This document provides information on developing healthy skills in kids through physical education. It outlines key locomotor, non-locomotor, and manipulative skills to teach like balance, throw, catch, strike, and kick. It describes how to effectively teach skills through breaking them down, using demonstrations and cues, asking questions, and giving feedback. For specific skills like balance and throw, it lists the key technique points and common errors to address. The goal is to engage students in a structured way and help them progress through skill levels using games, challenges, and positive reinforcement.
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 an overview of a physical education unit on throwing and catching skills. It outlines California state standards, learning objectives, and introduces critical elements of a mature throwing and catching technique. These elements are broken into phases and types of throws. Games that involve throwing and catching are listed. Students practice throwing and catching individually and are challenged to perform the skills from increasing distances. Key points are reinforced and questions are provided to check understanding before activities begin.
This document outlines an 8 lesson plan for an athletics unit. The lessons cover skills for high jump, javelin, discus, shot put, long jump, triple jump, a 1500m world record challenge relay race, and a mini Olympics assessment. Each lesson includes warm up, teaching techniques, practice, and cool down sections. Assessment is through peer, observation, questioning, and scoring in challenges. The plan links to other subjects like math, English, and citizenship.
This document outlines Tony Retrosi's plan for daily basics warmups at his gymnastics training centers. The basics are intended to continue warming up the body, prepare athletes for events, and set the tone for workouts. The plan includes basics for tumbling, dance, beam, bars, and each event. Exercises focus on handstands, rolls, body positions, and movement in different directions and on different sides. The coach provides tips like keeping it simple, moving around to see all athletes, and ensuring good form. The daily basics session varies slightly in focus but always includes active warmups and fundamentals for each apparatus.
1) Belief in oneself and consistency in training are key factors for hitting beam routines. Every practice contributes to building confidence.
2) Coaches set the tone and expectations for workouts. They provide clear guidelines and reward behaviors that build consistency.
3) Repetition of skills, elements, and routines through various training methods like complexes, super sets, and giant sets helps ingrain consistency both physically and mentally. This repetition builds the confidence needed to hit when it matters.
1. The document discusses the importance of a scheme of work in providing context for a syllabus and listing topics to be covered. It should include success criteria, progression plans, differentiation for students, and links to other topics.
2. Examples of scheme of work lessons are provided for various subjects, listing warm-ups, activities, teaching cues, learning intentions and differentiation for abilities.
3. Collecting evidence of learning and using it to identify where students are and how to support progression is discussed.
This document outlines an 8 lesson plan for an athletics unit. The lessons cover techniques for high jump, javelin, discus, shot put, long jump, and triple jump. Students practice the techniques and are assessed on their performance of the techniques in game situations. The final lesson is a mini Olympics assessment where students complete stations for different events and have their scores recorded.
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 an overview of a physical education unit on throwing and catching skills. It outlines California state standards, learning objectives, and introduces critical elements of a mature throwing and catching technique. These elements are broken into phases and types of throws. Games that involve throwing and catching are listed. Students practice throwing and catching individually and are challenged to perform the skills from increasing distances. Key points are reinforced and questions are provided to check understanding before activities begin.
This document outlines an 8 lesson plan for an athletics unit. The lessons cover skills for high jump, javelin, discus, shot put, long jump, triple jump, a 1500m world record challenge relay race, and a mini Olympics assessment. Each lesson includes warm up, teaching techniques, practice, and cool down sections. Assessment is through peer, observation, questioning, and scoring in challenges. The plan links to other subjects like math, English, and citizenship.
This document outlines Tony Retrosi's plan for daily basics warmups at his gymnastics training centers. The basics are intended to continue warming up the body, prepare athletes for events, and set the tone for workouts. The plan includes basics for tumbling, dance, beam, bars, and each event. Exercises focus on handstands, rolls, body positions, and movement in different directions and on different sides. The coach provides tips like keeping it simple, moving around to see all athletes, and ensuring good form. The daily basics session varies slightly in focus but always includes active warmups and fundamentals for each apparatus.
1) Belief in oneself and consistency in training are key factors for hitting beam routines. Every practice contributes to building confidence.
2) Coaches set the tone and expectations for workouts. They provide clear guidelines and reward behaviors that build consistency.
3) Repetition of skills, elements, and routines through various training methods like complexes, super sets, and giant sets helps ingrain consistency both physically and mentally. This repetition builds the confidence needed to hit when it matters.
1. The document discusses the importance of a scheme of work in providing context for a syllabus and listing topics to be covered. It should include success criteria, progression plans, differentiation for students, and links to other topics.
2. Examples of scheme of work lessons are provided for various subjects, listing warm-ups, activities, teaching cues, learning intentions and differentiation for abilities.
3. Collecting evidence of learning and using it to identify where students are and how to support progression is discussed.
This document outlines an 8 lesson plan for an athletics unit. The lessons cover techniques for high jump, javelin, discus, shot put, long jump, and triple jump. Students practice the techniques and are assessed on their performance of the techniques in game situations. The final lesson is a mini Olympics assessment where students complete stations for different events and have their scores recorded.
This document discusses static and dynamic balancing skills. It outlines three stages of developing static balancing ability, from an initial stage where balance is unstable to a mature stage where balance can be maintained with eyes closed. It then provides a progression of dynamic balancing themes from pre-control to proficiency, listing example skills at each level. Finally, it lists indicators for evaluating static balancing performance, potential difficulties, and solutions.
Poster Fundamental Motor Pattern Dribbling for ElementaryHelena Baert
Poster showing the link between the motor development theory, GLSP, movement concepts and skill progressions. To assist PETE students as they are learning to teach FMP.
12 preK skill posters that show to link between the theory and the practice. Motor development and progressions. A focus on movement concepts is included. Also, the literacy words can be used to help kids understand the skills.
Child Development & Occupational therapyAbility India
Mr. Debadutta Mishra is having experience (over 10 years) in the field of disability management, social development and corporate social responsibility with reputed NGOs and corporate organizations. He has substantial experience in strategy development, policy development, stakeholder management, project management, program implementation, reporting, organizational management, social marketing, development communication and process documentation in the field of disability and development.
The document discusses proper posture when standing, sitting, and walking. For standing, it recommends keeping the head up, shoulders back, tummy tucked in, knees straight, and chest forward. For sitting, it advises keeping the back straight against the backrest, knee forming a right angle, and feet flat on the floor. For walking, it provides tips such as stepping forward with the heel, rolling onto the ball of the foot, raising the heel, pushing off with the toe, and swaying the arms for balance.
Oldham Athletic Academy Coaching Programme by Simon CooperSimon Cooper
This document outlines a youth development program for an academy football club. It includes:
1. A table of contents listing technical, tactical, physical and psychological training modules for various age groups from U9 to U16.
2. Details of foundation, youth development and professional phases of the program.
3. Specific session plans and exercises for individual skill development from sessions F01 to F017.
4. An overview of the program's coaching styles and philosophy focusing on a player-centered approach with varied experiences.
The document discusses the history and fundamentals of basketball, including its creation by Dr. James Naismith in 1891 when he invented the game to keep students occupied indoors during winter break. It outlines the basic stances, movements, skills, and techniques used in basketball like dribbling, passing, shooting, defense, and provides the early history of the game's development. The summary also notes that Naismith originally devised 13 basic rules for the new game and had students try to throw a ball into hanging peach baskets to score points.
Golf achievement Playbook For Future StudentsBrad Pluth
Brad Pluth's Golf Achievement Playbook
Find Your Natural Movement Patterns to strike the ball farther, straighter and more consistently.
This is the process I use to guide golfers to developing their golf swing.
1. The workshop covered movement skills, fitness development, and injury prevention. It focused on assessing mobility and stability in joints, performing corrective exercises, and proper landing technique.
2. Key assessments included the toe touch, back arch, squat, and lunge to identify mobile and stable joints needing correction. Corrective exercises involved stretching hips, shoulders, and movement drills.
3. Proper landing technique was demonstrated and participants learned progressions from stationary to moving positions to improve movement skills.
Everything we do relies heavily on our ability to balance. Balance is a key skill to help your child progress with their gross motor skills. Learn some exercises to strengthen balance.
The document discusses fundamental skills, which are basic abilities necessary for competent functioning. It lists seven fundamental movement skills including running, jumping, throwing, and catching. Fundamental movement skills are building blocks for more complex skills and help children participate in activities. Examples of fundamental skills include locomotor skills like walking and running, and object control skills like throwing and kicking. The document also discusses four fundamental language skills, six types of skill-related fitness, nine essential workplace skills, and benefits of fundamental movements like strengthened muscles and bones.
This document outlines a physical education curriculum focused on developing health and skill-related fitness. It provides details on session formats, teacher resources, sample sessions for different grades, and descriptions of activities that target various fitness components like locomotion, throwing/catching, jumping, and more. Specific exercises are given like animal walks, bean bag toss, cone fitness, hurdle relays, and cool down stretches. Guidelines are provided for setting up activities and giving cues to students. The goal is to maximize activity time and ensure student success, enjoyment, and inclusion through age-appropriate lessons.
This document discusses fundamental movement skills and wellness. It defines fundamental skills as basic abilities necessary for tasks or understanding ideas. The seven fundamental movement skills are identified as running, jumping, coordination, throwing, catching, kicking, and striking. Developing these skills builds a foundation for more complex skills and allows children to participate in sports and activities. Examples are given of locomotor skills like walking and running, and manipulative skills like throwing and catching. The benefits of developing fundamental movement skills include strengthening muscles and bones, improving joint flexibility, and boosting heart, lung and brain health. Tips are provided for incorporating movement into classroom activities.
This document provides information about performing a neuro-paediatric examination or developmental assessment of an infant and child. It discusses assessing the child's history, pregnancy/birth details, posture, movement, reflexes, tone, hand function, oral function, and sensation. Key reflexes assessed include moro, asymmetric tonic neck, palmar grasp, and sucking reflexes. The timing of appearance and disappearance of reflexes can help diagnose neurological disorders. Primitive reflexes are important for survival and form the foundation for later voluntary movements.
This document provides instructions for a movement activity where students will be grouped and assigned pictures to mimic in a creative pose. Each group will have 2 minutes to prepare their pose, with one student designated as the representative to describe the pose. Groups will then present their poses and be rated on creativity and facial expression. The document also discusses the importance of physical education for developing physical fitness and health.
This document provides instructions for different walking variations including toe walking, heel walking, and heel-to-toe walking. It describes how to perform each variation, listing the basic steps. Benefits of each variation are also outlined. For example, toe walking works muscles in the feet and can relieve foot and ankle pain. Heel walking mobilizes the ankles and improves stability. Heel-to-toe walking activates foot muscles while minimizing impact on heels and ankles. Proper walking posture is also discussed, emphasizing keeping the head up, back lengthened, shoulders relaxed, and swinging arms from the shoulders.
Pose Method clinic held at CrossFit Ferus in Fayetteville, NC. Covers running form and technique from an efficiency and injury prevention standpoint. Programming for marathon training and interval sessions described.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This document discusses static and dynamic balancing skills. It outlines three stages of developing static balancing ability, from an initial stage where balance is unstable to a mature stage where balance can be maintained with eyes closed. It then provides a progression of dynamic balancing themes from pre-control to proficiency, listing example skills at each level. Finally, it lists indicators for evaluating static balancing performance, potential difficulties, and solutions.
Poster Fundamental Motor Pattern Dribbling for ElementaryHelena Baert
Poster showing the link between the motor development theory, GLSP, movement concepts and skill progressions. To assist PETE students as they are learning to teach FMP.
12 preK skill posters that show to link between the theory and the practice. Motor development and progressions. A focus on movement concepts is included. Also, the literacy words can be used to help kids understand the skills.
Child Development & Occupational therapyAbility India
Mr. Debadutta Mishra is having experience (over 10 years) in the field of disability management, social development and corporate social responsibility with reputed NGOs and corporate organizations. He has substantial experience in strategy development, policy development, stakeholder management, project management, program implementation, reporting, organizational management, social marketing, development communication and process documentation in the field of disability and development.
The document discusses proper posture when standing, sitting, and walking. For standing, it recommends keeping the head up, shoulders back, tummy tucked in, knees straight, and chest forward. For sitting, it advises keeping the back straight against the backrest, knee forming a right angle, and feet flat on the floor. For walking, it provides tips such as stepping forward with the heel, rolling onto the ball of the foot, raising the heel, pushing off with the toe, and swaying the arms for balance.
Oldham Athletic Academy Coaching Programme by Simon CooperSimon Cooper
This document outlines a youth development program for an academy football club. It includes:
1. A table of contents listing technical, tactical, physical and psychological training modules for various age groups from U9 to U16.
2. Details of foundation, youth development and professional phases of the program.
3. Specific session plans and exercises for individual skill development from sessions F01 to F017.
4. An overview of the program's coaching styles and philosophy focusing on a player-centered approach with varied experiences.
The document discusses the history and fundamentals of basketball, including its creation by Dr. James Naismith in 1891 when he invented the game to keep students occupied indoors during winter break. It outlines the basic stances, movements, skills, and techniques used in basketball like dribbling, passing, shooting, defense, and provides the early history of the game's development. The summary also notes that Naismith originally devised 13 basic rules for the new game and had students try to throw a ball into hanging peach baskets to score points.
Golf achievement Playbook For Future StudentsBrad Pluth
Brad Pluth's Golf Achievement Playbook
Find Your Natural Movement Patterns to strike the ball farther, straighter and more consistently.
This is the process I use to guide golfers to developing their golf swing.
1. The workshop covered movement skills, fitness development, and injury prevention. It focused on assessing mobility and stability in joints, performing corrective exercises, and proper landing technique.
2. Key assessments included the toe touch, back arch, squat, and lunge to identify mobile and stable joints needing correction. Corrective exercises involved stretching hips, shoulders, and movement drills.
3. Proper landing technique was demonstrated and participants learned progressions from stationary to moving positions to improve movement skills.
Everything we do relies heavily on our ability to balance. Balance is a key skill to help your child progress with their gross motor skills. Learn some exercises to strengthen balance.
The document discusses fundamental skills, which are basic abilities necessary for competent functioning. It lists seven fundamental movement skills including running, jumping, throwing, and catching. Fundamental movement skills are building blocks for more complex skills and help children participate in activities. Examples of fundamental skills include locomotor skills like walking and running, and object control skills like throwing and kicking. The document also discusses four fundamental language skills, six types of skill-related fitness, nine essential workplace skills, and benefits of fundamental movements like strengthened muscles and bones.
This document outlines a physical education curriculum focused on developing health and skill-related fitness. It provides details on session formats, teacher resources, sample sessions for different grades, and descriptions of activities that target various fitness components like locomotion, throwing/catching, jumping, and more. Specific exercises are given like animal walks, bean bag toss, cone fitness, hurdle relays, and cool down stretches. Guidelines are provided for setting up activities and giving cues to students. The goal is to maximize activity time and ensure student success, enjoyment, and inclusion through age-appropriate lessons.
This document discusses fundamental movement skills and wellness. It defines fundamental skills as basic abilities necessary for tasks or understanding ideas. The seven fundamental movement skills are identified as running, jumping, coordination, throwing, catching, kicking, and striking. Developing these skills builds a foundation for more complex skills and allows children to participate in sports and activities. Examples are given of locomotor skills like walking and running, and manipulative skills like throwing and catching. The benefits of developing fundamental movement skills include strengthening muscles and bones, improving joint flexibility, and boosting heart, lung and brain health. Tips are provided for incorporating movement into classroom activities.
This document provides information about performing a neuro-paediatric examination or developmental assessment of an infant and child. It discusses assessing the child's history, pregnancy/birth details, posture, movement, reflexes, tone, hand function, oral function, and sensation. Key reflexes assessed include moro, asymmetric tonic neck, palmar grasp, and sucking reflexes. The timing of appearance and disappearance of reflexes can help diagnose neurological disorders. Primitive reflexes are important for survival and form the foundation for later voluntary movements.
This document provides instructions for a movement activity where students will be grouped and assigned pictures to mimic in a creative pose. Each group will have 2 minutes to prepare their pose, with one student designated as the representative to describe the pose. Groups will then present their poses and be rated on creativity and facial expression. The document also discusses the importance of physical education for developing physical fitness and health.
This document provides instructions for different walking variations including toe walking, heel walking, and heel-to-toe walking. It describes how to perform each variation, listing the basic steps. Benefits of each variation are also outlined. For example, toe walking works muscles in the feet and can relieve foot and ankle pain. Heel walking mobilizes the ankles and improves stability. Heel-to-toe walking activates foot muscles while minimizing impact on heels and ankles. Proper walking posture is also discussed, emphasizing keeping the head up, back lengthened, shoulders relaxed, and swinging arms from the shoulders.
Pose Method clinic held at CrossFit Ferus in Fayetteville, NC. Covers running form and technique from an efficiency and injury prevention standpoint. Programming for marathon training and interval sessions described.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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
• Static Balance • Overarm throw
• Catch
• Strike
• Kick
• Punt
• Bounce
• Dynamic Balance
• Run
• Skip
• Jump
• Hop
Locomotor Non-Locomotor Manipulative
4.
5. • Getting organized and 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 means to 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) Support leg 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) Head stable, with eyes focused forward
• 4) Head and trunk stable and upright
9. BALANCE
• 5) No excessive arm movements: arms still, may be extended for
extra balance
10. BALANCE
• 2) Non support leg bent, not touching support leg
• 4) Head and trunk stable and upright
12. TEACHING CUES
• Focus eyes – 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 arms out
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
14.
15. COMMON ERRORS
• Looking at 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) Eyes focused 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) Eyes focused 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) Throwing arm moves in a downward and backward arc
• 5) Hips then shoulders rotate forward
• 6) Throwing arm follows through across body
19. TEACHING CUES
• Look at 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”
20.
21. COMMON ERRORS
• Looking at 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 words appropriately 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
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…
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.
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.
You’ve all worked with children before, so these points are probably well known to you all, but just remember…
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.
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.
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.
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.
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.
Question them… what is needed for good balance
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.
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.
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.
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.