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Uni Active Skills: Overarm Throw & Balance
- 1. UNI-ACTIVE: DEVELOPING HEALTHYKIDS THE SKILLS
- 2. • The skills •Teaching points • Correct technique for each skills & what to look for • How to give feedback • Using games to improve skills
- 3. THE SKILLS • StaticBalance • Overarm throw • Catch • Strike • Kick • Punt • Bounce • Dynamic Balance • Run • Skip • Jump • Hop Locomotor Non-Locomotor Manipulative
- 5. • Getting organizedand have structure in the class when teaching • Focus your teaching on one or two skills at a time. • Break the skills down into more manageable bites. • Focus on teaching components of each skill which match the developmental readiness of your students. • Ensure good transitions from one progression to another. • Frequent and appropriate feedback • Create routines / Be consistent with your starts and finishes • Set ground rules • Can sit on ground for instructions • Using goals and rewards • Address their behaviour. Bring them back to task if they lose focus. TEACHING EFFECTIVELY
- 6. Teaching well meansto be able to reach to every student and have a plan for success • Be clear and concise • Use imaginary phrases or verbal cues when teaching • Use open ended questions to engage your child • Be creative A LAST FEW TIPS…
- 7. BALANCE • 1) Supportleg still, foot flat on ground • 2) Non support leg bent, not touching support leg • (Can balance on either leg) • 3) Head stable, with eyes focused forward • 4) Head and trunk stable and upright • 5) No excessive arm movements: arms still, may be extended for extra balance
- 8. BALANCE • 3) Headstable, with eyes focused forward • 4) Head and trunk stable and upright
- 9. BALANCE • 5) Noexcessive arm movements: arms still, may be extended for extra balance
- 10. BALANCE • 2) Nonsupport leg bent, not touching support leg • 4) Head and trunk stable and upright
- 11. BALANCE • 1) Supportleg still, foot flat on ground
- 12. TEACHING CUES • Focuseyes – look at something in front of you • Aeroplane arms • Relax arms • Stand up tall • Foot flat on the ground • Bent leg away from other leg
- 13. OBSTACLE COURSE Beginner: Hold armsout Walk in front/behind Walk along something (wide to narrow) Developing to established: Raised area to walk on Tip toe Heel-toe Hands on hips Backwards Object on head Picking up objects Stepping over things
- 15. COMMON ERRORS • Lookingat the ground/feet • Not focusing on a point • Rocking on support leg/hopping on support leg to maintain balance • Excessive arm movements • Excessive trunk movements • Hooking non-support foot behind other leg • Lifting non-support leg too high • Shuffling rather than stepping • Hesitant steps • Side shuffle instead of stepping
- 16. THROW • 1) Eyesfocused on target area throughout the throw • 2) Stands side on to direction of throw • 3) Throwing arm moves in a downward and backward arc • 4) Opposite foot to throwing arm steps forward • 5) Hips then shoulders rotate forward • Elbows bends as throwing arm moves behind head • Forearm and hand lag behind upper arm • 6) Throwing arm follows through across body
- 17. THROW • 1) Eyesfocused on target area throughout the throw • 2) Stands side on to direction of throw • 4) Opposite foot to throwing arm steps forward • 6) Throwing arm follows through across body
- 18. THROW • 3) Throwingarm moves in a downward and backward arc • 5) Hips then shoulders rotate forward • 6) Throwing arm follows through across body
- 19. TEACHING CUES • Lookat target • Point to target • Stand side on • Step forward and throw (green feet as cues) • Bend elbow • Swing arm down and back • Step and throw • Follow through (down and across)/crack a whip • “Rabbit ears”
- 21. COMMON ERRORS • Lookingat the ground/feet • Standing front on or with throwing shoulder in front • Incorrect backswing • Straight arm/too bent • Stepping with wrong foot • Incorrect rotation • No follow through • No weight transfer
- 22. FEEDBACK Choose your wordsappropriately and use positive phrasing “Do not use negative phrases like stop lifting your head when taking a breath” instead say “ turn your head to the side and take a breath” Use the technique of “Compliment Sandwich” Positive: “Great! You kept your legs straight!” Instruction: “Now try kicking nice and straight under the water!” Positive: “I like the way you focused and listen today!” Make sure you give individualised feedback for each individual, regardless of skill level.
Editor's Notes
- #4 Fundamental movement skills are sometimes categorised under three headings: • locomotor skills, such as the run, jump, hop, skip, gallop, leap and dodge • non-locomotor skills, such as the static balance, bend, sway, twist and turn • manipulative skills, such as the catch, throw and kick. Over the term at Uniactive, the activities you do will cover a variety of skills. The main focus will be on the balance, both dynamic – balance while moving, which is important as a base for locomotor skills like those listed, as well as other activities such as bike riding… you’ll have lots on this during obstacle courses… Static balance, having a stable COG over support, also important for locomotor skills, anything where it’s important to be stable, so throwing and catching, having a base to kick … very important to be able to be still with control while performing a task. Throwing and catching, important in team sports, but at this age, particularly in play ground activities…
- #5 Depending on what schools you’re working at, will obviously impact the age group you’ll be working with… you’ll encounter a variety of skill levels. Within the same year group, there will also be a variety… but it is important to remember that while a lot of the children will have some of the basics of the skills, we aren’t expecting them to be fully proficient before, or after the program… it’s really about the development/improvement and consolidation of the skills.
- #6 Focus your teaching on one or two skills at a time- this has really already been done for you, by splitting the lesson into manageable blocks, however, remember not to information overload during these… Keep it within the skill level of your group… if they can’t do something, that is ok…just modify it.
- #7 You’ve all worked with children before, so these points are probably well known to you all, but just remember…
- #8 Balance is an essential prerequisite of almost all movement skills. A static balance is defined as being able to maintain a stationary position throughout the movement. The static balance on one foot is an important nonlocomotor skill that is used in gymnastics, dance, diving and many team sports. The ability to perform a stationary balance for a specific period of time has been linked to a reduced risk of suffering from falls, which may lead to bone fractures in older individuals. BOLD = introductory points It is expected that most children will demonstrate proficiently the introductory components of the static balance by the end of Kindergarten. By this time students should have gained control over their trunk and shoulder movements (components 3 and 4) prior to control over the arms (component 5). Students are also likely to gain control over muscular movements of the hip and knee (components 2 and 4) before they gain control over feet movements (component 1). Because young children are top heavy, they have more difficulty balancing, especially when they have to perform additionally a manipulative skill, such as catching an object. A major reason why some children drop objects is because of their need to regain the static balance lost while catching the object. Proficient demonstration of the fine-tuning components can generally be expected by the end of Year 3.
- #9 It is expected that most children will demonstrate proficiently the introductory components of the static balance by the end of Kindergarten. By this time students should have gained control over their trunk and shoulder movements (components 3 and 4) prior to control over the arms (component 5). Students are also likely to gain control over muscular movements of the hip and knee (components 2 and 4) before they gain control over feet movements (component 1). Proficient demonstration of the fine-tuning components can generally be expected by the end of Year 3.
- #10 It is expected that most children will demonstrate proficiently the introductory components of the static balance by the end of Kindergarten. By this time students should have gained control over their trunk and shoulder movements (components 3 and 4) prior to control over the arms (component 5). Students are also likely to gain control over muscular movements of the hip and knee (components 2 and 4) before they gain control over feet movements (component 1). Proficient demonstration of the fine-tuning components can generally be expected by the end of Year 3.
- #11 It is expected that most children will demonstrate proficiently the introductory components of the static balance by the end of Kindergarten. By this time students should have gained control over their trunk and shoulder movements (components 3 and 4) prior to control over the arms (component 5). Students are also likely to gain control over muscular movements of the hip and knee (components 2 and 4) before they gain control over feet movements (component 1). Proficient demonstration of the fine-tuning components can generally be expected by the end of Year 3.
- #12 It is expected that most children will demonstrate proficiently the introductory components of the static balance by the end of Kindergarten. By this time students should have gained control over their trunk and shoulder movements (components 3 and 4) prior to control over the arms (component 5). Students are also likely to gain control over muscular movements of the hip and knee (components 2 and 4) before they gain control over feet movements (component 1). Proficient demonstration of the fine-tuning components can generally be expected by the end of Year 3.
- #14 Question them… what is needed for good balance
- #17 The overarm throw is a manipulative skill frequently used in many sports, such as cricket, softball and baseball. The action is also used in athletics with the javelin, with the overhead serve and smash in tennis, volleyball and badminton and passes in netball and basketball.
- #18 Children are ready to demonstrate proficiently the introductory components of the overarm throw by the end of Year 1 and the fine-tuning components by the end of Year 4.
- #19 Objects need to be thrown with force, so that components 3, 5 and 6 will develop. For this reason, it is not recommended to teach throwing and catching together, especially if students are working with partners. Immature techniques can be seen in students who have not had the opportunity to throw frequently and hard when learning the skill. To minimise the danger of objects thrown with force, use bean bags, scrunched up paper, soft foam balls or scarves. When focusing on specific components of the throw, ensure that the whole movement is practised. Any pause or breaks in the sequence will cause speed to be lost. Even the follow-through greatly determines the speed of the throw.
- #20 Important to develop preferred throwing arm… throw with small balls… Throw for distance when first learning… throwing over a rope etc, Provide cues –ie feet The objects used for throwing need to be of a size which allows them to be comfortably grasped in the individual’s fingers (not the palm of the hand). If the object is too large it will force the student to resort to an immature throwing technique. If students are having problems balancing when throwing, instruct them to raise their nonthrowing arm and point it to the target area.