KHS 139. Sept. 20. Agenda. Developing Physical Literacy Article Fundamental Movement Skills Levels of Skill Proficiency Lab #1 – Coop Game. Basic Movement Patterns. - 10 Movement patterns which all skill themes are built upon Sending (throwing, striking)
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Levels of Skill Proficiency
Children who miss out
skills are unlikely to take
part in sport or activities
that require proficiency
in the skills, which will
restrict their choice of
(Canadian Sport For Life, 2009)
4) Flight – Differs from transfer in that it is an explosive movement that involves lifting the body from the floor or apparatus for an extended period of time.
1) Location – personal space or general space.
2) Directions – The possibilities in which the body or parts aim to move. Up and down, left and right, forward and backward, clockwise and counter clockwise.
Low – space below the knees (crawling)
Middle – between knees and shoulders (cathcing)
High – space above the shoulders (stretching)
4) Pathways - Describes a path a movement takes through space.
Straight or zig zag, circular, curved, angular
5) Extensions – Relationship of the body parts to the entire body.
- When travelling fast take frequent breaks to avoid undue fatigue.
- Force to a child often means as hard as possible so use activities that would use different levels of force.
- Bound – are stoppable, cautious, and restrained. (Ex. Pushing a heavy object)
- Children needs to know the names of body parts before you can do this.
- Focus on making shapes and using body parts in relation to each other.
- On/off, along, through, over, under, around, and surrounding apply primarily yo objects.
- Near, far, in front, behind, alongside are for person to person relations
3) With people – alone in mass, solo, partners, groups, between groups
People often confuse basic movement patterns, skill themes and movement concepts.
– they are movements that can be performed.
– they describe how a movement is performed.
- Are the ideas used to modify or enrich the effectiveness of skill development.
- lack of ability to consciously control or intentionally replicate a movement.
- child doesn’t come close to performing the skill correctly.
- correct performances are surprises.
- ball seems to control the child
**Most pre-school and kindergarten children are at this level.
- Movements appear less haphazard.
- Movements conform to child’s intentions.
- More consistent and reps are somewhat alike.
- Skill correctly performed more frequently.
- Intense concentration is needed because skill is not automatic.
**Some primary children are at the control level. Some children involved in youth programs will be moving into the next level but only for skills associated with their sport.
- Increasingly automatic movements.
- Able to use a variety of movement in a number of ways without having to think about it.
- Skill can be used in predictable situations and sometimes in unpredictable situations.
Ex – Dribbling a basketball in a game situation.
**As children get older the gap between skill levels widens. Children involved in sport are often in utilization level for skills associated with their sport but not with other skills.
- Automatic movements that seen effortless.
- Challenged by applying skills to various environments that may be sudden or unpredicatable.
** Rarely will elementary students be at this level unless they are extensively involved in after school sports.
1) Generic Levels of Skill Proficiency apply to all the skills we teach.
2) Children are at different skill levels for different skills.
** Your challenge as a teacher is to accommodate the varying skill levels of the students in your class.