Introducing Children to Sport

What is the Sports Leaders role?  Guardian  Organiser  Motivator  Teacher  Trainer  Facilitator OHT 3.1

Implications in organising children’s sport  Mixed gender participation  Growth stages  Grouping children according to height & weight  Avoid matching children with different development needs  Encourage skill learning for everyone  Early talent spotting is not always effective  Do not stereotype children in sport based on body type.  Little Hercules Little Hercules  Chinese gymnasts Chinese gymnasts

How exercise affects children  They get a higher proportion of their energy aerobically  They are less mechanically efficient  They produce more heat  They cannot regulate their body heat as efficiently  They have weaker bones  They are much less aware of their real limits OHT 3.8

Safe Exercise Practice Include Warm Up and Cool Down Steady, low intensity exercises REST PERIODS Plenty of Fluid!Appropriate clothing Watch for signs of distress Never PUSH a child to extremes Encourage monitoring of breathing / heart rates Never use weights before bone dev. Is complete OHT 3.10

Children Learn:  By doing  When they are motivated  When they are successful  By copying others  Through encouragement  Often rapidly. Children are more confident & willing to make mistakes than adults. OHT 3.11

Practical Tips for coaching children Task: Design a 6 point plan  Treat each child as an individual  Make sure the children are ready to learn  Use short, simple explanations  Demonstrate clearly  Give plenty of time for practice  Make it FUN, active and challenging  Repetition OHT 3.14

Why Children do Sport  FUN  ADVENTURE  CHALLENGE  COMPETITION  ACHIEVMENT  SOCIALISING  INDEPENDENCE  RELEASE ENERGY & EMOTION OHT 3.18

Benefits of Exercise for children  Physical  Intellectual  Personal and Social

Physical Development  Basic Motor Skills e.g moving in different ways  Spatial Awareness  Co-ordination & Control  Manipulative skills  Health & Fitness  Positive use of Energy OHT 3.21

Intellectual Development  Creativity  Cognitive Skills ( awareness & understanding)  Concentration  Language & Literacy  Numeracy OHT 3.22

Personal & Social Development  Confidence  Self – Esteem  Self – Awareness  Awareness of others  Co-operative skills  Organisational skills  Leadership skills  Equality & Justice OHT 3.23

Task: Developing Skills  Throwing and Catching  Kicking  Dribbling  Hitting

Throwing & catching  Easier: Use larger, lighter ball Use jingle or bright coloured ball Use 2 hands Bounce then catch Remain Stationary Adjust distance between partners Throw underarm  More Difficult: Use smaller faster ball Use 1 hand Use non-dominant hand Throw then catch Throw & catch on the move Adjust distance between partners Throw over - arm OHT 3.36

KICKING  Easier: Use a bigger less bouncy ball Stand still before kicking Make the target larger Move the target closer Adjust the distance between partners  More Difficult: Use a smaller, faster ball Travel with the ball whilst kicking Make the target smaller Move the target further away Use different parts of the foot OHT 3.37

Dribbling  Easier Use a larger ball Walk first, then jog Use two hands Use the outside of the foot Use a puck for hockey  More Difficult Use a smaller ball Jog then move quickly Use one hand Use alternate hands or feet Use one side of the stick only OHT 3.38

Hitting  Easier Start with a stationary ball or use a tee Progress to a rolled ball Use a larger or lighter ball Use a bat with a large face Use a bat with a shorter handle  More Difficult Hit a moving ball Return a volley Use a smaller ball Set up a rally Use a string racquet OHT 3.39

Modifying Games Playing area Equipment Team structure Individual roles and positions Rules Scoring OHT 3.41

Task: Modifying games  Invasion games  Net / Wall games  Striking / Fielding games  Target games

Invasion Games  Have smaller/larger area  A wide playing area favours attack; narrow favours defence  Use non-threatening balls  Group children according to size not age  Have teams with an unequal number of players  Specify an individual’s role e.g. shooter  Allow all players to rotate  All player must touch the ball  Certain players can’t be marked  Increase the number of goals  Have zones within the playing area  Allow wheelchair users to play in zones outside the sidelines OHT 3.42

Net/Wall Games  Have a smaller court  Lower the net  Use softer/larger balls  Match children with similar abilities  One child defends a smaller area  The ball can bounce twice  Each ‘score’ carries more points for some children  ‘No go zone’ instead of a net, alter its width  Singles against doubles  Use side walls  Change the type of serve OHT 3.43

Striking/Fielding Games  Zone hitting areas  Use a tee  Use a lighter bat with a larger hitting surface  Ensure mixed ability teams  Everyone fields whilst 1 person bats  Different length ‘runs’  Every child has a set number of hits  Balls are drop-fed, rolled and bowled underarm  The bowler is on the same team as the batters  No one can be ‘caught out’  Points for accuracy not just distance/runs OHT 3.44

Target Games  Target sizes & distances are adjusted  Different delivery techniques are used e.g. rolling, throwing, kicking etc.  An assistive device can be used e.g. guttering  Audible ‘guides’ are used  Players can choose different positions around the target  Scores carry more points for some children OHT 3.45

1.Assess the children's skill and mobility 2.Analyse the activity 3.Modify the activity/adapt the task 4.Practice 5.Play the activity 6.Feedback 7.Praise 8.Monitor progress 9.Evaluate What can they do? What can you do? What skills are needed? What is the point? Different ways and rules Give the children time Including the children Essential for learning. Take account of player’s reactions Often & positive, don’t reinforce unacceptable behaviour or under achievement Leader & children Let the group discuss changes OHT 3.47