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Maximum Engagement in Games and Activities – Instructor Guide

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Maximum Engagement in Games and Activities – Instructor Guide Maximum Engagement in Games and Activities (MEGA DOCUMENT) An instructor guide that includes: • age-appropriate games • sample lesson plans • approaches to maximizing student engagement in physical activity By: Kelly Graham and Andie Pask from The Pacific Institute for Sport Excellence (PISE) Brought to you by Active For Life Table of Contents Introduction ........................................................................................................................... 1 Who is PISE? .................................................................................................................... 1 What is Physical Literacy? ................................................................................................ 1 What is Canadian Sport for Life (CS4L)? .......................................................................... 2 Developmental Characteristics of Children .......................................................................... 3 Physical ............................................................................................................................. 3 Motor ................................................................................................................................. 3 Social ................................................................................................................................. 3 Cognitive ........................................................................................................................... 3 Creating Optimal Challenge ................................................................................................. 4 Modifications to Increase Developmental Appropriateness and Inclusion ........................ 4 Dealing with Behaviour Problems ......................................................................................... 6 Preventing Behaviour Problems ........................................................................................ 6 Dealing with Behaviour Problems: The 5 Step Approach ................................................. 7 Cues for Fundamental Movement Skills ............................................................................... 8 Run .................................................................................................................................... 8 Jump (2 feet / aka “both”) .................................................................................................. 8 Hop (1 foot / aka “same”) .................................................................................................. 8 Leap / Bound (1 foot / aka “other) ..................................................................................... 8 Throw ................................................................................................................................ 9 Catch ................................................................................................................................. 9 Strike with Feet / Kicking ................................................................................................... 9 Balance (on 1 foot) ............................................................................................................ 9 Example of a Two Hour Lesson Plan ................................................................................. 10 Blank Template of a Two Hour Lesson Plan ...................................................................... 13 Games Resource for Lesson Planning ............................................................................... 15 Active Start (0-6) ............................................................................................................. 15 Fundamentals (Boys 6-9, Girls 6-8) ................................................................................ 36 Learning to Train (Boys 9-12, Girls 8-11) ........................................................................ 57 Adaptive Activities ........................................................................................................... 87 Relaxation ....................................................................................................................... 90 Appendix A ......................................................................................................................... 92 Developmental Characteristics: 5-7 Year Olds ............................................................... 92 Developmental Characteristics: 8-9 Year Olds .............................................................. 93 Developmental Characteristics: 10-12 Year Olds ........................................................... 94 Appendix B ......................................................................................................................... 95 Modifications and Adaptations to Increase Developmental Appropriateness ................. 95 Further Ways to Promote Inclusion, Activity & Developmentally Appropriateness ......... 96 Appendix C ......................................................................................................................... 99 Active for Life ................................................................................................................... 99 Listing of Fundamental Movement Skills (FMS) .............................................................. 99 Appendix D ....................................................................................................................... 100 BCRPA Supplement to Vulnerable Populations Online Course - Strategies section .... 100 Disengaged ................................................................................................................... 101 Disregarding .................................................................................................................. 102 Defiant ........................................................................................................................... 103 Related Resources ........................................................................................................... 104 Print Resources ............................................................................................................. 104 Websites ........................................................................................................................ 104 Pacific Institute for Sport Excellence © 2013 1 Introduction Who is PISE? The Pacific Institute for Sport Excellence (PISE) is a not-for-profit organization that is located in Victoria, BC. PISE offers in-house community programs, as well as external delivery of physical literacy programs in the community. Victoria was chosen as one of the original locations to pilot the BC Government funded After School Sports Initiative. As part of this program, the PISE team has completed two years of programming and delivery at three schools in Greater Victoria. PISE runs physical literacy programming at Saanich Commonwealth Place, The Cridge Centre for the Family, Gordon Head Middle School, Victoria West Community Centre, Craigflower Elementary School, Tillicum Elementary School, Shoreline Middle School, and James Bay Middle School. The team has compiled information from workshops, personal experience, and student feedback into a condensed document in the hope that the document will serve as a resource for others working with children and youth in communities around the province. What is Physical Literacy? Canadian Sport for Life defines physical literacy as “the development of basic movement and sport skills that allow a child to move appropriately and with control, in a wide range of physical activity, rhythmic (dance) and sport situations”. The games in this document focus on the Active Start, FUNdamentals and Learn to Train stages of the Long Term Athlete Development Model developed by Canadian Sport for Life (CS4L). These games would be appropriate for children in Preschool to Grade 6. Pacific Institute for Sport Excellence © 2013 2 What is Canadian Sport for Life (CS4L)? PISE’s programming is founded on the Canadian Sport for Life (CS4L) model. Canadian Sport for Life is a movement to improve the quality of sport in Canada. CS4L recognizes that quality sport and physical activity offer rich benefits to Canadians through improved health, stronger communities, higher sporting achievement, and stronger national identity. By improving sport, CS4L aims to improve the lives of all Canadians. For further information, check out www.canadiansportforlife.ca. Pacific Institute for Sport Excellence © 2013 3 Developmental Characteristics of Children Teaching children physical literacy in an after school environment requires not only knowledge of the movement skills, but knowledge of how to engage children so they will gain the maximum benefit from it. By recognizing the typical developmental characteristics of children at different ages, leaders are able to create lessons that are suitable for the age group that they are working with, as well as understand potential reasons why children are not engaged. The following sections (Creating Optimal Challenge, Developmental Components, Dealing With Behaviour Problems, Characteristics of Learners, Appendix A, Modifications to Increase Developmental Appropriateness and Inclusion) are adopted from the “Making Movement Matter” module* by Gail Wilson and Shannon Painter. The first describes the 4 Developmental Components that interact to create the holistic child. The corresponding
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