Making

Movement Matter

Kin 369 Instructional Design for Sport

and Physical Activity – Student Manual

Making Movement Matter

Shannon Painter
Toshiba

Effective Leadership for Developmentally

Appropriate, Inclusive & Active Physical Activity

Gail Wilson & Shannon Painter
University of British Columbia
Page 1 School of Human Kinetics 2011

Revised Edition- G. Wilson, C. Mills
School of Kinesiology 2013
 Making Movement Matter

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 Making Movement Matter

Table of Contents
I. The Learner
a) Four Components of Development ....................................................................4
b) Developmental Characteristics…………………………………………………...…..…………......4-7
c) Learning Styles…………………………………………………………….………………….………......…….8

II. The Leader
Teaching Mechanics-Communication and Control Skills............................................9

III. The Learning Environment (F.I.D.O.S.P.A)
a) 7 Principles for Leading Effective Physical Activity............................................................10
b) Creating Developmental Appropriate Classes and Activities..............................11
i. Modification to Increase Developmentally Appropriateness and Inclusion...........11
ii. The Participation Cycle…………………...............………………………………………………..…………......….12
iii. Optimal Challenge ………………………………................................................…13-14
iv. Goldilocks’s Toolbox ……………..............………………………………………………………….………......…….15

c) Organizing Learners, Equipment, Time, Space for Physical Activity…………………..16
i) Effective Management Tips………………………………………………………………………16
ii) The L.E.T.S. Framework….……………………………………………………………………17-18
iii) Using Routines…………………………………………………………………………………...……19
iv) Communication and Control………………………………………………………….....…..…19
v) Stations and Circuits…………………………………………………………………………........20
vi) Organizing for Instruction-Explanations and Demonstrations…………….......…21

d) Creating Safe Environments.....................................................................................22
i. Physical Safety…………………………………………………………………….……….....….....22-23
ii. Creating Emotionally Safe Environments……………………………………………....…...…23
iii. Managing Behaviour..................................................................................24

e) Creating Purposeful Lessons
i. Lesson Planning………………………………………………………………..........…….....…..25-29
ii. Helping Learners Learn: Checking for Understanding………............................…30
iii. Helping Learners Learn: Providing Effective Feedback.…………………....…........30-31

References.........................................................................................................32-33

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THE LEARNER

Four Components of Development

Physical: The growth and development of different body systems that occur as a child develops.
Examples of areas of growth and development include height, weight, bone maturation, muscle
growth, development of the cardiovascular system (Nichols, 1994).

Motor: The development of motor skills. Motor skills are movements that are purposeful and
controlled by the individual. Examples of motor skills include: running, jumping, walking, hopping, etc.
(Nichols, 1994).

Social: The development of an individual’s social behaviours, interactions with others, feelings and
attitudes (Rink, 2006).

Cognitive: Changes and development of intellectual skills such as thinking, memory, and problem
solving (Boyd et al, 2009).


Interaction of Developmental Components & Individual Variability

• The four components of development are not independent but rather interact with one another
• Example: When an individual is going through the changes of puberty (Physical Domain), the
following areas also change:
o ability to utilize their imagination and creativity (Cognitive Domain)
o feelings about the opposite gender (Affective Domain)
• Developmental characteristics can only be used as a guideline because each individual is unique and
will vary in development
(Boyd et al, 2009)

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Developmental Characteristics: 5-7 years

Grades: Kindergarten-Grade 2
Developmental Characteristics
Component
Physical • Very flexible
• Increase in muscular endurance and strength
• Moderate height and weight gain
Psychomotor • Steady improvement in hand-eye coordination
• Although reaction time is still very slow, improvements are occurring slowly and
steadily
• Consistent improvement in ability to balance (static and dynamic)
• Consistent gains in locomotor and manipulative skills
• Rhythm and control of body movement are developing steadily
Cognitive • Attention span is still quite minimal; however, is gradually increasing
• Like patterns and schedules because they enjoy doing activities that they have
done before and feel confident in performing
• Very interested in understanding “why” and try to gain this knowledge through
many questions
• Like to participate in activities where they can be creative and imaginative
Social • Self-concerned therefore they prefer self play or in small groups
• Desire adult approval which makes them sensitive to adult criticism
• Very adventurous and willing to try new activities
• Lack a sense of danger
• Do not care much about the differentiation between genders
• Becoming more cooperative
(Fishburne, 2005)
Implications

• Provide opportunities for vigorous • Facilitate opportunities that foster

activity creativity
• Provide consistent and frequent rest • Explain why they are doing an activity
intervals • Ensure time to answer questions
• Avoid long intervals of inactivity • Provide opportunity for individual and
• Facilitate activities for a brief duration group work
• Utilize smaller equipment to match size • Provide opportunities for children to
of body experiment and explore
• Provide equipment of various sizes • Provide positive feedback frequently to
• Facilitate activities that involve balance all children
• Change or adapt activities frequently • Provide opportunities for children to
• Provide simple and short instructions learn to work cooperatively and share
• Activities should be purposeful but simple with others
(Fisburne, 2005; Pangrazi, 2007)

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Developmental Characteristics: 8-9 years

Grade: 3-4
Developmental Characteristics
Component
Physical • Increase in weight and height are continuous and moderate
• Some girls may start to have characteristics of puberty
• Gain in muscular strength is continuous
• Start to decrease in muscular flexibility
• Heart and lung development continues but at a much slower pace
Psychomotor • Great gains in manipulative skills
• Steady gains in hand-eye coordination
• Steady decrease in reaction time
• Improvement in ability to balance (static and dynamic)
• Interest in sport develops
Cognitive • Starting to become less individualistic and enjoy small and large group
activities more
• Attention span continues to improve
• Interested in their own health and skill level
Social • Begin to feel hostility towards opposite gender
• Preference begins to change to group activities
• Increase in “social awareness” and begin to compare abilities with others
• Begin to build self competence based on ability and success levels
• Desire to improve one’s skill level
• Enjoy adult-directed activities
• Understand and willing to accept disciplinary action
• Starting to form groups of friends and have a strong dedication to the
group
(Fishburne, 2005)
Implications
• Provide vigorous activity
• Provide opportunities to practice primary sports skills and modified sports games
• Ensure activities focus on form rather than speed, accuracy, or distance
• Provide opportunities to practice team work and cooperation
• Utilize groups games to develop an awareness of personal and group safety
• Provide increasingly more complex and challenging tasks and activities
• Provide more technical feedback in regards to skill development
• Promote bi-gender activities and cooperation
• Split groups into boys and girls if the antagonism between the genders is so strong or if there is a
significant difference in skill level
• Utilize a particular method to choose partners or groups
• Be consistent with discipline
• Discipline on an individual not group basis
• Promote self-discipline (Fishburne, 2005)

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Developmental Characteristics: 10-12 years
Grades: 5-6
Developmental Characteristics
Component
Physical • Large increase in height and weight due to puberty
• Girls start puberty at about age 12 which is approximately 2 years earlier
than boys
• Great variability in height and weight amongst friends of the same age and
between females and males
• Flexibility continues to decrease
• Muscular strength continues to increase rapidly
Psychomotor • Begin to see large discrepancy in skill between individuals and male and
females. Males are generally more skilled in regard to sport specific skills.
• Coordination steadily improves
Cognitive • Great interest in one’s own body and how to improve physical fitness and
ability level
• Major increase in attention span
• Very curious about the purpose of activities.
Social • Greater interest in working individually or in peer groups versus general
groups
• Increase in self consciousness especially girls
• Boys and girls show very little concern or understanding for one another
• Self concept starts to shift away from adult-centered to peer-centered
(Fishburne, 2005)
Implications
• Provide vigorous activities for longer periods of time to develop muscular strength and endurance
• Be sensitive to changes and developments as a result of puberty
• Provide flexibility exercises
• Provide opportunities for more complex group and individual activities
• Separate boys and girls if there is a significant difference in skill level
• Utilize observation of developmental characteristics to create teams where the individuals are
developmentally similar
• Facilitate activities that are increasingly challenging and complex
• Explain the purpose and intent of activities
• Ask students if they are comfortable demonstrating before asking them to do so
• Provide leadership opportunities
(Fishburne, 2005)

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Learning Styles
ü . Each individual has an individual learning. 3 styles of Learning need to be considered
1. Visual
2. Auditory
3. Kinaesthetic/Tactile
Learning Style Characteristics

Visual Learns best through:
ü Watching a demonstration
ü Diagrams
ü Pictures
ü Observation
ü Written instructions


Auditory Learns best through:
ü Verbal directions
ü Verbal descriptions
ü Verbal part of a demonstration
ü Verbal reinforcement
ü Group discussions
ü Group work/activities


Kinaesthetic/Tactile Learn best through:
ü Physical activity and movement
ü Hands on activity
ü Actively practicing what is being taught
ü Doing demonstrations
ü Showing others how to perform a skill or activity


(Fishburne, 2005)

The Problems
1. Children’s learning styles change based on the context or the environment
2. It is difficult to determine each child’s learning style

The Solutions
ü Understand that it is not necessary to know each child’s learning style but, that there will be variety
of learning styles in each class
ü Therefore, provide variety in a lesson in order to engage all of the different learning styles
(Fishburne, 2005)

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LEADERS: The Important Role of Physical Activity Leaders

Teaching Mechanics-Communication and Control Skills

Physical activity practitioners play a very important role in the development of healthy children! It is
not a secret that childhood obesity rates have increased significantly and that children are
continuously becoming less active and more sedentary. But, as a physical activity instructor, you can
help change these statistics! By using the teaching models and methods outlined and explained in this
manual, you can provide children with developmentally appropriate, active, and inclusive physical
activity opportunities that will help foster greater levels of success and motivation to enable lifelong
participating in physical activity. Effective teaching requires effective teaching mechanics. In Kin 369,
the focus is on the following attributes and skills
MECHANICS OF TEACHING: COMMUNICATION AND CONTROL SKILLS
PERSONAL CHARACTERISTICS
• Enthusiastic and interested, excited, ‘having fun’
• Confident
• Energetic and active, maintains ‘pace’ (eg hustle)
• Pleasant manner, fair and firm
• Dresses and acts professionally (posture and deportment)
VERBAL COMMUNICATION
• Projects voice appropriately so that all students can hear .
• Demonstrates enthusiasm by varying tone, volume, and pitch
• Uses appropriate tone for developmental level of students
• Uses develop. appropriate (student friendly) language and tone
• Speaks clearly and concisely to facilitate student learning
• LANGUAGE Uses only gender neutral (avoids, terms such as ' guys', man to man marking) and uses
professional language, avoiding the use of verbal fillers such as 'like, you know, sort of, um')
Questioning skills: checks for understanding by checking for understanding by asking questions; avoids using
‘does everybody understand; waits for responses, uses prompts (cueing)
NON VERBAL COMMUNICATION
• Positions so that all students can see, hear, be seen, and be heard
• Constantly varies positioning to maximize s/t interaction
• Uses facial expressions, eye contact, gestures, hand signals effectively
• Demonstrates 'presence' -is enthusiastic, visible, noticeable, actively engaged, accessible
• Always faces students
• Demonstrates the ability to listen to and act on students' concerns
• Role models appropriate attire, body language, deportment
CONTROL SKILLS
• Provides appropriate degree of structure and organization to maintain control of the environment
• Demonstrates 'withitness' (is aware of all activities)
• Speaks to students ONLY WHEN they are all quiet and listening
• Uses effective start and stop signals: Incorporates 'WHEN BEFORE WHAT'(when I say go)
• Insists on respect for all , attention, and compliance

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THE LEARNING ENVIRONMENT (F.I.D.O.S.P.A)

7 Principles for Leading Effective Physical Activity

1. Fun When physical activity is fun, the students will be more engaged and focused
which will lead to more learning. In order for fun and enjoyment to occur,
children must be: challenged to the appropriate level which will lead to success;
provided with opportunity to make choices and feel valued.
2. Inclusive In order to create an inclusive environment, the learning environment, language
and activities must:
Accommodate diversity
Be gender equitable
Be culturally sensitive
3. Developmentally The activities, language, and environment must match the:
Appropriate Physical
Cognitive
Affective (social/emotional)
characteristics of all children participating .
4. Organized Lessons should be planned so that the following components are effectively and
efficiently managed:
Learners
Equipment
Time
Space

5. Safe The environment and the activities facilitated must be both physically and
emotionally safe.
6. Purposeful All activities should foster learning. However, for learning to occur, the activities
must have a purpose and the leaders must provide meaningful , prescriptive and
positive feedback.
7. Active Activities should be designed so that all participants are as active as possible at
all times. Leaders should try to minimize instruction time, line ups, and shifts to
maximize active learning time.

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CREATING DEVELOPMENTALLY APPROPRIATE AND

INCLUSIVE PHYSICAL ACTIVITY ENVIRONMENTS
Modifications to Increase Developmentally Appropriateness & Inclusion
Creating programs, activities, or games that are both:
(1) age appropriate
(2) individually appropriate ( address the needs of all individuals)
(Bredekamp & Rosegrant, 1992)

Age Appropriate: Children pass through a series of developmental stages in each domain of
learning (cognitive, social, physical, psychomotor). Although there are age specific patterns or
characteristics for development, it varies greatly for each individual.

Individually Appropriate: Children develop at their own individual pace because of a variety of
individual factors including:
1. Maturation
2. Ability level
3. Genetics
4. Past experience
5. Learning style
6. Interest and motivation level

Inclusivity: activities and the learning environment should be developed so that diversity is
respected. This applies to gender, race, ethnicity, language, religion, abilities and disabilities

**The Goal of Instructors should be: to provide adaptations and modifications to activities or games
to make them developmentally appropriate for each child

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The Participation Cycle

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Optimal Challenge

Optimal challenge: Occurs when a learner is challenged appropriately based on their
individual developmental characteristics and abilities.

If optimal challenge is provided: If optimal challenge is not provided:

Providing Optimal Challenge
ü Providing a variety of activities for the learners so that each individual can be optimally challenged
ü Provide progressions for each activity or skill so that children have options
ü For each skill or activity provide “2-up, 2-dowm”
ü 2-up and 2-down: two ways to make the activity or skill more challenging and two ways to make
the activity or skill less challenging
ü 2-up, 2-down modifications should be included in the lesson plan
(Fishburne, 2005)



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More Ideas for Promoting Inclusion, Activity &

Developmentally Appropriateness
Safe Zones:
ü In territorial games where one team must enter the other team’s territory, such as “capture the
beanbags,” provide safety zones where an individual may rest for up to 10 seconds without being
tagged. This reduces uncertainty as it provides individuals with more time to think about what they will
do next in a safe environment. Safe zones also provide learners with smaller goals that help them reach
the overall goal.
Cumulative Scoring:
ü Instead of a having winners and losers, have everyone work together to reach a common goal or score
ü Example: For a relay race, provide a time limit and challenge the group to see how many times they can
get through the relay as a group
ü This helps to foster a cooperative environment and self competence as there are no “winners” or
“losers”
Avoid Elimination Games:
ü If the goal of physical activity environments is to get learners moving and to foster self competence,
then why do we play games or activities with elimination?
ü Elimination is unnecessary in physical activity environments as it only highlights children’s ability levels
and may hinder the development of self competence
ü When learners are assured that they will not be eliminated, it is more likely that they will feel more
motivated and enthusiastic about participating
ü There are many popular and common activities or games that include elimination; however, these
games or activities can be easily modified and adapted to make them more inclusive
ü Example of elimination game: Tag
ü Modifications/adaptations to make tag more inclusive?
o Heads and Tails Tag: when the learner is tagged, they simply become a member of the opposite
team
Uncertainty:
ü There are many “uncertainties” present in most physical activities
ü 4 types of uncertainty:
1. Event: What event will happen? 2. Spatial: where will the event happen? 3. Temporal: when will
the event happen?
4. Response: What to do when the event happens?
ü The quantity and type of uncertainties can be adapted to meet the needs of the learner
ü Increasing uncertainties = increasing difficulty of task
Decreasing uncertainties = decreasing difficulty of task
Restrictions on movement and passes:
ü Restrict the number of steps one can take with the game object before needing to pass in order to
promote equal opportunity
ü Restrict aerial passes in order to provide equal opportunity for learners of different heights
ü Create a rule that a point or goal only counts if a certain number of passes were conducted
Grouping:
ü Partners must be selected by the instructor in order to encourage children to try working with others
and to eliminate highlighting the child who does not have a partner
ü Leaders select groups. This way the groups can be developmentally appropriate.

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(Fishburne, 2005)
Goldilocks’s Tool Box: Modifying Learners, Equipment, Time, and
Space to Increase Inclusion and Developmental Appropriateness





Easier Harder

Learners Fewer More

(Individualàpartneràgroup)
Equipment None, larger, slower moving Smaller, faster moving
Throwing : smaller, lighter objects Throwing: larger, heavier, objects
Catching: larger objects Catching: smaller objects
Time More Less
Pace Slower Faster
Space-General Larger Smaller
Space-Team Games Possession Team -more space Possession Team-Less Space
Non-Possession Team-less space Non-Possession Team- More Space
Rules Fewer More
Special Roles More Less
Degree of Higher Lower
Predictability
Decisions Fewer More
Interactions Less More
Restriction on More Less
movement/passes
Safety Zones More Less

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ORGANIZING THE LEARNING ENVIRONMENT

Activity
Effective managers in physical activity learning environments:


1. Minimize teacher talk ….little talk before ‘go’ a lot after

2. Utilize stop and go signals

3. Set high yet achievable standards

4. Expect 100% compliance to standards and rules

5. Provide clear and concise instructions

6. Get learners moving quickly instant activity and then add in more instructions

7. Use quick and smooth transitions

8. Ensure all equipment is ready and accessible

9. Position self so that all learners can see and hear

10. Demonstrate ‘Withitness’, hustle, and energy

11. Multi task…what they do and what students are doing

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The L.E.T.S Framework: Management of Learners, Equipment, Time,

and Space

Component Modification/Adaptation
Learners 1. Grouping:
ü Instructor created groups
ü Divide class into the smallest groups possible
ü Groups should be based on developmental level, skill, size, social factors
ü Have ideas ahead of time to deal with uneven numbers (example: rovers,
ü Move from 2’to 4’s to 8’s rather than 2’s to 3’s to 5’s
2. Partners:
ü Partners must be selected by the instructor in order to encourage children to try
working with others and to eliminate highlighting the child who does not have a
partner
ü Have ideas ahead of time to deal with uneven numbers (groups of 3)
Equipment 1. Amount:
ü 1 piece of equipment per child is best in order to maximize learning time
2. Variation:
ü Provide variations in size and type of equipment for children to select
1) Craft “pom-poms”: they are light and will move much slower than a ball or
shuttle which allows the learner more time to track and adjust their body
position to the descending pom-pom
2) Wiffle balls: they are heavier and larger than a shuttle which makes them
easier to track and make contact with
3) Shuttle: they are lighter and smaller than the pom-pom or wiffle ball which
makes them ascend and descend faster and harder to contact
ü Developmentally appropriate groups can utilize different equipment in their
games. For example in Handball:
1) Less skilled group utilizes a rubber chicken as their game object as it is easier
to catch and throw due to the appendages
2) Median skilled group utilizes a bean bag as they are easier to catch and throw
than a ball
3) More skilled group utilizes a gator ball as they are harder to throw and catch
3. Routines for getting/returning equipment:
ü Create a routine for getting and putting away equipment so that not all learners
are getting/putting away equipment at the same time as this poses a safety
hazard
4. Preparation & Location:
ü If possible, have the equipment ready prior to the start of class
ü Organize the equipment into hula hoops and disperse the hula hoops out evenly
throughout one area of the gym. There may be one hula hoop with all the
necessary equipment for each group or multiple hula hoops each holding a
different type of equipment. This minimizes distribution time and increase active
learning time.
Safety: be aware of, and make learners aware of safety issues related to any
equipment being used

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Time 1. Teacher Talk:

ü Minimize time spent giving instructions
ü Provide students with clear, concise, and basic instructions to get them started
and then provide them with additional information
2. Transitions:
ü Indicate transitions using an effective start and stop signal
Example: One whistle blow means start, two whistle blows mean stop
ü Have children sit down as soon as the stop signal is provided
ü Demand that the students hustle when called in or between activities
ü Practice start and stop signals and hustle with learners
3. Line ups:
ü Try to minimize line ups by creating small groups
4. Progressions:
ü Progressions are steps that lead to the final task or skill
ü Example of progressions for the forearm pass in volleyball:
1) Practice proper grip and contact point by kneeling on floor, with hands in proper
grip and arms extended, and having a partner drop the volleyball down onto the
proper contact point
2) Forearm pass the ball from kneeling position back up to tosser
3) Forearm pass the ball from ready position back to tosser
4) Move to ball and forearm pass back to tosser
5) Continuous forearm pass with partner
6) Practice forearm pass in a more complex and cumulative activity or game
ü Learners should be able to move through progressions as they feel comfortable and
ready as each learner is an individual and therefore learns and develops at their own
pace
ü Learners should not feel pressured by time constraints provided by the instructor
Space 1. Personal Space:
ü Try and help children understand the concept of their own and other’s personal
space. Example: each child stands inside a hula hoop and cannot move feet. Have
them reach around in all different directions. Explain that this is one’s personal
space.
2. General Space:
ü Utilize the space provided as effectively as possible by having multiple games or
activities going on simultaneously
ü Promote spatial awareness by practicing activities that promote keeping one’s
head up. Example: while children move through space, hold up different colour
bean bags and ask them to call out the colour when they see the beanbag. This
encourages them to run with their head up so they can see the beanbag.
3. Learner Formations:
ü Utilize a learner formation that is most effective for the
instruction/demonstration. Examples of learner formations include:
• Line
• Circle
• Staggered
• Semi-Circle
THESE FOMATIONS MUST BE TAUGHT AT PART OF ROUTINES

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USING ROUTINES
Routines are regular procedures that instructors use to provide structure and consistency for the
learners. It is important to establish routines at the beginning and to provide opportunity to
practice the routines. Eventually the routines will become habitual and the learners will need very
little guidance (Hastie & Martin, 2006).

Common Routines:
ü Entering and leaving the gym or activity area
ü Attendance
ü Placement of belongings including water bottles, clothes, jewellery
ü Equipment dispersal and return
ü Start and stop signals and coming together for instruction
ü Getting into groups or formations and formations that will be used often
ü Procedure to follow if there is an injury
ü Start and stop signals and coming together for instruction
ü Management cues- e.g. hustle, line, circle, etc.

**INSTRUCTORS NEED TO ENSURE THAT PARTICIPANTS PRACTISE THESE PROCEDURES AND THAT
THEY UNDERSTAND AND COMPLY WITH WHAT IS EXPECTED OF THEM

Communication and Control

1) Instructors should give precise directions and a start and finish instruction:
• e.g. when I say go please get in three lines of 3 people in each line. The first person stands on
the black line beside the cone and the others line up behind the first person. Everyone should
be sitting down facing forward.

2) Use demonstrations to save time

3) Avoid generalities such as ‘get in groups of three and spread out over there’

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Using Station Teaching and Circuits

Stations and Circuits arrange the learning environment so that two or more tasks are occurring at the
same time. Instructors must determine the tasks and the organizational details ahead of time.
Stations:
o the learners change stations on instructor’s direction.
Circuits:
o learners complete a task and automatically move to the next stage in the Circuit.

In both situations, each separate task is assigned an area (station) and students rotate from one
station to the next. Use stations and circuits:
• If there is insufficient equipment or space for students to work independently
• if learners are mature and motivated enough to work on their own
• when instructors want to review a variety of tasks
• when instructors want to develop social skills

Issues that may be problematic when using stations and/or circuits

• Safety
• Motivation
• Behaviour problems
• Instruction and feedback: -maintaining quality of performance; instructor becomes a manager
• Communication and Organization:
o Instructors need to take time to explain and demo each activity. Students often lose
focus (too much information at once) and forget the tasks by the time the activity
begins.

Possible solutions for stations and circuits
• use posters, task cards,
• keep tasks simple and clearly stated
• ensure each station requires an equal amount of time to complete
• make sure tasks are unrelated ie that success in one does not depend on success in another.
• avoid using criteria that must be met before learners move to the next activity.

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ORGANIZING FOR INSTRUCTION - Explanations and Demonstrations

• Introduce the skill/concept, purpose, and relevance

• Break task down to emphasize key points

• Sequence the content in logical order

• Use examples and non examples

• Repeat concepts that are difficult to understand and CHECK FOR UNDERSTANDING

• Draw on the personal experiences of the learners

• Make sure that all students can see and hear the explanation and the demonstration

• Provide information regarding why a skill, concept, or tactic is performed a certain way

• Use demos in conjunction with verbal explanation

• Provide concrete visual images

• Demos must be accurate and shown in context (at some point students need to see skill or
tactic performed at speed) …the nature of the skill must be considered

• Demo organization formats: -good demonstrations show the skill and the organization for
skill practice

• Emphasize critical aspects of a task; instructor highlights key points (uses learning cues)

• In indirect teaching, demo should provide an example of the expected type of response e.g.
movement tasks and tactical tasks

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Creating Safe Environments

PHYSICAL SAFETY

General Safety Guidelines for Physical Activity: These are general guidelines for physical activity;
however, instructors should know all safety guidelines and emergency protocols for their particular
facility.

1. Supervision:
ü Instructors should keep all students within their field of vision at all times
ü Scan for dangerous activity, behaviour, or situations constantly
2. Personal Space:
ü Teach and practice the idea of personal space or “personal bubble”
ü All children must respect one’s personal space for safety reasons
ü Limit the number of children in one space to avoid collisions and possible injury
3. Boundaries:
ü Explain and show boundaries
ü Utilize lines and cones to illustrate boundaries
ü Ensure that boundaries are well away from walls (example: in a game of octopus, the
boundaries should be the end line versus the wall)
4. Playing Environment:
ü Ensure that it is free of dangerous objects or material
5. Warm up/Cool Down:
ü Ensure that the children are provided with an adequate warm up in order to increase heart
rate and prepare the muscle for further movement.
ü Warm up should gradually increase heart rate
ü Warm up should include dynamic stretching
ü Cool down should consist of an activity, such as walking, that decreases the heart rate as well
as static stretching
6. Clothing and footwear:
ü Instructors should model appropriate clothing and footwear
ü Children must wear appropriate clothing and footwear
ü Prohibit gum chewing
7. Hydration:
ü Encourage children to bring their own water bottles
ü Provide frequent and adequate water breaks
8. Equipment:
ü Instructors must check equipment to ensure it is in working condition (examples: balls
properly inflated, racquet strings properly strung)
ü Remove damaged or broken equipment

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Safety Guidelines for Team Games

1. Contact:
ü Utilize touch versus tackle in contact games
ü Recognize that games involving touch may invade personal space and may require further
instruction:
o Where to touch?
o How hard to touch?
ü Try to utilize alternatives to touch such as utilizing flags or pinnies
2. Physical Maturation:
ü Try to place children into similar size groups in order to prevent injury
ü Try not to highlight children when developing these groups
ü Size distribution should be considered when making groups for specific sports where height
is considered advantageous such as basketball. For activities or sports such as these, try to
ensure that teams are evenly distributed in order to promote fairness
1. Equipment:
ü Explain and demonstrate the safety considerations for specific equipment and
activities/sports (example: Explain and demonstrate that the hockey stick cannot go higher
than waist height in floor hockey)
ü Ensure that equipment is both developmentally and size appropriate for each individual child

Safety Guidelines for Tag Games
1. Speed of Movement:
ü Modify movement type in order to decrease speed of movement to prevent collisions
(Example: modify tag from sprinting to galloping)
2. Boundaries:
ü Utilize gym floor lines and cones to create boundaries that are well away from the wall
ü Create and follow consequences for leaving the boundaries
3. Tagging/Touching:
ü Establish clear rules for tagging/touching (where, how hard?)
ü Utilize alternatives to tagging/touching such as:
o Pinnies
o Flag
o Using a stuffed animal or rubber chicken to tag one another


EMOTIONAL SAFETY

Physical Activity Leaders have a responsibility to ensure that all learners are aware of, and practise,
personal a social responsibility. This includes self respect, respect for others, respect for the facility,
and equipment. No person should be highlighted or embarrassed, or feel emotionally unsafe or
disrespected due t the actions of others.

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Managing Behaviour
1. Provide clear instructions quickly
• Ensure all students are listening Use “when” before “what”
2. Establish opening and closing routines
3. • Utilize “stop” and “start” signals Use Visual and verbal signals
4. Instructors should select partners and groups and move learners into groups quickly
5. • Personalize all communication -Learn and utilize learner’s names
6. Organize L.E.T.S. in ways which maximize active learning time
• Small sided games
• Reduce line ups
• Small groups and teams
7. Model, teach, and demand responsible and respectful behaviour
• for oneself, the instructor, and other learners
8. Provide optimal challenge so that learners remain engaged and appropriately challenged

Dealing with Behaviour Problems: The 5 Step Approach

Step 1 Reinforcement:
Provide positive reinforcement for good behaviour
Ex: I really appreciate the way that some of you are sitting quietly and holding your basketball
in your lap.
Step 2 Proximity: Instructor stands closer to child or groups that is misbehaving
Step 3 Verbal warning: Once the class becomes engaged in an activity, the instructor must quietly
speak with the individual or group about their behaviour. It is important the instructor focuses
on the specific misbehaviour and provides a consequence for continued misbehaviours.
Step 4 1st Time Out: While the learners are engaged, commend the others for good behaviour and
issue a time out to the individual or group that is misbehaving. Do not debate or negotiate with
the learner(s) about the time out. Allow the learner(s) to return when they feel ready to
participate again.
Step 5 2nd Time Out: If the behaviour continues to persist, issue another time out to the individual or
group that is misbehaving. Do not debate or negotiate with the learner(s) about the time out.
The teacher decides when the learner is ready to participate.

Important Notes:
1. Ensure that the learner(s) understands that it is the behaviour being punished, not the person.
2. Deal with the learner(s) that is misbehaving while the other children are engaged in an activity.
This helps reduce highlighting and embarrassment of the learner(s).

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Creating Purpose PURPOSEFUL LEARNING

Lesson Planning

DESIGNING AND DEVELOPING CONTENT FOR DEVELOPMENTALLY APPROPRIATE,
INCLUSIVE PHYSICAL ACTIVITY LEARNING EXPERIENCES

In order to create organized, developmentally appropriate, and inclusive, physical activity

environments, it is imperative that instructors plan ahead of time. Instructors should utilize lesson
plans in order to plan their class most effectively.

Parts of a Lesson Plan:

1) Set Induction
2) Warm-Up
3) Development Activities
4) Cumulative Activity
5) Cool down
6) Closure
(modified from Fishburne, 2005)

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PARTS OF THE Content

LESSON
SET INDUCTION ü Provides learners with an outline of what they will be learning
2-3 min ü Explains why they will be learning or practicing a particular skill or activity
ü Explains why this skill or activity will be beneficial to them
ü Reviews protocol, rules, routines
ü Quick review of rules and routines such as:
o stop-start signals,
o what to do if they have to go to the washroom,
o expected behaviour (respect for others),
o listening skills,
o playing fair,
o give out name tags,
**Script is to be attached to the lesson plan
ü Vigorous movement Increases heart rate
ü Warms up muscles
WARM UP ü Provides children with an introduction to the content that will be developed
ACTIVITIES o The activity or movement is related to the content that will be
4-5 min
developed later in the lesson
ü Begins with a brief review of skills or content developed in lesson prior
DEVELOPMENT ü New skills are introduced
ACTIVITIES ü Typical progression for teaching a new skill:
(PROGRESSIONS) 1. Instructor demonstration and explanation
20 min
2. Skill is practiced individually
3. Skill is practiced in partners
4. Skill is practiced in small groups
5. Allows learners to link together acquired skill with new skill
6. Provides children with the opportunity to practice a skill in a non-
competitive environment
**Provides opportunity for instructor to assess and provided individual
feedback
ü An activity that incorporates all of the content developed in the class
FINAL CUMULATIVE ü Modified version of the traditional game
ACTIVITY ü Allows the children to practice the skills or content in a more open and
8-10min game-like environment
ü May be a circuit activity
COOL DOWN Light locomotor movements , static stretching if activity has been vigorous
2-3 min.
CLOSURE 2-3 min Review the lesson, ask specific questions about what they learned (“demo a
motorcycle landing, which foot should you step forward with when you throw
the ball? Why is it important to move to open space in games like basketball and
soccer?)” “Which activity did you like most about the class today. Clean up
equipment.** Script is to be attached to the Lesson Plan

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Steps for Planning the Lesson

STEP 1: WRITE THE LEARNING OUTCOMES OF THE LESSON

Learning Activity Outcomes are similar to Lesson Learning Outcomes, ALL Learning
Activity Outcomes consist of

1) Behaviour: what is the action-what will participants do

2) Conditions: organizational arrangements-where, with whom, what equipment,
when (*area of adjustment to accommodate dev. differences and provide
optimal challenge)
3) Criteria: intended outcome-goal of the task
**May address any number of the 3 learning domains-Motor, Cognitive, Affective

NOTE: the final Learning Activity reflects the behaviour, condition, and criteria of the
Lesson Learning Outcome

STEP 2: DESIGN AND DEVELOP THE WARM-UP AND ALL LEARNING ACTIVITIES
(PROGRESSIONS) OF THE LESSON (All activities should be linked to the lesson theme)

• Sequence activities from simple to complex/easy to hard

• Change level of difficulty:
• the focus should move from ‘how to do’ a skill to ‘how to use the skill’ (e.g.
gradual progression to more game like, ‘real world’ circumstances)

• To design appropriate progressions, instructors need to know:
a. The developmental characteristics (Physical, Cognitive, Affective, Motor) of
children in grades six and seven.
b. The nature of the motor skill or concept (see Descriptions of Different
Classification of Motor Skills in the notes below) being taught.

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MOTOR SKILL DESCRIPTIONS

a) CLOSED SKILLS: skills performed in a stable, environment, self-paced

e.g. bowling, archery, dance, diving, gymnastics, athletics

• the objective is to produce consistent and efficient performance in a defined environment

eg: prerequisite skills are primarily motor ability and physical ability eg strength in
gymnastics (thus, when designing progressions, instructors need to be aware of students’
physical and motor abilities

• In closed skill progressions the instructor should modify skill or equipment; teach the
whole skill if possible ie don’t break it down unless necessary. Change practice
conditions..eg move closer to a target, lower nets, walk on a line instead of a balance
beam; teach Form and force before accuracy ….archery, throwing, bowling

b) CLOSED SKILLS IN VARIABLE ENVIRONMENTS:

• skills performed in stable environments that have some variation: golf, billiards, free throw,
penalty shot, lawn bowling, golf, curling Progressions should start with a simple
environment and extend to all potential environments:
• eg curling-vary the number and position of rocks in the house; penalty shot-change position
of goalkeeper

c) OPEN SKILLS: Are skills performed in an unpredictable, constantly changing environment;
most commonly seen in game situations: shooting passing receiving etc.

• Progressions should provide practice in closed environments but gradually move to more
complex ( skill and knowledge):pay special attention to cognitive developmental
characteristics; games that involve an opponent and/or team mates Need to modify game
complexity as well as skill

STEP 3: DEVELOP MODIFICATIONS FOR EACH ACTIVITY (including the Warm-Up) in

order to ensure Optimal Challenge and Inclusion

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STEP 4: ANALYSE THE CONTENT OF THE ACTIVITIES(also known as the CONTENT ANALYSIS).

The Content Analysis should be attached to the Lesson Plan

Instructors need to understand the correct and safe technique for executing a skill and the
basic principles of team game tactics and strategies. This understanding is critical if instructors
need to break down skills or concepts into component parts (e.g. cartwheel; sit-up; 2 vs 1;
ultimate throw; receive a lateral rugby pass; play frozen tag; mark an opponent; provide depth
support for a teammate)

**Content analysis guides the development of content and provides the learning cues required
for prescriptive (pre-performance) and evaluative (post-performance) feedback (refining a task)

STEP 5: WRITE THE LEARNING CUES AND SAFETY TIPS FOR EACH ACTIVITY

WHAT IS A LEARNING CUE: Learning cues are one or two words, or images that help remind the
learner what to focus on. Learning cues are developed by breaking down the skill into
components (content analysis). Instructors use learning cues as prescriptive or evaluative
feedback for performance. Learning cues can be in the form of task cards or can also be provide
by peers.

CHARACTERISTICS OF LEARNING CUES: accurate and correct; brief-one or two words or images;
address key components of the skill or concept being taught; are developmentally appropriate
(match the learner’s motor skill level and developmental level) are appropriate to the nature of
the skill

Example
Content Analysis of Skill Learning Cues
Skill: Passing in soccer
Step forward and plant non-passing foot beside Plant
ball
Extend the passing foot back Back
Contact the ball with the inside of the foot Inside of foot
Once contacting the ball, follow through in the Follow through
same direction

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Helping Learners Learn: Checking for Understanding

It is very common for teachers and instructors to check for understanding by asking “Does everyone
understand?”. However, it is very unlikely that a student will raise their hand and admit that they don’t
understand something because they may feel embarrassed. Therefore, it is important that instructors
utilize an alternative method to check for understanding. The best way to check for understanding is to
utilize questions.




þ Clarification: Questions that necessitate ý Rhetorical: Questions that don’t require a
learners to recall what they learned response
Example: Can you point to the part of your Example: We know how to pass now don’t
foot that you should pass with? we?
þ Consequence: Questions that necessitate ý Closed: Questions that require a “yes” or “no”
learners to think about what might happen response
Example: What might happen if you dribble Example: Do we use the inside of our foot
the ball too far away from your body? to pass?
þ Reasoning: Questions that necessitate

learners to explain why they do something

Example: Why should we keep our heads up
when dribbling a soccer ball?



(Hastie & Martin, 2006)
Helping Learners Learn: Providing Positive and Prescriptive
Feedback

What is external feedback in a physical activity setting?

Information that the learner obtains about their performance of a skill from an external source
such as a coach or instructor (Hastie & Martin, 2006).

Why provide feedback?

ü Helps to focus the learner’s attention to a particular aspect of the skill that needs development
ü Provides the learner with motivation to keep practicing
(Hastie & Martin, 2006)

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Characteristics of Positive and Prescriptive Feedback

ü Positive
ü Specific
ü Prescriptive (provides information for improvement)
ü Meaningful
ü Utilizes developmentally appropriate language
ü Intermittent (spaced out; not provided after every trial)
ü Follows the formula for feedback ( Fishburne, 2005)

3 Step Formula for Positive and Prescriptive Feedback

1 2 3







Example: Great Job Sam! I like the way you are following through across your body because it gives
your overhand clear more power. Next time, try keeping your forward foot pointing straight forward
because it will help keep the shuttle straight.

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References

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