Presentation on theme: "Throwing and Catching Skills for a Variety of Diverse Learners"— Presentation transcript:
1Throwing and Catching Skills for a Variety of Diverse Learners Brad Weiner, M. Ed., NBCT, CAPENational Adapted Physical Education TOY 2013
2GoalBy 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.
3Handball The class is split into two groups. Each group places 5 people on the fieldThe rest of the team can choose a spot along the sideline to provide supportThe 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)
4Essential Components to Consider BalanceGrasp and Release SkillsProprioceptive DevelopmentBody AwarenessCoordination (Unilateral and Bilateral)Visual TrackingAbility to Transfer Weight
5The Key IdeaMosston’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.
6Dr. 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.
7Throwing Cues: 2 – 3 years Infant /Pre-school Look at targetBody faces targetFeet remain stationaryBall thrown with forearm extension onlyResembles a pushing actionFollow through is forward and downward
8Throwing 3 ½ - 4 Years (Pre-School) Body faces targetFeet remain stationaryBall thrown with forearm extension onlyArm is swung upward, sideward, and backward to a position of elbow flexionBall is held behind headSlight Upper Body RotationTrunk rotates toward throwing side during preparatory actionShoulder rotates toward throwing side
9Throwing 4 – 5 Years (Pre-K / K) Body faces targetFeet remain stationaryBall thrown with forearm extension onlySlight Upper Body RotationSteps forward with the leg on the same side as the throwing armDefinite forward shift of body weight
10Throwing 5 – 6 Year Old (K -1st) Body is side to targetArm swung backward in preparationOpposite elbow is raised for balance as preparatory action in the throwing armTrunk rotates to throwing sideStarts to weight shift to rear foot and step forward with opposite foot
11Throwing 7 – 8 Year Olds (2nd – 3rd) Stand side to targetBring throwing arm way back so that your elbow is almost above your ear and your hand is behind your headUpper Body Rotation with non-throwing elbow pointing to targetStep forward on the foot opposite the throwing handFollow Through (throwing arm following the ball, ending up close to your knee)
12Throwing 9 – 10 Years Old (4th – 5th) Use previous cues towards a smaller target and/or move the throwing distance further.Work on accuracy while maintaining the technique
13Throwing 11 – 13 Years Old (6th – 8th) Use previous cues while engage in an authentic game situation with variables
14Catching: 2 Year Olds Infant Eyes to watch ballChases ball, doesn’t respond to aerial ballsDemonstrates a slower reaction timeWill stop ball rolled to midline from short distance
15Catching: 2 – 3 years Infant /Pre-school Looks at objectResponds to aerial ball with delayed arm movementsNeeds to be told how to position armsIs supported with a preparatory count downCatches object propelled to midline using the basket catch with the body
16Catching: 3 – 4 years Pre-school Shows hands in preparationFears reaction (turns head away)Stands in stationary position to catch a ball tossed to midline from 4 – 6 feet awayUses basket catch using the body
17Catching: 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 midlineCatches an object using the hands only with a 6 inch sized ballWill toss and catch a ball to self
18Catching: 6 Year Old (1st Grade) Eyes track the ballArms are held relaxed to ball at sides, and forearms are held in front of bodyArms give to absorb the force of the ballBody steps and weight shifts to the trajectory of the objectMore efficient reaction time to catch the objectWill toss and catch an object with peers from a short distance of 4 feet
19Catching: 7 – 8 Year Olds (2nd -3rd) Begins to become more efficient with catching smaller objects with dominant handWill get under objects that are propelled highUsing the previous cues, catches objects in a stationary position from further distancesUsing the previous cues, smoothly moves in the direction of the propelled object
20Catching 9 – 10 Year Olds (4th – 5th ) Practice previous cues while catching various sized and shaped objects in movement
21Catching: 11 – 13 Year Olds (6th – 8th) Use previous cues while engage in an authentic game situation with variables