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

Presentation Outline Long Term Athlete Development Model Physical Literacy Basic Knowledge Fundamental Movements Pedagogy of a Quality Program Sample Program Q & A

Starting Point Already Know Want to Know LTAD Model Physical Literacy Fundamental Movements Write on chart paper LTAD Model Physical Literacy Fundamental Movements Each sheet will have two columns Know 2. Want to Know

Long Term Athlete Development Children play to have fun Physically Literate emphasis Canadian Sport for Life (CS4L) is an initiative of Canadian Sport Centres and Sport Canada, planning for the sport excellence and well-being of Canadians. LTAD is a model that; • helps all children to be physically literate (competent in fundamental movement skills for sport and physical activity). • recognizes that children play to have FUN. • is a pathway to excellence from playground or pond to podium. • allows all Canadians to be physically active through sport and recreation participation. Pathway to excellence Pathway for all to be physically active

Long Term Athlete Development FUNdamental Active for Life Training to Win Training to Train Training to Compete Learning to Train Active Start LTAD Model is a 7 step approach to a plan to help a child become an active healthy adult and give the child a path to excellence or healthy active participatory lifestyle. The seven stages work together to form the LTAD Model.

Fundamental Movements Active Start Stage Chronological/ Development Age Males and Females: 0-6 Fundamental Movements 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 FUN and part of daily life Fitness and movement skills Growing and exploring Focus on improving skills such as running, jumping, wheeling, twisting, kicking, throwing, and catching Not sedentary for more than 60 minutes except when sleeping Some organized physical activity Exploration of risk and limits in safe environments Active movement environment combined with well-structured gymnastics and swimming programs Daily physical activity 0-6 years, Objectives: Learn fundamental movements and link them together into play. How: introduce to relatively unstructured play that incorporates a variety of body movements. Benefits: An early active start enhances development of brain function, coordination, social skills, gross motor skills, emotions, leadership, and imagination. helps children build confidence, develop posture and balance, build strong bones and muscles, promote healthy weight, reduce stress, improve sleep, learn to move skilfully, and learn to enjoy being active.   Why: Physical activity is essential for healthy child development during the critical first six years of life, and is especially important during the first three years since brain growth is extremely rapid, and learning creates more brain cell connections than in later years (Gruhn, 2002). Lays the foundation for future success in skill development, by helping children enjoy being active, learning to move efficiently, and improving coordination and balance. Creates neural connections across multiple pathways in the brain (Council of Physical Education for Children, 2000) particularly when rhythmic activities are used. Enhances development of brain function, coordination, social skills, gross motor skills, emotional development, leadership and imagination. Helps children to build confidence and develop positive self-esteem. Helps builds strong bones and muscles, improves flexibility, develops good posture, improves fitness, promotes a health body weight, reduces stress and improves sleep. Things to think about: At this age, physical activity should always be fun, and part of the child’s daily life, not something they are required to do. Active play in a safe and challenging environment is the best way to keep children physically active. Organized physical activity and active play are particularly important for the healthy development of children with a disability if they are to acquire habits of lifelong activity. Because this is a period when children with a disability rapidly outgrow their mobility aids, communities need to find effective ways – for example, equipment swaps or rentals– to ensure that all children have access to the equipment they need to be active. Children with sensory disabilities (visual impairment or hearing loss) often require more repetitions to learn movement skills, and different ways of getting information from the instructor. To find out more, contact your local organization providing support for persons with the specific disability.

Fundamental Movements Skills + FUNdamental Stage Chronological/ Development Age Males 6-9 and Females: 6-8 Fundamental Movements Skills + Practice and master fundamental movement skills before sport-specific skills are introduced. Emphasize the overall development of the athlete’s physical capacities, fundamental movement skills, and the ABC’s of athleticism: Agility, Balance, Coordination, and Speed. Teach appropriate and correct running, wheeling, jumping, and throwing techniques using the ABC's of athletics. Introduce basic flexibility exercises. Develop speed, power, and endurance using games. Encourage participation in a wide range of sports. Introduce children to the simple rules and ethics of sports. Participate once or twice a week if children have a preferred sport, so long as there is participation in many other sports three or four times per week to ensure future excellence. From ages 6-9 in boys and 6-8 in girls, children need to participate in a variety of well-structured activities that develop basic skills. However, activities and programs need to maintain a focus on fun, and formal competition should only be minimally introduced. Objective: Learn all fundamental movement skills and build overall motor skills. This is a critical stage for the development of physical literacy, and it is during this time that the foundations of many advanced skills are laid down. Skill development for children this age is best achieved through a combination of unstructured play in a safe and challenging environment; and quality instruction from knowledgeable teachers/leaders/coaches in community recreation activities, schools, and minor sport programs.  Skill development during this stage should be well-structured, positive and FUN, and should concentrate on developing the ABCs – of Agility, Balance, Coordination and Speed, plus rhythmic activities. Hand and foot speed can be developed especially well by boys and girls during this stage and if this window of opportunity to develop speed is missed, body speed later in life may be compromised. This is a great age for children to take part in a wide range of sports – and they should be encouraged to take part in land-based, water-based and ice/snow based activities at different times of the year. It is important that all children including those with a disability, master fundamental movement skills before sport specific skills are introduced. Strength, endurance and flexibility need to be developed, but through games and fun activities rather than a training regimen. Learning to “read” the movements going on around them and make sound decisions during games are critical skills that should be developed at this stage.    Things to think about: Children this age should not specialize in a single sport. Although they may well have a preferred sport that they take part in once or twice a week, they should take part in other sports or activities at least 3 to 4 times per week. Children this age have a strong sense of what is “fair” and should be introduced to the simple rules and ethics of sports. Basic tactics and decision making can be introduced. Using equipment that is the right size, and that fits well makes learning activities much more enjoyable and also safer. Equipment swaps and rentals are one way to keep the cost of participation down – and this is particularly important for children with a disability who need specialized sports equipment.

Fundamental Sport Skills Learning to Train Stage Chronological/ Development Age Males: 9-12 Females: 8-11 Fundamental Sport Skills Overall sport skills Major skill learning stage: all basic sport skills should be learned before entering Training of Train Mental, cognitive, and emotional development Introduction to mental preparation Medicine ball, Swiss ball, own body strength exercise Sport specific training 3 times week; participation in other sports 3 times a week From ages 8-11 in girls and 9-12 in boys, to the onset of the growth spurt (usually around the ages of 11-12), children are ready to begin training according to more formalized methods, but the emphasis should still be on general sports skills suitable to a number of activities. While it is often tempting to over-develop “talent” at this age through excessive single sport training and competition (as well as early positioning in team sports), this can be very detrimental to later stages of development if the child is playing a late specialization sport: it promotes one-sided physical, technical, and tactical development and increases the likelihood of injury and burnout. Objective: Learn overall sport skills. This is the most important stage for the development of sport specific skills as it is a period of accelerated learning of coordination and fine motor control. It is also a time when children enjoy practicing skills they learn and seeing their own improvement. It is still too early for specialization in late specialization sports. Although many children at this age will have developed a preference for one sport or another, for full athletic development they need to engage in a broad range of activities, playing at least 2-3 different sports. While competition is important, it is learning to compete that should be the focus – not winning. For best long-term results 70% of time in the sport should be spent in practice, with only 30% of the time spent on competition. This is an important time to work on flexibility. Develop endurance through games and relays. Things to think about: This is the time to develop and refine all fundamental movement skills, and learn overall sport skills. The brain is nearing adult size and complexity and is capable of very refined skill performance. Late developers (those who enter puberty later than their peers) have an advantage when it comes to learning skills as the Learn to Train stage lasts longer for them. By this age children have developed clear ideas about the sports they like and in which they feel they have success, and this should be encouraged. The focus should be on playing at least 2-3 sports in different seasons. Focusing only on one sport year round should be discouraged.  

Building Engine and Sport Specific Skills Training to Train Development Age – onset of PHV Males: 12-16 Females: 11-15 Building Engine and Sport Specific Skills Major fitness development stage: aerobic and strength Peak Height Velocity (PHV) is the reference point Mental, cognitive, and emotional, development Develop mental preparation Introduce free weights Sport specific training 6-9 times per week including complementary sports

Optimizing Engine and Sport / Event / Position Skills Training to Compete Chronological / Sport Specific Age Males: 16-23 +/- Females: 15-21 +/- Optimizing Engine and Sport / Event / Position Skills Event, position-specific physical conditioning Event, position-specific technical tactical preparation Sport, event, position-specific technical and playing skills under competitive conditions Advanced mental preparation Optimize ancillary capacities Sport specific technical, tactical and fitness training 9-12 times per week

Maximizing engine and Event / Position Skills PODIUMS Training to Win Chronological / Sport Specific Age Males: 19 +/- Females: 18 +/- Maximizing engine and Event / Position Skills PODIUMS Maintenance or improvement of physical capacities Further development of technical, tactical, and playing skills High Performance Sport specific technical, tactical, and fitness training 9-15 times per week

Active for Life Enter at any age Healthy Life-long Physical Activity Enter at any age Minimum of 60 minutes moderate daily activity or 30 minutes of intense activity for adults Transfer from one sport to another Move from highly competitive sport to lifelong competitive sport through age group competition Move from competitive sport to recreational activities; move to sport careers or volunteering

Systemic LTAD Issues in Canada 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” These are issues common in Sport in Canada in General Physical Literacy (athleticism) should be taught (see next slide) Windows of Trainability – there are periods of accelerated adaptation (times when the body will respond most dramatically to stimulus) for stamina, speed, strength, suppleness (flexibility) and skill. See upcoming slide. “Peaking by Friday” – sacrificing an athlete’s long term development to win the next match on Friday. E.g. Teaching a tall athlete to pass and play defense may hurt the team in the short term but will help the athlete in the long term.

Structured & Unstructured Play Physical Literacy Structured & Unstructured Play Physical literacy is the development of fundamental movement skills and fundamental sport skills that permit a child to move confidently and with control, in a wide range of physical activity, rhythmic (dance) and sport situations. Physical literacy also includes the ability to “read” what is going on around them in an activity setting and react appropriately to those events. Physical literacy gives children the tools they need to take part in physical activity and sport, both for healthy life-long enjoyment and for sporting success; and is a key component of Canada’s Long-Term Athlete Development (LTAD) program.

Life Long Physical Activity PERFORMANCE Limited Opportunities DEVELOPMENT We all start out as athletes. It is our choices as we grow up that impact the type of athlete we will be. How much we rely on modern technology to aid us in our daily lives, especially in leisure and recreation time (entertainment). Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement. They are able to demonstrate a variety of movements confidently, competently, creatively and strategically across a wide range of health-related physical activities. These skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment. If parents take away opportunities for children to develop Physical Literacy (fundamental movements and basic sport skills) then they increase the chances of the child growing up unhealthy and unable to create a healthy lifestyle. PODIUM PLAYGROUND

Fundamental Movement Skills Physical Literacy First 3 stages of LTAD Development Age – before onset of PHV Fundamental Movement Skills Physical Literacy: The learning and practice of fundamental movement skills is the basic building block for the development of physical literacy. Much like learning the alphabet and phonics are the fundamental skills needed to eventually read Shakespeare, or, identifying numbers and learning to add and subtract are the fundamental skills needed to eventually balance a cheque-book, the development of fundamental movement skills, and fundamental sport skills, is critical if children are to feel confident when they engage in physical activity for fun and for health, or for competition and the pursuit of excellence. For full physical literacy children should learn fundamental movement skills and fundamental sport skills in each of the four basic environments: ground, water, snow, & ice Basic Movements: Balance, Walking, Running, Jumping, Skipping, Catching, Throwing, Batting/Striking, Kicking

Physical Literacy First 3 stages of LTAD Development Age – before onset of PHV Fundamental Movement skill + Fundamental Sport Skills = Physical Literacy Excellence & Participation  The Consequences of Missing-out On Physical Literacy A child who misses out on developing physical literacy is at a great disadvantage. On the playground and in the park, children really like to play with other children who have the same level of skill as they do, and who can “keep the game going”, and, if you can’t keep the game going, you won’t generally be asked to join in. Missing out on Fundamental Movement Skills also means that the child is unlikely to choose to take part in a formal sport activity that requires proficiency in that skill, and this restricts their choice of life-long health-promoting activities. It also restricts their opportunities for sporting excellence. Being unable to perform even a single fundamental movement skill can seriously restrict later opportunities for recreational or competitive activity, as can be seen from the few examples shown below.

Developmental Age vs. Chronological Age Developmental Age = Chronological Age +/- 2 years The pictures: Two 13 year old girls (Tennis) Three 14 year old boys (Gymnastics) – 12, 14 & 16 years in dev age Development: Occurs from early childhood through adolescence, The timing, rate, and amount of their development varies. This is described as the difference between chronological age and developmental age. Two children may be the same chronological age (e.g. 11 years old), but at the same time they may be four to five years apart in developmental age. 14 Year old boys 13 Year old girls

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. If we want to encourage our children in sport and lifelong activity, as well as create the potential to compete internationally, we need to build our sport programs around principles that respect the developmental needs of all children. Windows of Trainability: Is the sensitive periods of accelerated adaptation to training. The window is fully open during sensitive periods of accelerated adaptation to training and partially open outside of these periods. Readiness: Is the critical period of development when the athlete is ready to develop a specific behaviour, when experience or training has an optimal effect on the development. The same experience or training introduced at an earlier or later time has only limited effect skill acquisition.

Physical Literacy Trainability by Age Trainability by Age: Physical Abilities can be trained at any age, but there are critical periods in the player’s development when the body is especially responsive to specific types of movement and skills training. To reach their genetic potential, players need to receive the right type of training at the correct stage of development. If these critical periods are missed, players may grow to be fast, jump high, and kick well, but they will never be as fast, jump as high, or kick as well as they might have done with timely specialized training. Example: Open Window and air flow

Fundamental Movements The FUNdamentals are basic movement and sport skills taught through fun games and activities that engage small children and motivate them to continue in activity. While these basics are fun in nature, they also serve another purpose: they teach the essential skills required as a foundation for more complex physical activities and sports. It is important that all children develop a good base of these skills before puberty to optimize both future performance and lifelong activity. Every movement has 4 basic components known as the Phases of Movement: Preparation, Force Generation, Critical moment, Recovery/Follow Through Phases of Movement

Fundamental Movements Growth means an increase in body size, such as in height or weight. Maturation is the process in which the child’s body changes to become progressively more like that of an adult. Growth means an increase in body size, such as in height or weight. Maturation is the process in which the child’s body changes to become progressively more like that of an adult. The child is ready to learn the skill: At a certain point in maturation, all the hardware – the muscles and nerves – have developed enough that the child has the potential to perform a particular skill (the readiness factor), and now they have to learn it. As the skill begins to emerge naturally, learning can be dramatically improved through opportunities for fun practice using lots of different equipment and materials. Giving the child some simple instruction and lots of practice can help the child develop confidence that stays with them for life – although this may not speed up the learning process.

Fundamental Movements The optimum time to learn the skill: For every emerging skill there is a “best” time for the child to learn. At this time, helping the child though simple instruction and practice can improve learning, and pay great dividends. While the “best” time to teach a particular skill to an individual child varies, there is great consistency in the sequence in which children learn skills. In indication of the best time to teach some of the more common fundamental movement skills can be seen in the chart.

Fundamental Movements Running 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. How to: To become physically literate children need to master fundamental movement skills, but this mastery does not come all at once, and we need to remember that children are not just “adults in miniature”. For almost every skill the developing child needs to go through a series of developmental stages. The goal should be to help each child move to the next most mature version of the skill they are learning, rather than pushing them to perform the skill the way an adult would.

Fundamental Movements Throwing Learning Fundamental Movement Skills: Children learn at different stages Everyone learns the movements in the same sequence Everyone goes through the same phases The child’s environment needs to be both safe and challenging. Helping Children Learn Fundamental Movement Skills: Although children mature and learn at different rates, almost all children learn their fundamental movement skills in the same sequence, and go through the same phases. As a child grows and develops (matures) nerve cells make more connections, while at the same time, the muscles of the body are getting stronger. Until the brain is mature enough, and the muscles strong enough, the child simply cannot learn the skill, and trying to teach the child does little good. What is important at this time is providing the child with as many opportunities to explore all possible movements in a rich environment – which means that the child’s environment needs to be both safe and challenging.

Fundamental Movements Jumping 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. Time for remedial work: If the child goes too long without learning a skill, then learning it may become more difficult. However, the sooner the child starts to overcome the learning deficit the easier it will be for them to catch up and develop the skill and confidence needed to be fully active with their friends and peers. Note that there is a Proficient Barrier that once crossed will lessen the development of the skills and impact sport skill proficiency.

Fundamental Movements Hopping What are the Long Term Results of Being Physically Literate: We also know that being physically active later in life depends on feeling confident in an activity setting; and that confidence, as an adult, most often comes from having learned fundamental movement and sport skills as a child. Early engagement allows for a progression of learning and participation, Early avoidance is the opposite effect. Therefore, to create an active and healthy population ALL Canadian children need a sound foundation of movement and sport skills to build on later in life; and this foundation is called Physical Literacy. 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.

Fundamental Movements Travelling Skills Object Control Skills Balance 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 • Floating • Landing • Ready position • Sinking/Falling • Spinning • Stretching/Curling • Twisting/Turning

Physical Literacy & LTAD Active Start Stage Chronological/ Development Age Males and Females: 0-6 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 Activities Encourage the child to run – not just in a straight line, but with stops and starts and changes in direction. Tag and chasing games are excellent. Play catching games with the child. Use a wide range of soft objects, and balls of different sizes. Start with catching a large ball with two hands, and progress towards smaller balls and eventually one handed catching. Remember - Balls that don’t bounce too much are great for learning, as are bean-bags. Play throwing games – and start with soft objects that the child can hold easily in his or her hand. Try to get the child to throw at a target, and sometime to throw as hard as they can. Get them to use both the left and right hand when they throw. Play games making body shapes – upside down and right-side up. Pretend to slither like a snake, and roll like a rolling pin on the floor, or down a small grassy slope. For quiet times, or when in small spaces, play balancing games. Stand on one foot and then try the other – try balancing on different body parts, and try walking along any painted lines on the ground. Jump, make shapes in the air, jump to see how high the child can go, or how far. Make imaginary “rivers” and get the child to jump from one bank to the other. Try jumping from one foot, or from both. Make sure the child bends at the knees when they land. Introduce children to water activities and learn to swim programs. Get them on skates or skis and out on the ice or snow so that they learn to slide. Ride a tricycle, or a bike – with or without training wheels to develop dynamic balance.

Physical Literacy & LTAD FUNdamental Stage Chronological/ Development Age Males 6-9 and Females: 6-8 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 Activities Encourage children to engage in unstructured physical play with their friends every day, regardless of the weather. Continue to play catching, throwing, hitting, running and other physically demanding games with both boys and girls. If possible, enrol children in programs that offer a wide variety of different activities (multi-sport programs) or in a wide range of different activities. Try as many different activities as possible. Attend parent-teacher, or other school meetings and advocate for quality physical education programs in the school – with sufficient time allocated (recommended allocation 150 minutes per week – 30 minutes per day) taught by a qualified physical educator. Don’t be concerned with the score. At this age many programs that include competition don’t keep score. This puts the focus of the program on learning and having fun, rather than on doing whatever it takes to win matches, games and leagues. Don’t believe the myth that early specialization in sports such as soccer or hockey will lead to far greater performance later in life. Developing all-round athletes at this age is far better, but remember that a few sports (such as gymnastics and figure skating) do require early specialization

Physical Literacy & LTAD Learning to Train Stage Chronological/ Development Age Males: 9-12 Females: 8-11 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 Activities Continue to encourage children to engage in unstructured physical play with their friends every day, regardless of the weather. Enrol children in minor sport programs each season, and have them try different positions or events – they might find something they are very good at that was unexpected. Encourage children to take every opportunity to play different sports at school, during physical education classes, intramurals or on school teams if their school has them. Try to have children take part in some land-based, some water-based and some snow/ice based activities. Keep children working on flexibility, speed, endurance and strength. For strength activities they should use their own body weight, Swiss balls or medicine balls – not heavy weights. Keep sport and physical activity FUN.

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

Physical Literacy & LTAD Effective Pedagogy Task Oriented Key areas to consider Time is maximized There is enough equipment for all Safety: clothing, environment and size/speed of equipment Leader promotes and rewards good behaviour Teach by objectives and goals Review and preview Make teaching, learning, and competition relevant Practice should have variety to prevent bordome Purpose of the activity should be clear Concrete feedback and evidence of success in activity if they are to persist. Effective Pedagogy: Task Oriented An effective pedagogy promotes success for every child and considers the whole child (motor, cognitive, emotional, and social) The session should be task oriented with as many opportunities to learn/practice in a supportive enviroment Key areas to consider Time is maximized There is enough equipment for all Safety: clothing, environment and size/speed of equipment Leader promotes and rewards good behaviour Teach by objectives and goals Review and preview Make teaching, learning, and competition relevant Practice should have variety to prevent bordome Purpose of the activity should be clear Concrete feedback and evidence of success in activity if they are to persist.

Physical Literacy & LTAD Effective Pedagogy Promotes Success for All Providing activities that encourages all children to develop promotes the development of the “whole child” (social, cognitive, motor, and emotional) Strategies: Activities are inclusive Gender equity Feelings of the participants are respected Activities pose a challenge the individual feels they can accomplish Individual instruction and feedback to suit the needs and abilities of the individual Effective Pedagogy: Success for All Strive to maximize capabilities of every child! This will allow children to gain or experience satisfaction from participation, activity, and social interaction. As a result the Whole Child is considered in all experiences such that activities should enhance the motor, cognitive, emotional and social development. Strategies: Activities are inclusive Gender equity Feelings of the participants are respected Activities pose a challenge the individual feels they can accomplish Individual instruction and feedback to suit the needs and abilities of the individual

Physical Literacy & LTAD Effective Pedagogy Effective Communication Strategies Good communication is based on the principal of “Active Listening” Verbal communication should be clear and concise Verbal communication should be age appropriate and specific to the sport Use humour but avoid confusing metaphors and ‘sport slang’ Use consistent cue words in skill instruction and feedback Check for understanding Use problem solving to deal with issues Learning requires knowledge of results and performance Feedback should be focused on ‘What to do’ not ‘What not to do’ Demonstrations and modeling should be accurate and that if the skill is broken down in pieces it should be done in proper sequence. Self-talk aids in skill acquisition Effective Pedagogy: Effective Communication Effective communication implies competency in verbal and non-verbal language and gestures. Strategies Good communication is based on the principal of “Active Listening” Verbal communication should be clear and concise Verbal communication should be age appropriate and specific to the sport Use humour but avoid confusing metaphors and ‘sport slang’ Use consistent cue words in skill instruction and feedback Check for understanding Use problem solving to deal with issues Learning requires knowledge of results and performance Feedback should be focused on ‘What to do’ not ‘What not to do’ Demonstrations and modeling should be accurate and that id the skill is broken down in pieces should be done in sequence. Self-talk aids in skill aquistion

Physical Literacy & LTAD Effective Pedagogy Thoughtful Reflection & Analysis Self evaluation What went well? What did not go well? What should I remember for next time? Mentorship Identifying a mentor coach to provide feedback is the best way to become a better leader Program provides mentor coaches Effective Pedagogy As with the athlete the only way one can improve is through feedback and self evaluation. Programs that are successful provide their leaders with mentors that regularly provide feedback and support.

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

Volleyball Tournament Multi Sport Program 10U Learning to Train Weekly Schedule Micro cycle   MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 07-Sep-10 08-Sep-10 09-Sep-10 11-Sep-10 12-Sep-10 ABC's/ Homework 60 min Volleyball Tournament Badminton Practice Volleyball Practice Badminton Tournament Sport 2 practices/week @ 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 sessions/week @ 60 min (ABC's)

Resources www.ltad.ca www.sasksport.sk.ca www.sparc.org.nz gameskidsplay.net pe.central.vt.edu www.playsport.org www.cahperd.ca