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FUNDAMENTALMOVEMENTSKILLS. CoachingAssociationofCanada. CanadianSportforLife(LTAD). Outcomes . • 8‐hr workshop designed for HS PE students, community . recreation leaders of children and youth . • Introduces participants to core NCCP practices (safety, EAP, .
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FUNDAMENTALMOVEMENTSKILLS CoachingAssociationofCanada
Outcomes •8‐hr workshop designed for HS PE students, community recreation leaders of children and youth •Introduces participants to core NCCP practices (safety, EAP, leadership, responsibility, respect, communication) •Exposes participants to a teaching process that will improve FMS for children •Allows opportunities to practiseanalysis, teaching, and implementation of games to improve FMS
NCCP Core Competencies •The NCCP’sfive core competencies will help you become a more effective leader and have a more meaningful impact on learners’ experience •The five competencies are: »Problem‐solving »Valuing »Critical Thinking »Leading »Interacting
Unit 1: Summary •The core competencies of the NCCP •What Fair Play means •The key ethical requirement is Do no harm
Know Your Group Bee Sting •Begins with dry cough, eyes itch Diabetic •Dizziness, confusion, thirsty, fatigue Epileptic •Falls to the ground with major twitching Asthmatic •Shortness of breath
Unit 2: Summary •The responsibilities of sport leaders and role models •Emergency Action Plan (EAP) should be a part of any instructional/recreational setting •Sport leaders must know important medical information about children in their care •How to use an EAP
Unit 3: Learning to Teach Movement Skills •Where to observe different movement skills from •The four phases of movement •Characteristics of effective feedback
Phases of Movement Four Phases 1.Preparation 2.Force production 3.Critical instant 4.Recovery/Follow‐through Key Ideas • • • • Use all the body parts (joints) that can be used Use them through as great a range of motion as is naturally possible Critical instant is the moment of release Follow through in the direction you want the “force”to go
P P P F F F F C F FR C
Communicating What to Do to Improve •Get eye‐to‐eye with participants •Be positive, tell them something they did right •Listen to what they tell you •Body language says more than words
Effective Feedback •Start positive •Keep it short and simple •Tell people what you WANT THEM TO DO —not what they did wrong •Make sure people understand what you want them to DO
Unit 3: Summary •Moving to a suitable position to view a skill •Demonstrating correct observation positioning •Identifying: Preparation, Force production, Critical instant, Follow‐through/Recovery •Communicating effectively •Providing feedback to improve skill performance
Unit 4: Throwing •Children go through stages in learning to throw •Young children cannot throw with an adult throwing pattern •Three stages of maturity for throwing •Key factors that contribute to having a mature throw •Six‐step teaching model •How to organize games to practise skills
Instructional Design Model 1. 2. 3. 4. 5. 6. Identifythe coaching challenge Coaches analyzethe coaching challenge Coaches generateideas and options Coaches planand develop solutions Implementand/or test the solution Assessthe solution
Stage3 Stage1 Stage2
Unit 4: Summary •Six‐step teaching model •Children go through stagesin learning to throw and cannot throw with an adult throwing pattern •Three stages of maturity for throwing
Unit 5: Catching •Children go through stages in learning to catch and young children cannot catch with an adult catching pattern •Choosing the optimal position to observe catching •Applying the six‐step teaching model to catching •Organizing catching activities that are safe for participants and observers •Organizing safe games in which children can practise their catching
Unit 5: Summary •Children go through stagesin learning to catch and young children cannot catch with an adult catching pattern •Choosing the optimal position to observe catching •Applying the six‐step teaching model to catching •Organizing safe games in which children can practise their catching
Unit 6: Creating Safe Fun Games •How to organize games to practise skills •Creating safe games where children can practise their skills
Games Fun Safe Simple Everyone participates –avoid elimination Graduated challenges A chance to practise skills
Adaptations Locomotor Disability •The inability to move oneself and objects from place to place. Sensory Disability •A disability that affects how people gather information from theworld around them. Intellectual Disability •Any condition that includes a lifelong impairment of a person’s ability to learn or adapt to his or her environment.
Unit 6: Summary •Creating and organizing games to practise skills •Adapting games for a person with a disability •Keeping activities safe
Unit 7: More Fundamental Movement Skills •Children go through stagesin learning to run, jump, kick, and strike and young children cannot run, jump, kick, or strike with an adult pattern •Choosing the optimal position to observe running, jumping, kicking, and striking •Applying the six‐step teaching model to running, jumping, kicking, and striking •Creating and adapting games to practise skills
More Fundamental Movement Skills Stage 1 Stage 2 Stage 3 Preparation Force Production Critical Instant Follow‐through
