills as basic skills that can transfer between sports, and game sense as an approach using modified games and teacher questioning to promote learning within a game context. The rationale for using game sense is that it provides a "game first" approach rather than isolated skill drills, allowing students to engage intellectually. The strengths are that it differs from traditional skill-based teaching and allows individuals to learn and problem-solve as part of a team in modified games.
This document discusses fundamental movement skills and game sense as approaches to teaching physical education. It defines fundamental movement skills as basic skills that can transfer between sports, and game sense as an approach using modified games and teacher questioning to promote learning within a game context. The rationale for using game sense with children is that it provides opportunities to participate in simple games with less focus on technique, allowing intellectual engagement. Key strengths are learning in context of games and using questioning rather than direct instruction.
The document discusses Game Sense, an approach to teaching physical education that is student-centered and focuses on developing skills through critical thinking, problem solving, and decision making within modified games. It emphasizes the development of fundamental movement skills and is aligned with the NSW K-6 PDHPE syllabus. Game Sense can be adapted based on student needs and allows students to actively participate in sports while building skills like cooperation and lifelong physical literacy.
This document discusses early specialization (ES) in sport. It defines ES as focusing intensely on one sport from a young age. While ES may lead to success at elite levels, it also carries risks. The benefits and necessity of ES are unclear due to a lack of research. ES could result in overuse injuries and burnout. Alternatively, early sport sampling allows children to develop fundamental movement skills and enjoy various sports, which may support lifelong participation and delay specialization until later in development. Overall, the document questions whether ES is necessary for elite success and emphasizes informing parents and coaches to make decisions that consider child well-being over performance goals.
The game sense approach is a student-centered way to teach physical education that allows students to modify games according to their skills and receive feedback to improve. It emphasizes developing fundamental movement skills through modified small games. The teacher acts as a facilitator while students collaboratively change rules to make games accessible and fair for all ability levels. This approach overcomes marginalizing less skilled students and engages all students in fun physical activity that builds skills, self-esteem, and understanding of sports.
The document discusses the Game Sense approach to physical education and sport. Game Sense aims to develop students' decision making, problem solving, and understanding of sports through modified games. It focuses on playing the game rather than just teaching skills. Game Sense helps students develop skills like self-expression, social skills, and conflict resolution that are part of the physical education curriculum. It has strengths like increasing participation, rewarding both athletic and cognitive students, and developing leadership and social skills.
The Game Sense Approach is a student-centered teaching method that uses games as the focus of physical education lessons. It allows students to develop skills and understandings of games through involvement in modified games rather than isolated skill drills. Lessons following the Game Sense Approach involve a warm-up game, playing the focus game, student-led discussion to explore strategies, implementing strategies, and reflection. This approach aligns with outcomes in the NSW PDHPE K-6 syllabus by promoting skill development, cooperation, decision-making, and participation in physical activity.
Game Sense is an approach to teaching games and sports that focuses on participation, enjoyment, and developing tactical skills rather than competition and winning. It encourages modifying rules and using small-sided games to maximize participation and skill development. The goal is to develop positive attitudes towards physical activity and teamwork. Game Sense has been shown to be an effective way to engage all students in physical education classes regardless of skill level.
This document discusses the Game Sense approach to teaching physical education. It explains that unlike the traditional approach which focuses on isolated skills, Game Sense is a student-centered approach that develops skills and understanding through modified games. It provides details on how Game Sense is taught, the skills and tactics it develops, its benefits over traditional methods, and strengths for implementing it in physical education.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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3. Who Am I?
Joshua Barreiro
• Undergraduate at Temple University
• President of Exercise Science Association
• Health, Fitness and Wellness curriculum
development for Boys & Girls Club
• Founder & CEO of Make & Move Club Inc
4. Benefits of Physical Activity &
Sport Participation
Development of physical literacy and overall fitness
level
Reduced risk for obesity & CVD
Improved cognitive function and focus during
school
Learning to work with others
Enhanced self-confidence
Opportunities for shared experiences and social
bonding
7. Benefits of Unstructured Free
Play
Research on free play shows:
• Incorporating free play into childhood sport results in
more creativity and confidence-both of and off the
field
• Free play establishes a creative base that translates
into better classroom performance (Hutchinson,
2015)
• Play also contributes to healthy brain development
(Shonkoff & Phillips, 2000; Frost, 1998; Tamis-
LeMonda, Shannon, Cabrera, & Lamb, 2004).
8. Benefits of Unstructured Free
Play
• Individuals of all ages need to take a break from
performing tasks, especially when they are
performed over an extended period of time (Corbin,
1979; Pellegrini, 1991).
• As a matter of fact, children need breaks much more
frequently than adults do (Corbin, 1979).
• More likely to develop important social and cognitive
skills that extend into adulthood (Hutchinson, 2015)
9. Benefits of Unstructured Free
Play
• By participating in free play, children learn to work in groups, share,
negotiate and resolve conflicts (Blasi & Hurwitz, 2003; Erickson,
1985; Pellegrini & Smith, 1998; McElwain & Volling, 2005;
Vygotsky, 1980).
• When play is child driven, as opposed to being adult led, children
are able to learn decision-making skills, move at their own pace,
and independently discover areas of interest to them (Blasi &
Hurwitz, 2002; Erickson, 1985; Pellegrini & Smith, 1998).
• Free Play also helps the children develop their abilities to control
their own cognitive and emotional processes, or to ‘self-regulate’
(Vygotsky, 1980). This is important because self-regulation is a
predictor of a child’s academic achievement and their emotional
well-being (Whitebread, 2012).
10. Trends in Free Play
(Sandberg & Hofferth, 2001; Hofferth, 2009, Christensen, 2002; Lester & Russell, 2008)
• 25% decrease in free
play and specifically a
50% decrease in
outdoor activates
• Play is now more
institutionalized and
has become more
associated with
learning rather than
enjoyment
11. Youth Sports Specialization
• This has become increasingly
common in early to middle
childhood (Jayanthi, 2013)
• As a coach or parent of a child,
It is ok to get excited about
sport but don’t drink the Kool
aid
• While there is a general
agreement that the number of
hours spent in deliberate
practice and training positively
correlates with level of
achievement, there is a
question
12. Unintended Consequences of
Specialization
• Independent risk of injury
and serious overuse
injury in young athletes
who specialize in a single
sport despite how much
they train and despite
their age
• The relationship between
specialization and
overuse injury is a dose
dependent one. (Jayanthi,
2015)
16. Child-Centered Programming
• Early focus on physical
literacy, more so then
competition
• Time for unstructured free
play and self-testing to be
incorporated into practices
• Encourage children to try a
range of different sports,
rather than specializing
• Make sure sport is introduced
in an age appropriate manner
17. Fundamental Motor Skills
• Object Control –
The management of
the body in space
and motion and also
how the body
connects with
external objects
• Bouncing
• Catching
• Dribbling
• Kicking
• Striking
• Throwing
• Locomotor –
Skills that are most often
associated with
successful movement,
especially in sports
• Crawling
• Dodging
• Galloping
• Hopping
• Running
• Skipping
• Walking
• Body Awareness –
Focus on the ability to
control body movement
in motions
• Rolling
• Bending
• Climbing
• Landing
• Static and Dynamic
balancing
• Stopping Turning
• Twisting
Howard, 2015
23. Motivational Climates
Mastery climate – “one in which athletes receive
positive reinforcement from the coach when they (a)
work hard, (b) demonstrate improvement, (c) help
others learn through cooperation, and (d) believe that
each player’s contribution is important”
Competitive climate - “one in which athletes perceive
that (a) poor performance and mistakes will be
punished, (b) high-ability athletes will receive the most
attention and recognition, and (c) competition
between team members is encouraged by the coach”
26. Newell’s Model
• Using the constraints-led
approach we can redefine
motor learning s an ongoing
dynamic process involving a
search for and stabilization of
specific, functional movement
patterns across perceptual-
motor landscape as each
athlete adapts to a variety of
changing constraints
27. Facilitator not Drill Sargent
• Does not imply a
diminished role for the
practitioner
• Creating a learning
environment for
discovery of optimal
solutions by manipulating
constraints, interpreting
movement variability, and
nurturing learners in their
search
28. T.A.R.G.E.T
• Task – use a variety of tasks that are challenging,
interesting and meaningful; tasks need not be the same for
all athletes
• Authority – allow your athletes to get involved in making
some of the decisions; give them a choice in which tasks or
drills to work on
• Recognition – use private recognition for individual
accomplishments so that you are not inviting social
comparison
• Grouping – group athletes heterogeneously for drills
• Evaluation – stress evaluation based on individual success
and achievement of individual goals rather than using
social comparison
• Timing – not all athletes learn skills at the same pace; allow
adequate practice and playing time for even the least
skilled
29. Teaching Games for
Understanding
Six Basic TGfU Concepts:
• Teach games through games.
• Break games into their simplest format - then
increase complexity.
• Participants are intelligent performers in games.
• Every learner is important and is involved.
• Participants need to know the subject matter.
• Need to match participants’ skill and challenge.
Butler et al. (2008)
32. Free Play Combined with Sport
in Action
“Coaches can often be
more helpful to a
young player’s
development by
organizing less, saying
less, and allowing the
players to do more”
(U.S. Soccer
Federation, 2006).
33. Free Play Combined with Sport
in Action
“We are trying to set up an avenue for the kids to
play some street soccer where they can explore
the game and play on their terms” (Aspen Institute,
2015).
34. Conclusions
• Early focus on physical literacy, rather than
competition
• Practice and game play should be
appropriately age adjusted
• Diversification > specialization
• Free play and sport should have 2:1 ratio
• Time for free play and self testing (without
adult imposition) must be incorporated into
practices
35. Practical Takeaways
• Create pre-sport physical activity programs for pre-school
children & children in the early grades of elementary school.
Foster fundamental skills such as running, jumping,
balancing, throwing, catching, etc. Also introduce unique
environments such as water, ice, sand, snow, etc). Use
games that emphasize these skills in and make physical
activity fun.
• Introduce “sandlot” nights at sport facilities where sport
equipment is made available with minimal adult supervision
(no parents). Kids decide what they play and how they play it.
• Incorporate games into practice. For example, to train agility
and acceleration the youth can play one of the many
variations of the game tag (eg: sharks and minnows)
36. Practical Takeaways
• Use small-sided games (eg 3v3 hockey) so kids are more
involved and active
• Use modified versions of the sport (rather than drills) as
training tools. (eg use skipping games to train runners to
optimize hip extension & plantar flexion)
• Set aside time for youth to invent and explore. Allow them to
create their own version of the sport. They can make changes
to the rules of the existing game, play a different position, or
change the structure of the game entirely.
• Have a family night at the training facility where the youth can
teach their parents and guardians the new versions of the
games they created and everyone can play it together.
37. Practical Takeaways
• Provide parents and guardians with a flyer that states the
goals and objectives for the program. Stress why free play is
being included as a part of their training. Tell them ahead of
time that their child’s practice will not look like adult practice
and why this is a good thing.
• Establish goals that go beyond simply winning or losing.
Celebrate things like personal improvement, good
sportsmanship, helping team mates, etc.
• Build status for participatory (not just elite) youth sports
program
– Youth sport should be about more than winning and losing