FUNDAMENTALMOVEMENTSKILLS
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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

FUNDAMENTALMOVEMENTSKILLS

CoachingAssociationofCanada


Fundamentalmovementskills

CanadianSportforLife(LTAD)


Fundamentalmovementskills

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


Fundamentalmovementskills

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


Fundamentalmovementskills

Unit 1: Summary

•The core competencies of the NCCP

•What Fair Play means

•The key ethical requirement is Do no harm


Fundamentalmovementskills

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


Fundamentalmovementskills

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


Fundamentalmovementskills

Unit 3: Learning to Teach 

Movement Skills

•Where to observe different movement skills from

•The four phases of movement

•Characteristics of effective feedback


Fundamentalmovementskills

Where to Observe From Worksheet


Fundamentalmovementskills

Where to Observe From Worksheet


Fundamentalmovementskills

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 


Fundamentalmovementskills

PhasesofMovementExamples


Fundamentalmovementskills

P

P

P

F

F

F

F

C

F

FR

C


Fundamentalmovementskills

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 


Fundamentalmovementskills

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


Fundamentalmovementskills

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


Fundamentalmovementskills

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


Fundamentalmovementskills

Unit 4: Throwing


Fundamentalmovementskills

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


Fundamentalmovementskills

Stage3

Stage1

Stage2


Fundamentalmovementskills

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


Fundamentalmovementskills

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 


Fundamentalmovementskills

Unit 5: Catching


Fundamentalmovementskills

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


Fundamentalmovementskills

Unit 6: Creating Safe Fun Games

•How to organize games to practise skills

•Creating safe games where children can practise their 

skills


Fundamentalmovementskills

Games

Fun

Safe

Simple

Everyone participates –avoid elimination

Graduated challenges

A chance to practise skills


Fundamentalmovementskills

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.


Fundamentalmovementskills

Unit 6: Summary

•Creating and organizing games to practise 

skills

•Adapting games for a person with a disability

•Keeping activities safe


Fundamentalmovementskills

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


Fundamentalmovementskills

More Fundamental Movement Skills

Stage 1

Stage 2

Stage 3

Preparation

Force Production

Critical Instant

Follow‐through


Fundamentalmovementskills

Unit 7: Running


Fundamentalmovementskills

Unit 7: Jumping


Fundamentalmovementskills

Unit 7: Kicking


Fundamentalmovementskills

Unit 7: Striking


Fundamentalmovementskills

Unit 7: Summary

•How to identify different stages of running, jumping, kicking, 

and striking

•There are key factors that contribute to developing a mature 

run, jump, kick, and strike

•Applying the six‐step teaching model to running, jumping, 

kicking, and striking


Fundamentalmovementskills

Unit 8: ABC’s of Physical Literacy

•That agility, balance, and co‐ordination are 

important for physical literacy

•How to practise agility, balance, and co‐ordination


Fundamentalmovementskills

Unit 8: ABCs of Physical Literacy

Agility

•The ability to move and change direction quickly

Balance

•The ability to maintain bodily equilibrium

Co‐ordination

•The ability to move different body parts and muscles 

at the same time for a purpose


Fundamentalmovementskills

Agility

•Lean in the direction of travel to start quickly, lean 

opposite the direction of travel to stop quickly

•Land and stay low for greatest stability

•Bend the knees to absorb the force of landing over as 

great an area as possible


Fundamentalmovementskills

Unit 8: Agility


Fundamentalmovementskills

Unit 8: Balance


Fundamentalmovementskills

Unit 8: Coordination


Fundamentalmovementskills

Unit 8: Summary

•Agility, balance, and co‐ordination are important for 

physical literacy

•Organizing agility, balance, and co‐ordination 

activities that are safe for participants and observers


Fundamentalmovementskills

Where Can You Use FMS?

•Contact an elementary school to see if any teams 

need helpers

•Call local sport clubs

•Check with municipal recreation departments 

•Contact multi‐sport camps


Fundamentalmovementskills

Unit 9: Summary

•Once registered, check the NCCP Database 

online at www.coach.ca

•Coaches and instructors have two critical 

responsibilities:

»Ensure Fair Play

»Do NO Harm


Fundamentalmovementskills

Unit 9: Summary

•This workshop is the first step in the NCCP for 

community leaders

•Skills to add to your resume

•Contact PTCR to find out more about coaching


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