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Physical Literacy: The Building Blocks to Lifelong Health Athlete Development Presentation.

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Presentation on theme: "Physical Literacy: The Building Blocks to Lifelong Health Athlete Development Presentation."— Presentation transcript:

1 Physical Literacy: The Building Blocks to Lifelong Health Athlete Development Presentation

2 1.Long Term Athlete Development Model 2.Physical Literacy i.Basic Knowledge ii.Fundamental Movements iii.Pedagogy of a Quality Program iv.Sample Program 3.Q & A Presentation Outline

3 Already KnowWant to Know LTAD Model Physical Literacy Fundamental Movements Starting Point

4 Long Term Athlete Development Physically Literate emphasis Pathway to excellence Pathway for all to be physically active Children play to have fun

5 FUNdamental Active for Life Training to Win Training to Train Training to Compete Learning to Train Active Start

6 Fundamental Movements Active Start Stage Chronological/ Development Age Males and Females: 0-6 Fitness and movement skills running, jumping, wheeling, twisting, kicking, throwing, and catching Exploration of risk and limits in safe environments Some organized physical activity Gymnastics, Running, Wheeling

7 FundamentalMovements Skills + FUNdamental Stage Chronological/ Development Age Males 6-9 and Females: 6-8

8 Learning to Train Stage Chronological/ Development Age Males: 9-12 Females: 8-11 FundamentalSportSkills

9 Training to Train Development Age – onset of PHV Males: Females: Building Engine and Sport Specific Skills

10 Optimizing Engine and Sport / Event / Position Skills Training to Compete Chronological / Sport Specific Age Males: /- Females: /-

11 Maximizing engine and Event / Position Skills PODIUMS Training to Win Chronological / Sport Specific Age Males: 19 +/- Females: 18 +/-

12 HealthyLife-longPhysicalActivity Active for Life Enter at any age

13 Adult programs superimposed on children Male programs superimposed on females Physical literacy not taught Windows of Trainability – periods of accelerated adaptation Chronological age versus developmental age Peaking by Friday Systemic LTAD Issues in Canada

14 Physical Literacy STRUCTURED & UNSTRUCTURED PLAY

15 Life Long Physical Activity DEVELOPMENT PERFORMANCE PODIUMPLAYGROUND Limited Opportunities

16 Fundamental Movement Skills Physical Literacy First 3 stages of LTAD Development Age – before onset of PHV

17 Fundamental Movement skill + Fundamental Sport Skills = Physical Literacy = Excellence & Participation Physical Literacy First 3 stages of LTAD Development Age – before onset of PHV

18 Developmental Age vs. Chronological Age 14 Year old boys 13 Year old girls Developmental Age = Chronological Age +/- 2 years

19 Physical Literacy Windows of Opportunity Windows of Trainability: Refers to the sensitive periods of accelerated adaptation to training. Readiness: Refers to the critical period in the development of a specific behaviour or skill when experience or training will have the optimal effect.

20 Physical Literacy Trainability by Age

21 Phases of Movement Fundamental Movements

22 Growth means an increase in body size, such as in height or weight. Maturation is the process in which the childs body changes to become progressively more like that of an adult.

23 Fundamental Movements

24 Becoming Physically Literate: must master fundamental movement skills Remember children are not just adults in miniature. To learn a skill a child must go through a series of developmental stages Goal of the coach is to help the child progress from one stage to the next.

25 Fundamental Movements Learning Fundamental Movement Skills: Children learn at different stages Everyone learns the movements in the same sequence Everyone goes through the same phases The childs environment needs to be both safe and challenging.

26 Fundamental Movements Time for remedial work If a child goes too long without learning a skill, then learning it may become more difficult. The sooner the child starts to overcome the learning deficit the easier it will be for them to catch up.

27 Fundamental Movements Impact of Being Physically Literate: Confident in an active setting Higher self-esteem which impacts other parts of life More likely to be active later in life. More likely to be a healthier adult.

28 Fundamental Movements Travelling SkillsObject Control SkillsBalance Movements Boosting Climbing Eggbeater Galloping Gliding Hopping Ice Picking Jumping Leaping Poling Running Sculling Skating Skipping Sliding Swimming Swinging Wheeling Sending: Kicking Punting Rolling (ball) Strike (ball, puck, ring) Throwing Receiving: Catching Stopping Trapping Travelling with: Dribbling (feet) Dribbling (hands) Dribbling (stick) Receiving and Sending: Striking (bat) Striking (stick) Volleying Balancing/Centering Body Rolling Dodging Eggbeater Floating Landing Ready position Sinking/Falling Spinning Stopping Stretching/Curling Swinging Twisting/Turning

29 Encourage children to run; tag & chasing games Play catching and throwing games Play games making body shapes and movements Play balancing games Play jumping games Play games in a variety of environments Physical Literacy & LTAD Active Start Stage Chronological/ Development Age Males and Females: 0-6

30 Encourage unstructured physical play with friends Continue to play catching, throwing, hitting, running, etc…. Games Provide a variety of sporting activities (multi- sport programs) Focus on participation and fun Develop the all-round athlete Physical Literacy & LTAD FUNdamental Stage Chronological/ Development Age Males 6-9 and Females: 6-8

31 Encourage unstructured physical play with friends Provide opportunities to play multi sports and play a variety of positions Encourage participation in sports at school Provide opportunities to participate in activities on land, water, snow and ice Provide opportunities to work on flexibility, speed, endurance and own-body weight strength FUN! Physical Literacy & LTAD Learning to Train Stage Chronological/ Development Age Males: 9-12 Females: 8-11

32 Activates are appropriate for the cognitive, social and physical stage of development The following areas should be considered.. i.The equipment ii.Language used iii.Conceptual learning is fostered to allow athletes the ability to possess the key knowledge of why we are doing this iv.Complexity of the task and the environment in which the task is performed in v.Practice of the movement should be encouraged to be performed correctly whenever possible. Physical Literacy & LTAD Effective Pedagogy Developmentally Appropriate

33 Key areas to consider i.Time is maximized ii.There is enough equipment for all iii.Safety: clothing, environment and size/speed of equipment iv.Leader promotes and rewards good behaviour v.Teach by objectives and goals vi.Review and preview vii.Make teaching, learning, and competition relevant viii.Practice should have variety to prevent bordome ix.Purpose of the activity should be clear x.Concrete feedback and evidence of success in activity if they are to persist. Physical Literacy & LTAD Effective Pedagogy Task Oriented

34 Providing activities that encourages all children to develop promotes the development of the whole child (social, cognitive, motor, and emotional) Strategies: i.Activities are inclusive ii.Gender equity iii.Feelings of the participants are respected iv.Activities pose a challenge the individual feels they can accomplish v.Individual instruction and feedback to suit the needs and abilities of the individual Physical Literacy & LTAD Effective Pedagogy Promotes Success for All

35 Strategies i.Good communication is based on the principal of Active Listening ii.Verbal communication should be clear and concise iii.Verbal communication should be age appropriate and specific to the sport iv.Use humour but avoid confusing metaphors and sport slang v.Use consistent cue words in skill instruction and feedback vi.Check for understanding vii.Use problem solving to deal with issues viii.Learning requires knowledge of results and performance ix.Feedback should be focused on What to do not What not to do x.Demonstrations and modeling should be accurate and that if the skill is broken down in pieces it should be done in proper sequence. xi.Self-talk aids in skill acquisition Physical Literacy & LTAD Effective Pedagogy Effective Communication

36 Self evaluation i.What went well? ii.What did not go well? iii.What should I remember for next time? Mentorship i.Identifying a mentor coach to provide feedback is the best way to become a better leader ii.Program provides mentor coaches Physical Literacy & LTAD Effective Pedagogy Thoughtful Reflection & Analysis

37 Use NSOs youth programs for sport instruction (ex Mini Volleyball) Use Athletics Canadas Run, Jump, Throw Program for ABCs National & Local Sponsors to lower costs for participants Trained and Certified Instructors Quality Insurance from Project leads Access to ALL! Pilot Program

38 10U Learning to Train Weekly ScheduleMicro cycle MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY 07-Sep-1008-Sep-1009-Sep-1011-Sep-1012-Sep-10 ABC's/ Homework 60 min ABC's/ Homework 60 min ABC's/ Homework 60 min ABC's/ Homework 60 min Volleyball Tournament Badminton Practice 60 min Volleyball Practice 60 min Badminton Practice 60 min Volleyball Practice 60 min Badminton Tournament Sport 2 60 min 3 match/week or one tournament using NSO Youth Model Format (3 v 3) 20 week season = 5 months Fundamentals 4 general prep 60 min (ABC's) Multi Sport Program

39 gameskidsplay.net pe.central.vt.edu Resources


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