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Throwing and Catching Skills for a Variety of Diverse Learners Brad Weiner, M. Ed., NBCT, CAPE National Adapted Physical Education TOY 2013.

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Presentation on theme: "Throwing and Catching Skills for a Variety of Diverse Learners Brad Weiner, M. Ed., NBCT, CAPE National Adapted Physical Education TOY 2013."— Presentation transcript:

1 Throwing and Catching Skills for a Variety of Diverse Learners Brad Weiner, M. Ed., NBCT, CAPE National Adapted Physical Education TOY 2013

2 Goal By the end of the presentation, the audience will have a heightened level of understanding for the rationale behind developing a diverse environment and the developmental milestones for throwing and catching, in order to implement it into their classrooms.

3 Handball The class is split into two groups. Each group places 5 people on the field The rest of the team can choose a spot along the sideline to provide support The players on the field are only allow 3 steps when they hold the ball. If the ball hits the floor, it is turned over at that spot. A goal is scored when a player catches a ball in their goal (behind the goal line)

4 Essential Components to Consider Balance Grasp and Release Skills Proprioceptive Development Body Awareness Coordination (Unilateral and Bilateral) Visual Tracking Ability to Transfer Weight

5 The Key Idea Mosston’s slanted line theory is the belief that all children have a right to participate in activities at their own ability level. Children will not continue activities in which they are continually eliminated or wait to take turns. Given opportunities, children will seek out challenges and take risks. This is the essence to developing a diverse learning environment, along with having a clear knowledge base for progressions and development.

6 Dr. Muska Mosston’s Slanted Line Theory Mosston will argue that developing an activity the presents one standard of achievement is counterproductive in the development of young people because you first eliminate the individuals who need the most practice time. This is considered the straight-line theory. When the line is slanted, children have the opportunity to challenge themselves at a level that success can be achieved alongside peers working at a different level of success. The environment is comfortable and secure to seek out new challenges. In this approach everyone participates at their own ability levels.

7 Throwing Cues: 2 – 3 years Infant /Pre-school Look at target Body faces target Feet remain stationary Ball thrown with forearm extension only Resembles a pushing action Follow through is forward and downward

8 Throwing 3 ½ - 4 Years (Pre-School) Body faces target Feet remain stationary Ball thrown with forearm extension only Arm is swung upward, sideward, and backward to a position of elbow flexion Ball is held behind head Slight Upper Body Rotation Trunk rotates toward throwing side during preparatory action Shoulder rotates toward throwing side

9 Throwing 4 – 5 Years (Pre-K / K) Body faces target Feet remain stationary Ball thrown with forearm extension only Slight Upper Body Rotation Steps forward with the leg on the same side as the throwing arm Definite forward shift of body weight

10 Throwing 5 – 6 Year Old (K -1 st ) Body is side to target Arm swung backward in preparation Opposite elbow is raised for balance as preparatory action in the throwing arm Trunk rotates to throwing side Starts to weight shift to rear foot and step forward with opposite foot

11 Throwing 7 – 8 Year Olds (2 nd – 3 rd ) Stand side to target Bring throwing arm way back so that your elbow is almost above your ear and your hand is behind your head Upper Body Rotation with non-throwing elbow pointing to target Step forward on the foot opposite the throwing hand Follow Through (throwing arm following the ball, ending up close to your knee)

12 Throwing 9 – 10 Years Old (4 th – 5 th ) Use previous cues towards a smaller target and/or move the throwing distance further. Work on accuracy while maintaining the technique

13 Throwing 11 – 13 Years Old (6 th – 8 th ) Use previous cues while engage in an authentic game situation with variables

14 Catching: 2 Year Olds Infant Eyes to watch ball Chases ball, doesn’t respond to aerial balls Demonstrates a slower reaction time Will stop ball rolled to midline from short distance

15 Catching: 2 – 3 years Infant /Pre-school Looks at object Responds to aerial ball with delayed arm movements Needs to be told how to position arms Is supported with a preparatory count down Catches object propelled to midline using the basket catch with the body

16 Catching: 3 – 4 years Pre-school Shows hands in preparation Fears reaction (turns head away) Stands in stationary position to catch a ball tossed to midline from 4 – 6 feet away Uses basket catch using the body

17 Catching: 5 Year Olds Uses eyes to track object approaching midline Will show more control and will lean to either side to attempt to catch an object outside of midline Catches an object using the hands only with a 6 inch sized ball Will toss and catch a ball to self

18 Catching: 6 Year Old (1 st Grade) Eyes track the ball Arms are held relaxed to ball at sides, and forearms are held in front of body Arms give to absorb the force of the ball Body steps and weight shifts to the trajectory of the object More efficient reaction time to catch the object Will toss and catch an object with peers from a short distance of 4 feet

19 Catching: 7 – 8 Year Olds (2 nd -3 rd ) Begins to become more efficient with catching smaller objects with dominant hand Will get under objects that are propelled high Using the previous cues, catches objects in a stationary position from further distances Using the previous cues, smoothly moves in the direction of the propelled object

20 Catching 9 – 10 Year Olds (4 th – 5 th ) Practice previous cues while catching various sized and shaped objects in movement

21 Catching: 11 – 13 Year Olds (6 th – 8 th ) Use previous cues while engage in an authentic game situation with variables


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