Fundamental Movement Skills Agility Agility Balance Co-ordination Running Jumping Extra: “Tricks of the Trade”
STEP PRINCIPAL • SPACE: How could you change the space to make an activity any harder or easier. Larger/smaller/wider/narrower etc • TASK: How could you change the task to make it any easier/ harder. E.g introduce defenders or put conditions in conditions in • EQUIPMENT: How could you use equipment to make activities easier/harder. E.g introduce a ball, reduce number of domes etc • PEOPLE: How could you change the people to make task any harder/easier. E,g reducing amount of players, adding defenders etc.
The ABC’S for Athleticism for Gaelic games. The fundamental stage: Females 6-8 years/males 6 -9 years. The fundamental skills have 4 main areas: 1. AGILITY 2. SPATIAL AWARENESS • Learning to move and learning through movement learning through movement • Knowing where you are i.e. • Travel using different body personal space in relation to parts corporate space. i.e Things • Flight – take offs and around or about you. landings.
4. MANIPULATIVE 3. BALANCE SKILLS • Co-ordination and control • Physical control and • Aiming – handling – balance, static and in balance, static and in predicating – kicking – predicating – kicking – motion. The motor skills estimating – hitting ALL OF THE ABOVE = PHYSICAL LITERACY
The following slides are examples of games and activities which can be used to develop the Fundamental skills of Agility Balance and Co- ordination. The fundamental skills ordination. The fundamental skills can be incorporated into warm ups and should be enhanced in every session
AGILITY “AGILITY IS THE ABILITY TO MAINTAIN BALANCE WHILE MOVING THE FEET QUICKLY”.
Snow Paths How to Play? • Ask children to make different pathways in and around the domes. • Challenge children • Challenge children to travel from their own dome about all the other domes. • Walk initially before challenging them to jog.
Snow Paths Make it harder Make it easier A pathway described here is a Use children’s creative • • change from one straight line to imagination to imagine a snow another. Also children can change storm this help stimulate your pathway by zig-zagging and session. travelling in curve shapes. Stress the importance of looking • Challenge them to change speeds for the ‘free pieces of floor’ to • as they travel. as they travel. move into at all times. move into at all times. Encourage children to change Walk at first. • • direction - where a child changes Use half class so other half can • from moving forwards to moving watch and copy. backwards/sideways etc. Make area larger • Challenge the children to use • different ways of travelling to different domes. E.g hopping/skipping/crawling etc Challenge children to touch a set • number of domes or a number of domes in a set number of time.
Toe Touch How to Play? • Pairs stand facing each other. • Players to attempt to touch partners’ toes with their toes with their feet. • No stamping hard on feet.
Toe Touch Make it harder Make it easier • Use least preferred foot • Play stationary at first. for touching. • Limit children to only • Challenge children to • Challenge children to using 1 foot to touch using 1 foot to touch move around the area with. while playing toe touch.
Crows & Cranes How to Play? Divide children into two groups CROWS • and organise them in 2 lines parallel with each other. Name 1 line crows and the other • line cranes. Coach calls either crows or • cranes. If crows are called they must react quickly and run to allocated line away from cranes and cranes chase crows to try and catch crows before they reach catch crows before they reach line and so on. The key to the game is the way in • which the coach rolls the “r” in cr,r,r,rows and cr,r,r,ranes. CRANES
Crows & Cranes Make it harder Make it easier • Game can be varied by • Give very slow adding various names; commands. - Fruits (Apple & Apricot) - Fruits (Apple & Apricot) • Leave longer time for • Leave longer time for children to react. - Colours (Black & Blue) • Coaches assist with - Numbers (6 & 16) movements. - Animals (Crab & Cat) - Signals (Left & Right)
Tail Tag How to Play? • Players run around the area with bib/tails tucked into the back of their shorts. their shorts. • Players try to grab other peoples tails while protecting their own.
Tail Tag Make it harder Make it easier • Decrease the size of the • Larger playing area. playing area. • Give players a number • Introduce players with • Introduce players with of tails instead of just of tails instead of just no tails as catchers. one.
Handling numbers • The next game is very effective for handling numbers and is a useful game for getting children into teams quickly.
Numbers How to Play? • Aim to follow coach’s instructions moving in and around the area. around the area. • The group run about until a number is called 2’s e.g. ‘Two’, the players pair off etc. C
Numbers Make it harder Make it easier • Repeat above travelling • Use half class so the in different directions others can watch and i.e. backwards etc. copy. • Use visual stimuli i.e. • Use more coloured colour domes e.g. Red = cones. Sideways; Green = • Use a larger area. Forwards etc. • Use less cones. • Use a smaller area.
BALANCE AND AND CO-ORDINATION
BALANCE AND CO-ORDINATION 1. BODY BALANCE 2. PARTNER BALANCE In pairs show how you might support Can you stay still on any parts of • • your partner. your body? What to look for – One partner might • be laying on the ground supporting Can you stay still on any other • their partners body weight in some parts of your body parts of your body way way Bridges and rivers Large body parts – tummy, back, • • No. 1 Makes a bridge shape using • side, bottom body. Small body parts – hands, feet, No. 2 Crawls under bridge and then • • makes a new bridge for No. 1 to crawl head, elbows, knees under and so on. Can you show me 3 different • Donkey push • • In pairs stand one foot in front of other, balances with travel between place each others hands on your each? partners shoulder and attempt to push your partner back
BALANCE AND CO-ORDINATION 3. ANIMAL RELAY RACES • Children in different teams travelling like a named animal to a cone and back. animal to a cone and back. E.g dog/rabbit/duck/crab • Start from walking/running etc then progress onto moving like different animals
BALANCE AND CO-ORDINATION WITH USE OF EQUIPMENT 4. TIGHT ROPE 5. BALANCE OBSTACLES • Walk the rope without • Set up small stations with falling off. obstacles that children can • Challenge balancing skills balance over/under/across/ can they walk backwards, can they walk backwards, and on top of. E.g bench, and on top of. E.g bench, sideways and maintain hurdles, domes, hoops et balance • Can they do it with their eyes closed • Can they walk on tiptoes/ heels/insides/outsides of foot
BALANCE AND CO-ORDINATION WITH USE OF EQUIPMENT 6. BENCH TARGET BOUNCE 7. HOPSCOTCH AND SCORE • Players hopscotch through • Place hoops alongside the the a ladder bench for children to • Could progress to holding a bounce a ball into. ball. ball. • Could use a rope to walk on Could use a rope to walk on • At the end of the ladder thy top of instead of a bench to could attempt to through make it easier. the ball into a hoop • A point for getting the ball in the hoop and a point for going through the ladder correctly.
BALANCE AND CO-ORDINATION WITH USE OF EQUIPMENT 8. LADDER STEP AND SHOOT • Players move through the ladder with/without ball. • They can pass to outside players, take return and players, take return and move on • At the end of the ladder they can take a shoot for goal.
BALANCE AND CO-ORDINATION KEY POINTS • Ensure balancing activities are safe • Ensure landing surface is suitable • Moving about on soft ground, using different parts of the body helps strengthen the limbs especially the feet especially the feet • Gradually increase the difficulty of the tasks. • Go back a step when the children struggle • Encourage the children and ask them how to make it easier or harder. • Use the STEP principal to guide you.
RUNNING/JUMPING RUNNING/JUMPING
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