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FUNDAMENTALMOVEMENTSKILLS

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

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  1. FUNDAMENTALMOVEMENTSKILLS CoachingAssociationofCanada

  2. CanadianSportforLife(LTAD)

  3. 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

  4. 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

  5. Unit 1: Summary •The core competencies of the NCCP •What Fair Play means •The key ethical requirement is Do no harm

  6. 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

  7. 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

  8. Unit 3: Learning to Teach  Movement Skills •Where to observe different movement skills from •The four phases of movement •Characteristics of effective feedback

  9. Where to Observe From Worksheet

  10. Where to Observe From Worksheet

  11. 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 

  12. PhasesofMovementExamples

  13. P P P F F F F C F FR C

  14. 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 

  15. 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

  16. 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

  17. 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

  18. Unit 4: Throwing

  19. 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

  20. Stage3 Stage1 Stage2

  21. 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

  22. 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 

  23. Unit 5: Catching

  24. 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

  25. Unit 6: Creating Safe Fun Games •How to organize games to practise skills •Creating safe games where children can practise their  skills

  26. Games Fun Safe Simple Everyone participates –avoid elimination Graduated challenges A chance to practise skills

  27. 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.

  28. Unit 6: Summary •Creating and organizing games to practise  skills •Adapting games for a person with a disability •Keeping activities safe

  29. 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

  30. More Fundamental Movement Skills Stage 1 Stage 2 Stage 3 Preparation Force Production Critical Instant Follow‐through

  31. Unit 7: Running

  32. Unit 7: Jumping

  33. Unit 7: Kicking

  34. Unit 7: Striking

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