Physical Literacy All Youth:
Early Years Edition
RESOURCE
Developed by Sandra Aszmies for the YMCAs of Cambridge and Kitchener-Waterloo
What is Physical Literacy?
Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibilities for engagement in physical activities for life.
International Physical Literacy Association, May 2014
What are the building blocks of physical literacy? In the first 3 years: Physical development Intellectual development Communication Build strong relationships Self-confidence
These lead to the building blocks for childhood through to adulthood: Mental health Educational success Cognitive skills Psychological wellness Social skills Healthy lifestyle habits Physical health Physical fitness Fundamental movement skills (FMS)
Fundamental movement skills (FMS) go hand in hand with physical literacy. If you have developed competence in FMS you are setting yourself up for increased success in movement for the rest of your life. If you can catch, you can play a multitude of sports but catching and carrying items use the same movement and muscles.
If you lift and lower yourself you have the ability to pursue weight training, lift a child, stand up and down without using your hands
The same is true for young children. We don’t necessarily teach them how to run, and gallop but we provide opportunity for them to crawl, roll, walk, grasp items, reach, transfer items from one hand to another, whole arm movements, sit, scoot, reach up, reach across, stand up, pull up, squat down. All of these things and much more are the precursors to the fundamental movement skills and being active for life.
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What is Physical Literacy?
Why is movement important? 1. Movement allows children to connect concepts to actions and to learn through trial and error. 2. Movement encourages exploration. 3. Movement helps children in their brain development. 4. Movement helps children in their physical development. 5. Movement is an essential factor in intellectual growth.
Benefits of physical activity for young children: 1. Better physical health: healthier body composition, better bone and heart health 2. Better behavior management and social skills 3. Improve attention 4. More willing to try new activities – develop more diverse FMS base 5. More likely to be physically active in later childhood and adult life
The skills infants and toddlers are developing are precursors to the movement skills they will use as children and adults. WHY is it important to be active as an adult? Lower risk of cardiovascular disease, cancer and diabetes
Strengthens heart, bones and lungs
Better mood (decreased anxiety and depression)
Teamwork, cooperation and social connections
Physical Development Young children are just learning how to move. The more opportunity they have to practice movements the better it is as they age and develop. These movements are called Fundamental Movement Skills (FMS). FMS are divided into 3 categories: Locomotor: a skill that allows a person to move from one place to another (ex: walk, jump, hop) Object Control: to control/move an object using an implement or part of the body (ex: throw, kick, bat) Balance: the ability to maintain a controlled body position both static (still) and dynamic (moving) activities
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 3
Locomotor Movements Skills
Walk: Move with one foot on the ground at all times Run: Sometimes both feet are in the air while traveling Hop: Move up and down on one foot Jump: Go up and down, with both feet in the air at once; can also mean jump off a height of jump forward Gallop: Travel with one foot always in the lead Slide: Gallop sideways Leap: Jump forward or back with one leg outstretched; take off on one foot and land on the other Skip: Alternate steps and hops Crawl: Move forward on the hands and knees or by dragging the body close to the ground.
Most children learn to walk at about 1 year of age and to run, hop, and jump at age 2. They begin to master the more complex skills of galloping, skipping, sliding, and leaping at about age 3. Children need some instruction to learn these skills, especially the more challenging ones. (verywellfamily.com)
Toddlers and preschoolers need many opportunities to practice locomotor movements and should be incorporated naturally into their everyday play.
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Tummy Time
Tummy time is important for the development of babies. The benefits of tummy time include:
The strengthening of back and neck muscles Developing muscle control Strengthening the core muscles
Tummy time leads to lifting and supporting the head, reaching, rolling over, sitting and crawling.
Begin with short intervals, such as 2 to 3 minutes a day, and work up to at least 20 minutes per day.
Daily Tummy Time can be done in short increments or all in one session, depending upon the baby’s tolerance and needs.
Try Tummy Time soon after the baby wakes up and is alert. When the baby is well rested, she/he may be able to tolerate this activity longer.
Pay attention to signs that the baby is getting tired, such as crying or resting his/her face on the surface, and be sure to end Tummy Time before the baby becomes fatigued.
Monitor the time of day, duration, and reaction to each Tummy Time experi- ence to track the baby’s progress.
(www.aota.org)
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Balance
Balance provides an opportunity for moving on a variety of surfaces including in outdoors spaces.
Provide items at a variety of levels throughout the play space. This promotes balance through bending and stretching.
Encouraging independence and problem-solving by allowing young children the chance to try things on their own.
Try moving or balancing on the carpet, tile, cement, snow and/or sand.
Developing a sense of balance will be of a benefit to sitting, crawling, walking, running, wheeling … Balance skills - Movements where the body remains in place, but moves around its horizontal and vertical axes.
Three year old children can walk along a wide balance board Four year old children can walk part way along a narrow beam Five year old children can walk the length of a narrow beam
(https://goodhabitsforlife.act.gov.au)
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Activities to Promote: Balance
Roll a Ball
Supplies: A variety of balls
Object: To provide opportunity for the child to stretch and reach which in turn supports balance.
How to Play: Sit facing the child (or two kids facing each other). Roll a ball back and forth.
Bean Bag Balance
Supplies: bean bags
Object: To provide opportunity to balance and explore body awareness.
How to Play: Move in a variety of ways with a bean bag on the head.
Yoga
Supplies: yoga cards for young kids
Object: Learn body awareness and balance
How to Play: Demonstrate yoga poses for young children (animal poses are generally age appropriate). Encourage the children to try the pose and hold it for a moment.
Balance Walk FMS: balance
Supplies: variety of items to balance walk on (rope, bench, wooden or foam blocks etc.)
Object: to balance walk on a variety of materials and at a variety of heights
How to Play: children balance walk on various materials. Some kids will need the support of holding an adults hand until comfortable.
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Activities to Promote: Balance
Mirror Mirror (Active For Life) FMS – balance, coordination
Supplies: none
Object: mirror the movement of your partner
How to Play: kids have a partner. They stand facing each other. One person makes movements and the other person copies the movements. Switch partners. Encourage the children to make big move- ments
Variations: try different movement themes – hockey player, fire fighter, clown or anyone who does a lot
Active Animals (Active For Life) FMS: any locomotor you want to make it
Supplies: none
Objective: move like animals
How to Play: move body to represent an animal Jump – bunny, frog, kangaroo Wiggle on ground – snake, worm Bend knees and swing arms back and forth – monkey, ape Walk on hands and feet – lion, tiger, cow Flap arms and run around – birds Balance on one leg like a flamingo
Change the sound used to better represent the animal.
Remember that hop is always one foot and jump is always two feet.)
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Activities to Promote: Balance
Balance Poses (Active for Life) FMS: balance Supplies: none required
Object: develop body awareness through balance
How to Play: Either indoors or outdoors, demonstrated a balance pose and encourage the kids to imitate you. Stand on the tips of your toes, arms stretched straight overhead. Stand on one leg, other leg bent at the knee, arms raised straight sideways like wings. Stand on one leg, arms raised straight sideways like wings, bend forward at the waist, and lift rear leg (airplane pose). Stand on all fours, head down, rear in the air (downward dog pose) From all fours, raise and hold one leg high in the air. From all fours, raise and hold one arm high in the air.
Obstacle Course FMS: balance, coordination Supplies: things to climb over, under, through, around etc. (boxes, hoops, beams etc)
Object: move using a variety of equipment
How to Play: Set up the space to flow from one activity to another. Practice moving over/under, around, through a variety of objects.
Movement Course FMS: hop, skip, jump, leap, balance Supplies: chalk to draw on cement
Object: complete a variety of locomotor skills, follow direction
How To Play: Draw a movement course on a side walk or cement play space. The movements should flow from one to another (like a path) and should include a variety of movements.
EX: Jump from line to line (2 feet), Follow the footsteps, balance walk on the line
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Activities to Promote: Balance
Growing Flowers (Active for Life) FMS: balance
Supplies: music (optional)
Object: Body awareness and balance
How to Play: Have each child find an open space on the floor or ground. Start out crouching into a ball (seed). Start growing like a flower – rise up slowly and reach out with arms as if sprouting Try different plant actions like: the wind blows: sway and wave arms Plant gets thirsty: Droop over forward Nighttime comes: close arms like petals closing Winter comes: crumble to the ground The sun comes out: stretch arms upward
Variations: Repeat as a different plant, tree or bush
Heal-to-Toe Walk FMS – balance walk
Supplies: Long lines (rope, chalk etc.)
Object: Learn to balance walk
How to Play: demonstrate how to walk forward heal-to-toe in a straight line using arms to balance. Try to walk on the line without “falling off.” If you ‘fall off’ go back to the beginning and start again.
Variation: balance walk backwards
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Key benefits to climbing:
Focus and concentration: Climbing requires a great deal of extreme focus and concentration, and these are skills that serve children immensely as they grow up, both academically and beyond.
Hand-eye coordination: Climbing uses all four limbs to manoeuver a difficult obstacle, and using them in a coordinated fashion is definitely required. It’s a great exercise for kids to start at a young age, since this is when they start to develop fine motor skills.
Problem-solving skills: Climbing a wall is just like solving a problem, and solving these particular problems requires both mental and physical skills.
Self-esteem: Gaining the skill to climb requires that kids learn how to think and act with confidence, making quick decisions about the best path to take, and relying on their own physical strength and mental abilities.
Overcoming fears: Climbing is perfect for allowing kids to explore their abilities in a safe environment. Once they master the challenge they will learn that it can be a fun to face your fears and they can be proud of giv- ing it a go when they thought they might struggle or not be able to do it on their own.
Trust and team-building: Working with a climbing partner is a great way for children to learn about working with others as part of a team, and about trusting others to provide the help they need to handle an obstacle.
Body confidence: With all its physical and mental requirements, climbing is not an easy sport, and the physical skills that it fosters can help children feel more confident in their bodies. It’s greatly beneficial for children entering adolescence, as this is an age when they naturally start to feel more self-conscious.
Building physical strength: Climbing is about much more than building physical strength, but the benefits of this particular aspect of the sport can’t be overstated. Kids who develop physical strength become more confident.
Setting and achieving goals: When they climb, children learn that they can achieve difficult goals. And be- cause not every climb will be a success, they also get something equally important: the chance to learn from their mistakes, and figure out how to succeed the next time.
Respecting nature: Once children become capable to climb, they gain even more benefits. Spending time outdoors is itself scientifically proven to reduce stress, and connecting physically with nature helps kids de- velop a healthy respect for it. Another great benefit is that children have the chance to develop other outdoor interests, and learn about the natural environment. (www.climbingframes.com/au)
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Infants will generally roll from front to back and back to front around 4 - 6 months of age.
Movements that lead up to rolling includes:
Tummy time (building muscles), reaching for items, kicking legs and flailing arms, twisting the body.
Rolling is the precursor to crawling and walking.
Forward Roll benefits: Body awareness and control Eye tracking Bi-lateral coordination (both sides of the body work together to accomplish a task) Core strength Confidence
(https://goodhabitsforlife.act.gov.au)
Activities to promote rolling (infants)
Place baby on his/her tummy. Show a toy or object to the baby and slowly place it to the side of him/her just out of reach.
Place baby on his/her back. Show a toy or object to the baby and slowly place it to the side of him/her just out of reach.
Place baby on his/her back. Gently roll the baby from back to front and then from front to back. This can help the infant experience the motion. Ensure the baby can support his/her neck without assistance.
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Crawling leads to standing and walking.
The benefits of crawling include:
Bi-lateral coordination (both sides of the body), strengthen leg and arm muscles
Coordination, motor activity, visual tracking, developing strength and balance
Sensory Components and Benefits of Crawling and/or Four Point Positioning:
Works on prone extension which is one of the two most important movement patterns for sensory integration Activates the brain stem which promotes self-regulation Works on shoulder stability which is critical for fine motor and visual motor skills Works on hand separation which is essential for fine motor development Works on balance, core strength, and lower body proximal stability Facilitates upper and lower body weight shifting Promotes bilateral integration Facilitates body awareness and motor planning Provides proprioception input which is calming and organizing for the brain Promotes weight bearing on the joints which facilitates motor development and body awareness, and normalized muscle tone www.asensorylife.com
Activities to Promote Crawling:
Encourage tummy time to allow child to practice pushing upper body off the floor, rocking on hands and feet.
Position toys out of reach so that child has to move to grab it.
Provide space and various items for children to crawl on, over, through, under and around.
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Walking leads to:
Climbing, kicking, jumping, taking stairs •Sitting, crawling, pulling self-up, standing, bending down and stand- ing back up without falling. Walking is the transfer of weight from one foot to the other while moving forwards or backwards. One foot is always in contact with the ground, and the arms swing freely in opposite directions. Walking is an important travelling locomotor skill and is used in everyday activities like walking to school, in sports (e.g. athletics and marching) and in play and dance activities.
1. When to expect standing. Babies generally start pulling themselves up to stand at around 9 to 12 months. 2. Encouraging standing and walking. 3. Start early. 4. Encourage cruising. 5. Offer the right support. 6. Keep them barefoot. 7. Encourage squatting. 8. Keep toys on chairs and reachable tables. 9. Provide music for moving in beat to.
www.bellamysorganic.com.au/blog
Activities to promote walking:
Provide push toys for stability ex: grocery cart, lawn mower, baby stroller.
Line up furniture in such a way to promote cruising.
Encourage attempts at reaching for items of interest.
Tummy time will build up back, neck and arm muscles.
Encourage standing to strengthen legs.
Assist child to walk by holding hands.
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Running is a rapid movement that involves transferring weight from one foot to the other with a brief loss of contact with the ground by both feet. Speed and maturation of running style increases with age as the child’s muscle strength, balance and coordination improve. Three year olds can run around obstacles and corners. Four year olds can more skilfully navigate sharp turns and manage on a variety of surfaces. Five year olds can stop quickly on a signal and can run backward as well as forward.
Tips:
The child’s arms move in opposition to their legs and elbows are bent.
There should be a brief period where both feet are off the ground.
Ensure there is a narrow foot placement, landing on the heel or toe rather than flat-footed.
Encourage them to try running faster by landing on the balls of their feet and toes.
The non-support leg should be bent to approximately 90 degrees.
(https://goodhabitsforlife.act.gov.au)
Activities to promote running:
Four Corners FMS - Run
How to play: give each corner of the room a name (animal, colour, number etc)
Object: Call the name of a corner and all of the children run to that corner.
Variations: Choose someone to be IT. IT counts to 10 with eyes closed while the kids each sneak in- to one of the corners. At 10, IT guesses which corner has the most kids in it.
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 15
Find the Balls FMS – Run
Supplies: 2 – 4 Hula Hoops, several balls in different sizes
Object: round up all of the balls and put them in the hula hoops
How to Play: spread the balls all around the playing space. Set the hula hoops up in different locations. On go, the children run around and pick up the balls putting them in the hula hoop.
Tissue Dance FMS – jump, walk, hop, leap, balance, run etc.
Supplies: one tissue per child, music
Object: move while keeping the tissue on the head
How to Play: each child places a tissue on his/her head. Play music and have the kids move around the space. If the tissue falls off the child catches it and puts it back on the head.
Lava Game FMS – any locomotor you want to make it
Supplies: mats to act as ‘safe’ zones
Object: when LAVA is called all of the kids move quickly to a mat to be safe
How to Play: One person is IT, IT keeps his/her eyes closed while the kids move around the space. When IT yells LAVA the kids run to a mat before IT can tag them.
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Activities to Promote: Running
Active Animals FMS: any locomotor you want to make it
Supplies: none
Objective: move like animals
How to Play: move body to represent an animal
Jump – bunny, frog, kangaroo Wiggle on ground – snake, worm Bend knees and swing arms back and forth – monkey, ape Walk on hands and feet – lion, tiger, cow Flap arms and run around – birds
Change the sound used to better represent the animal.
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 17
Jumping
Jumping is the action of pushing off with both feet and landing with both feet.
Three year old children can jump off the bottom stair, and jump over a line on the floor.
Four year old children can jump with two feet from a stationary position approximately 60 centimetres.
Five year old children can jump with two feet from a stationary position approximately 80 centimetres.
Prepare to jump by bending the knees and pushing the arms forcefully behind.
Stretch both arms forcefully forward and upward reaching all the way above the head to create momentum.
Take off and land on both feet simultaneously.
http://goodhabitsforlife.act.gov.au
Activities to promote Jumping:
Hula Hoop Jumps FMS - Jump
Supplies: several hula hoops
Object: jump or hop in and out of the hula hoops
How to Play: Set up the hula hoops around the room. Some with space in between and some connecting. Have the kids jump in and out of the hula hoops.
** Remember: Jump is a take off and land with 2 feet
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Activities to Promote: Jumping
Tissue Dance FMS – jump, walk, hop, leap, balance etc.
Supplies: one tissue per child, music
Object: move while keeping the tissue on the head
How to Play: each child places a tissue on his/her head. Play music and have the kids move around the space. If the tissue falls off the child catches it and puts it back on the head.
Active Animals FMS: any locomotor you want to make it
Supplies: none Objective: move like animals
How to Play: move body to represent an animal
Jump – bunny, frog, kangaroo Wiggle on ground – snake, worm Bend knees and swing arms back and forth – monkey, ape Walk on hands and feet – lion, tiger, cow Flap arms and run around – birds
Change the sound used to better represent the animal.
Lava Game FMS – any locomotor you want to make it
Supplies: mats to act as ‘safe’ zones
Object: when LAVA is called all of the kids move quickly to a mat to be safe
How to Play: One person is IT, IT keeps his/her eyes closed while the kids move around the space. When IT yells LAVA the kids run to a mat before IT can tag them.
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 19
Activities to Promote: Jumping
River Jump FMS – Jump, Hop
Supplies: long skipping ropes, mats
Object: Jump over the rope on to the mat
How to Play: Stand at the edge of the rope and jump on to a mat to avoid landing in the ‘river’. Try from different distances.
Kangaroo Jump (Active for Life) FMS – Jump
Supplies: none
Object: practice jumping
How to Play: Show the kids how to jump like a kangaroo (hands are held in front of chest with elbows bent. Practice jumping (take off and land with both feet). Jump around the space.
Variation: provide obstacles for the children to jump around.
Movement Course FMS: hop, skip, jump, leap
Supplies: chalk to draw on cement
Object: complete a variety of locomotor skills, follow direction
How To Play: Draw a movement course on a side walk or cement play space. The movements should flow from one to another (like a path) and should include a variety of movements.
EX: ______Jump from line to line (2 feet) balance walk on the line ______
Follow the footsteps
Include: leap, skip, hop, jump, walk, run etc.
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Hopping
Hopping: requires the ability to balance on one leg and then generate enough force in the stance leg to hop, clear the ground and land without putting the other leg down or falling over.
Three year old children are learning to hop on their preferred leg. Four year old children can hop on a preferred leg four to six times and are starting to hop on their non-preferred leg.
Five year old children can hop on either leg and can hop forwards along a line.
(https://goodhabitsforlife.act.gov.au)
Practice hopping ...
on the spot, back and forth along a line, over small bean bags
in and out of hoops, over a rope, around obstacles
Set up some feet pictures or spots and get the children to hop along them. Hopscotch - to make it easier offer a hand, the back of a chair or a broom handle held onto by an adult.
Activities to promote Hopping
River Jump FMS – Jump, Hop
Supplies: long skipping ropes, mats
Object: Jump over the rope on to the mat
How to Play: Stand at the edge of the rope and jump on to a mat to avoid landing in the ‘river’. Try from different distances.
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Activities to Promote: Hopping
Colour Hop FMS - Hop
Supplies: coloured circles (sidewalk chalk etc)
How to Play: spread the coloured circles out in a circle in the middle of the room. The kids jump freely from circle to circle.
Variations: use a variety of shapes. Have the kids jump on a specific shape.
** Remember: hop is a one foot take off and land on the same foot.
Tissue Dance FMS – jump, walk, hop, leap, balance etc.
Supplies: one tissue per child, music
Object: move while keeping the tissue on the head
How to Play: each child places a tissue on his/her head. Play music and have the kids move around the space. If the tissue falls off the child catches it and puts it back on the head.
Movement Course FMS: hop, skip, jump, leap
Supplies: chalk to draw on cement
Object: complete a variety of locomotor skills, follow direction
How To Play: Draw a movement course on a side walk or cement play space. The movements should flow from one to another (like a path) and should include a variety of movements.
EX: ______Jump from line to line (2 feet) balance walk on the line ______Follow the footsteps Include: leap, skip, hop, jump, walk, run etc.
22 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Activities to Promote: Hopping
Lava Game FMS – any locomotor you want to make it
Supplies: mats to act as ‘safe’ zones
Object: when LAVA is called all of the kids move quickly to a mat to be safe
How to Play: One person is IT, IT keeps his/her eyes closed while the kids move around the space. When IT yells LAVA the kids run to a mat before IT can tag them.
Active Animals FMS: any locomotor you want to make it
Supplies: none Objective: move like animals
How to Play: move body to represent an animal
Jump – bunny, frog, kangaroo Wiggle on ground – snake, worm Bend knees and swing arms back and forth – monkey, ape Walk on hands and feet – lion, tiger, cow Flap arms and run around – birds
Change the sound used to better represent the animal.
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 23
Galloping
Galloping is stepping off one foot then sliding with the other foot in a forward direction. Weight is transferred from the front foot to the back foot with a small lift, before the front foot takes the next step. The stepping foot is always the front foot.
Four year old children can perform a basic gallop with a preferred leg emerging.
Five year old children can gallop on either leg and alternate with another rhythmic pattern such as side sliding.
Skipping ability also emerges at this age as children need to be able to hop with control on both legs prior to the development of this skill.
Practice galloping ...
Arms bent and lifted to waist level at take off.
Step forward with the lead foot followed by a step with the trailing foot to a position next to or behind the lead foot
There needs to be a brief period where both feet are off the floor. Keep a rhythmic pattern going.
https://goodhabitsforlife.act.gov.au
Activities to promote galloping:
Galloping Horse (Active for Life) FMS – Gallop
Supplies: none Object: practice galloping How to Play: Gallop around the play space pretending to be a horse. Start off slow and gradually go faster. Remember: To gallop one foot steps forward, and the trailing foot immediately ‘kicks’ forward to almost touch the back of the front foot.
24 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Activities to Promote: Galloping
Lava Game FMS – any locomotor you want to make it
Supplies: mats to act as ‘safe’ zones
Object: when LAVA is called all of the kids move quickly to a mat to be safe
How to Play: One person is IT, IT keeps his/her eyes closed while the kids move around the space. When IT yells LAVA the kids run to a mat before IT can tag them.
Tissue Dance FMS – jump, walk, hop, leap, balance etc.
Supplies: one tissue per child, music
Object: move while keeping the tissue on the head
How to Play: each child places a tissue on his/her head. Play music and have the kids move around the space. If the tissue falls off the child catches it and puts it back on the head.
Active Animals FMS: any locomotor you want to make it
Supplies: none Objective: move like animals
How to Play: move body to represent an animal
Jump – bunny, frog, kangaroo Wiggle on ground – snake, worm Bend knees and swing arms back and forth – monkey, ape Walk on hands and feet – lion, tiger, cow Flap arms and run around – birds
Change the sound used to better represent the animal.
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 25
Skipping
Skipping: is stepping forward with one foot, hopping once on that foot, and then quickly stepping with your other foot and repeating.
Practice galloping ...
A skip is a ryhythmic step hop that lands on the ball of the foot.
The knee of the support leg bends to prepare for the hop while the head and body are stable.
The arms are relaxed and swing opposite to the legs.
www.healthpromotion.com
Activities to Promote Skipping: Lou, Lou, skip to my Skip to my Lou, my Lou (3 x) darlin’. Skip to My Lou (Active for Life) Skip to my Lou, my Skip, skip, skip to my FMS: skip darlin’. Lou, (3x) Skip to my Lou, my Fly’s in the buttermilk, Supplies: Music to Skip to My Lou (if needed) darlin’. shoo, fly, shoo (3x)
Skip to my Lou, my Object: Practice Locomotor skills and understanding Variation: change the darlin’. vocabulary action word (even
There’s a little red though it may not How to Play: Sing the song ‘Skip to My Lou’. Chil- wagon, paint it blue rhyme). Ex: dren practice the movement indicated by moving in a (3x) circle. Make sure the kids have practiced galloping Skip to my Lou, my Jump, jump, jump to before they try to skip. Show the children how to darlin’. my Lou. skip in a circle. Hop, hop, hop to my Cat’s in the cream jar, Lou. ooh, ooh, ooh (3x) Run, run, run to my Skip to my Lou, my Lou. darlin’. Leap, leap, leap to my
Lost my partner, Lou. what’ll I do? (3x)
26 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Catching
Catching: is a receptive manipulative skill that involves the receipt of an object. It is one of the more difficult fundamental skills.
Three year old children can catch a large soft ball on their extended arms, progressively a smaller ball can be caught in their hands as children reach five years of age.
Prepare to catch by holding both hands in front of the body and elbows softly bent
Stretch the arms in front to reach for the ball as it arrives.
Catch the ball in the hands only, not the forearms.
https://goodhabitsforlife.act.gov.au
Activities to promote Catching
Basket Catch (Active for Life) FMS: Catch
Supplies: large soft ball (or sock ball – 2 stuffed into one another) with a diameter between 10 – 15 cm
Object: catch a ball in a basket method
How to Play: Demonstrate how to stand with hands and forearms forming a bowl or basket in front of their stomach. Toss the ball into their ‘basket’ from about 30 cm away. As confidence with catching develops gradually increase distance from throw to catch.
Variation: you might begin by sitting and rolling the ball back and forth to become used to the movement
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 27
Activities to Promote: Catching
Individual Catch FMS: catch
Supplies: a variety of sizes of balls
Object: to practice catching
How to Play: Demonstrate how to drop a ball, let it bounce and catch it again. Encourage the children to practice catching their ball and trying different types of balls.
Balloon Catch FMS – catch
Supplies: one balloon per child, music
Object: move while keeping the tissue on the head
How to Play: Hold the balloon with both hands out in front of body. As she brings her arms upwards, the balloon will float into the air and come slowly back down, allowing time for the child to catch the balloon like a pro.
Catch & Throw FMS: catch and throw
Supplies: balls of various sizes Objective: to practice throwing and catching
How to Play: Begin with a lightweight, large ball that will be easy for the child to catch, such as a beach ball or playground ball. Gradually progress to smaller balls, such as basketballs or soccer balls, as the child becomes proficient in his ball catching abilities. Throw the ball back and forth with the child, creating distance between the two players as the preschooler shows off his newly practiced skills.
28 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Activities to Promote: Catching
Beanbag Catch FMS: catch
Supplies: beanbags
Object: to practice catching
How to Play: Have the child throw the beanbag in the air, clap once and catch it, or throw the beanbag in the air, jump once, then catch it. Play catch with a beanbag. Create distance between you and the preschooler with every successful catch to make it more challenging.
Livingthebump.com
Balloon Catch FMS – catch
Supplies: one balloon per child, music
Object: to practice catching while moving
How to Play: Walk in a small circle with the preschooler and pass the ball back and forth to each other. Begin by walking slowly, but gradually speed up the pace when the child is able to catch the ball without it dropping. As the child achieves expert status with his dynamic catching, make the distance of the circle greater to make it more challenging. Have the child simply throw the ball across the circle to you or bounce the ball between you and the preschooler.
Velcro Catch FMS: catch and throw
Supplies: Velcro glove and ball Objective: to practice throwing and catching
How to Play: Throw and catch the ball by using a Velcro glove for better control of the ball.
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 29
Activities to Promote: Catching
Name Ball
FMS: throw and catch
Supplies: ball (beach ball or elephant ball)
Object: catch and throw a ball
How to Play: Have the children stand in a circle around you. Throw a ball into the air as high as you can and call out a child’s name. The child who you named gets to try to catch the ball as it comes down. Then, he takes your place in the middle of the circle. Encourage children to call out a different name each time they have the ball.
www.brighthubeducation.com
30 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Kicking
Kicking: is a manipulative skill that involves applying a pushing force to an object to propel it.
By three years of age children can kick a stationary ball forcibly. Strength and direction of kick increases with age.
Make sure the non-kicking foot is placed even with or slightly behind the ball. Kick the ball with the shoelace area of the foot or the toe and as hard as they can.
1. Take a few steps back. Do you ever watch soccer players take a corner kick or penalty kick? ... 2. Lock your ankle. ... 3. Shoot the ball using the top of your foot, on the laces. ... 4. Position your planter foot. ... 5. Follow through on your kick. ... 6. Understand how your lean affects the shot. … 7. Land on your shooting foot.
wikihow.com
Activities to promote Kicking:
Kick Side Foot FMS: kick
Supplies: soccer balls
Object: Kick the ball against the wall
How to Play: Demonstrate how to kick the ball with the side of your foot (like a hockey stick) ensuring the toes of your standing foot are pointed towards the goal. Give each child a soccer ball and let them practice kicking the ball at the wall.
Variation: Practice kicking the ball at a target. Practice kicking the ball to a partner.
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 31
Activities to Promote: Kicking
Balloon Soccer FMS: kick
Supplies: one balloon per child (the balloons should be ‘almost’ full)
Object: To practice kicking
How to Play: Demonstrate how to kick the balloon. Give each child a balloon and time to practice kicking the balloon freely around the space.
Add goals and have the children kick the balloons into the goals.
Livingthebump.com
Lawn Bowling FMS: kick Supplies: one soccer ball per child, 10 cones
How to play: This is a variation on the game of bowling. Set up 10 cones in the yard to represent 10 bowling pins. Designate a boundary line suitable for your child’s ability level. She kicks the ball from the boundary line, trying to knock over the “pins.” She gets three kicks and scores one point for each cone that she knocks down. Family members or friends can set up pins and keep score. Rotate positions so everyone gets a turn to kick. After 10 rounds, the highest scorer wins.
www.livestrong.com
Wall Target FMS: kick
Supplies: target, soccer ball
How to Play: Draw a circle on a large sheet of poster paper. Draw another, smaller circle inside the first one. Write “5 points” on the large circle and “10 points” on the small circle. Tape the paper on a wall in an outside area. Depending on your child’s ability level, designate a starting point. He tries to kick the ball and hit the 5 and 10 point targets. Keep track of the points he scores. If more than one child participates, give each child five turns.
www.livestrong.com
32 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Activities to Promote: Kicking
Red Light, Green Light FMS: kick
Supplies: soccer ball
How to Play: This game works well when you’re hosting play group. It requires light kicking or dribbling. Give each child a large rubber ball or soccer ball. The kids stand in a line 20 to 30 yards away from you, facing you. Turn your back to the children and yell, “Green light!” That’s their signal to start dribbling their balls toward you. When you yell, “Red light!” they stop dribbling and stop their balls. Anyone still moving goes back to the starting line. Play continues until a child reaches you. He can then take a turn as the “light.”
www.livestrong.com
Kick the Cones FMS: Kick
Supplies: soccer ball, cones How to Play: Set cones in random places in the play space. Give the child a large ball and time him as he kicks the ball and knocks over the cones. Record the time. Play the game again to see if he can beat his time. If you have a group, each child gets a ball, and they all work as a team to knock down the cones. www.livestrong.com
Monkey in the Middle FMS: kick
Supplies: soccer ball
How to Play: This game works best with at least four players. Three of the children form a large triangle, and one child stands in the middle area. The three outside children kick a large ball to one another, trying to keep it away from the “monkey in the middle.” The child in the middle tries to intercept the kicks. If she does, the last person to touch the ball takes the center spot.
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 33
Activities to Promote: Kicking
Short & Long Kicks FMS: kick
Supplies: soccer ball
How to Play: You can adapt this game to suit your child’s age. One or more children can play. Choose a starting point -- your child initiates his kicks from that spot. The object is to kick a large ball to various places in the yard. Assign point values beforehand to each destination. Shorter dis- tances result in fewer points. Keep track of the points your child scores in 10 minutes. If more than one child plays, keep track of each child’s score.
www.livestrong.com
In and Out FMS: Kick
Supplies: soccer ball How to Play: Have the children stand in a circle, holding hands. Place one child in the middle of the circle along with a ball. The child in the middle should try to kick the ball out of the circle, using only her feet. The goal of the rest of the children is to keep the ball in the circle. When the child in the middle succeeds, she can pick the next child to go into the middle of the circle. (Make sure that each child gets a chance before the other children can go back for seconds.)
www.brighthubeducation.com
34 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Overarm Throw
Overarm throwing: is a manipulative skill that requires applying a pushing force to an object to propel it.
By three years of age children can throw overarm. Direction and strength increase with age.
1. Stand straight upright, ball in your throwing hand, facing your target.
2. If you are throwing with your right hand, turn sideways 90 degrees to your right (reposition your feet so you are standing sideways to your target).
3. If you are throwing with your left hand, turn sideways 90 degrees to your left (reposition your feet so you are standing sideways to your target).
4. Make sure your feet are shoulder-width apart.
5. Lift your non-throwing arm to “point” at your target and shift your weight to your back foot.
6. Lift your throwing hand so the ball is near your ear (right ear if you are throwing with your right hand, left ear if you are throwing with your left hand).
7. You are ready to throw.
In one motion, shift your weight to your front foot, drop your pointing arm, and twist your torso as you bring your throwing arm over your shoulder to release the ball at your target.
activeforlife.com
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 35
Activities to Promote: Throwing
Bowling FMS: Throw
Supplies: Bowling pins or bottles to act as bowing pins, balls or bean bags
Object: to throw a ball/bean bag to knock down the pins
How to Play: Line the pins up in bowling fashion (several sets). Throw balls at the pins to knock them down.
Variation: Use other items to knock down the pins ex: Frisbee, blocks etc. Use both over- hand and underhand. Try with non-dominant hand.
Bean Bag Throw FMS: Throw
Supplies: multiple bean bags, buckets with a wide base
Object: to throw the bean bag in the bucket
How to Play: Line buckets up around the play space. Show the children how to over hand throw the bean bag in to a bucket. Allow the children to throw the bean bags freely at the buckets. As they grow comfortable and competent with the skill the children can take a step back before throwing.
Variation: try under hand throw
Scarf Throw FMS – Throw/Catch
Supplies: multiple scarves
Object: Throw the scarf so a partner can catch it
How to Play: Demonstrate how to throw the scarf and how to catch the scarf. In partners the kids will practice throwing the scarf for their friend to catch.
Variation: Once the kids are comfortable with throwing add movement. The kids can throw the scarf and catch it while walking across the gym.
36 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Underarm Throw/Roll
Underarm rolling/throwing: is a manipulative skill that involves applying a pushing force to an object to propel it along the ground.
1. To throw a ball using the underarm technique, begin by facing your target while holding the ball in your dominant hand. 2. Shift your body weight to center over that same-side leg. For ex- ample, if you’re throwing right-handed, you’ll put your weight on your right toot. 3. Swing the arm holding the ball back behind you and stride 12 inches forward with the other foot so that you’re in a staggered stance. 4. Your shoulders should remain facing your target. 5. Swing your arm forward, simultaneously transferring your weight onto your lead foot and moving your free arm back slightly to help you maintain balance. 6. Release the ball once your hand is positioned between your waist and shoulder.
www.sportsrec.com
Activities to Promote Underarm Roll/Throw
Bean Bag Throw FMS: Throw
Supplies: multiple bean bags, buckets with a wide base
Object: to throw the bean bag in the bucket
How to Play: Line buckets up around the play space. Show the children how to under hand throw the bean bag in to a bucket. Allow the children to throw the bean bags freely at the buckets. As they grow comfortable and competent with the skill the children can take a step back before throwing.
Variation: try overhand throw
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 37
Activities to Promote: Underarm Throwing
Bowling FMS: Throw
Supplies: Bowling pins or bottles to act as bowing pins, balls or bean bags
Object: to throw a ball/bean bag to knock down the pins
How to Play: Line the pins up in bowling fashion (several sets). Throw balls at the pins to knock them down.
Variation: Use other items to knock down the pins ex: Frisbee, blocks etc. Use both over- hand and underhand. Try with non-dominant hand.
Ball Roll
FMS: underarm roll/throw
Supplies: space, soft balls (that roll well)
Object: roll a ball to someone
How to Play: Demonstrate how to roll a ball on the floor. Demonstrate how to receive a ball with two hands (trap). Kids sit facing a partner. They practice roll and receiving the ball.
Variation: To develop the skill practice gentle underhand throws.
Bowling FMS: Throw
Supplies: Bowling pins or bottles to act as bowing pins, balls or bean bags
Object: to throw a ball/bean bag to knock down the pins
How to Play: Line the pins up in bowling fashion (several sets). Throw balls at the pins to knock them down.
Variation: Use other items to knock down the pins ex: Frisbee, blocks etc. Use both over- hand and underhand. Try with non-dominant hand.
38 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Activities to Promote: Underarm Throwing
Alphabet Ball FMS: Throw
Supplies: Beach ball with alphabet printed on
How to Play: Toss a ball back and forth (or among several children), saying the next letter of the alphabet each time you catch it. If you’d like, sing the letters to your child’s favorite tune. When you reach “Z,” whoever has the ball gets to sing the whole alphabet song from beginning to end. (For children who are not yet able to throw the ball accurately, try rolling it instead.)
www.brighthubeducation.com
Name Ball
FMS: throw and catch
Supplies: ball (beach ball or elephant ball)
Object: catch and throw a ball
How to Play: Have the children stand in a circle around you. Throw a ball into the air as high as you can and call out a child’s name. The child who you named gets to try to catch the ball as it comes down. Then, he takes your place in the middle of the circle. Encourage children to call out a different name each time they have the ball.
www.brighthubeducation.com
Tunnel FMS: Underarm Throw/Roll
Supplies: Bowling pins or bottles to act as bowing pins, balls or bean bags
Object: to throw a ball/bean bag to knock down the pins
How to Play: Stand with your legs spread wide, and challenge your preschooler to roll the ball through the “tunnel” that is formed. As she becomes better and better at this, stand farther away and see if she can still succeed. If you are playing with several children, challenge her to roll the ball through multiple “tunnels,” with the rest of you standing in a line so that your legs line up.
www.brighthubeducation.com
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 39
Activities to Promote: Underarm Throwing
Catch the Fish FMS: Throw
Supplies: elephant ball (dodge ball)
How to Play: Have a group of children sit in a circle with one child in the middle. Give the children in the circle a ball and challenge them to catch the “fish,” or the child in the center. To catch him, they need to roll the ball lightly and hit him, while he tries to avoid the ball. The child who finally catches the fish becomes the new fish, and the game starts anew.
www.brighthubeducation.com
Over the Line
FMS: throw and catch
Supplies: balls of various sizes (must bounce)
Object: catch and throw a ball
How to Play: The skill of learning to bounce a ball at just the right speed and height takes talent. These skills are needed for additional bouncing ball games like tennis, ping pong and even volleyball. Start early with this Over the Line game. Two player bounce a ball to each other by laying down a Jump Rope or drawing a line with chalk. The challenge is to bounce the ball once on your side and then once on the other side. The player who missing the bounced ball first loses. You can pretend it’s snake, hot lava or a even log across a river to add a little creativity to the game . https://theeducatorsspinonit.com
Sidewalk Targets FMS: Underarm Throw/Roll
Supplies: sidewalk chalk and balls
Object: to throw or bounce the balls in the chalk markings
How to Play: Using Sidewalk Chalk , create an obstacle course with your child for the ball to bounce on. It’s really practice in aim for throwing a ball but it makes such fun for your child’s imagi- nation too. Create circles around the driveway and make believe to bounce from one to the oth- er. They can be spaceships, lily pads, flowers. Encourage your child to create a scenario for the game. https://theeducatorsspinonit.com
40 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Strike an Object
Striking an object: is a manipulative skill that involves applying a pushing force with a bat to propel an object into the air. This is the most difficult fundamental movement skill to achieve.
1. At first object and child should be stationary, e.g. striking a large ball off a cone or tee
2. Next the object moves, but the child remains still, e.g. hitting a pitched beach ball with a bat
3. Both child and object are moving, e.g. keeping the ball in the air with a paddle
Activities to promote Striking
Ball Hockey FMS: Strike with a stick
Supplies: child sized hockey sticks (or pool noodles), plastic balls
Object: hit the ball with the stick
How to Play: Give each child a stick and a ball. Demonstrate how to use the stick to hit the ball and how to walk and hit the ball. Let the kids practice.
Variation: have goals set up for the kids to shoot the ball at
Hit the Balloon FMS: strike with an object
Supplies: 1 balloon per child
Object: strike the balloon with a hand
How to Play: Demonstrate how to hit the balloon with your hand to keep it in the air. Give each child a balloon and let them practice striking the balloon while moving freely around the space.
Variation: Use non-dominant hand to strike the balloon.
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 41
Activities to Promote: Striking an Object
Balloon Badminton FMS: Strike with an object
Supplies: 1 balloon per child, 1 badminton racquet per child
Object: strike the balloon with an object
How to Play: Demonstrate how to use the racquet to strike the balloon and keep it in the air. Give each child a balloon and a racquet. Give them time to practice striking the balloon with the badminton racquet.
Variation: tape targets to the wall at the children’s head height. Kids can hit the balloons at the targets using the racquet.
Target Practice FMS: Strike with a stick
Supplies: one child sized hockey stick per child, 1 ball per child, targets lined up in front of the wall (empty bottles, bowling pins etc.)
Object: strike the ball with the stick, aim at a target
How to Play: Demonstrate how to hit the ball with the stick and aim at a target. Give each child a hockey stick and a ball. Give them time to hit the ball at the targets.
Hanging Balloons FMS: strike
Supplies: balloon, string, implement to strike with
Object: to strike a balloon
How to Play: Tie a balloon to a door frame or ceiling with a piece of string, encourage children to hit the balloon with; cardboard bat, rolled up newspaper or fly swat or pool noodle
42 PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION
Activities to Promote: Striking an Object
Discovering Striking with an Implement
Exploring Short Implements
Set-up
Racquets, padder tennis bats, small balls/balloons, hoops. In a defined hard area, children spread out with a ball and racquet/bat each.
Activity
Can you …?
put your racquet on the ground and pick it up balance the ball on one side of the racquet balance the ball and move around without changing grip, balance the ball on the other side of the racquet hit the ball up to head height with palm up/down, then alternating palm up/down try the above with the other hand hit the ball up moving forwards/backwards/sideways/along specified lines and in a circle hit the ball up 10 times without letting it hit the ground using the racquet bounce the ball on the ground standing still/running
In pairs, who can …?
drop the ball and hit it a short distance for your partner to catch drop the ball and hit it to bounce to your partner hit the ball backwards and forwards with a partner find a wall and take alternate hits against it hit the ball backwards and forwards over a net/bench/rope continue the above while facing side on to the direction of your hit continue the above alternating forehand and backhand
http://www.sportwellington.org.nz
PHYSICAL LITERACY ALL YOUTH BOOK Early Years EDITION 43