Fundamental Movement Skills. Balance Co-ordination Running Jumping Extra: Tricks of the Trade

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1 Fundamental Movement Skills Agility Balance Co-ordination Running Jumping Extra: Tricks of the Trade

2 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.gintroduce defenders or put conditions in EQUIPMENT: How could you use equipment to make activities easier/harder. E.gintroduce a ball, reduce number of domes etc PEOPLE: How could you change the people to make task any harder/easier. E,greducing amount of players, adding defenders etc.

3 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 Learning to move and learning through movement Travel using different body parts Flight take offs and landings. 2. SPATIAL AWARENESS Knowing where you are i.e. personal space in relation to corporate space. i.e Things around or about you.

4 3. BALANCE Co-ordination and control Physical control and balance, static and in motion. The motor skills 4. MANIPULATIVE SKILLS Aiming handling predicating kicking estimating hitting ALL OF THE ABOVE = PHYSICAL LITERACY

5 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 can be incorporated into warm ups and should be enhanced in every session

6 AGILITY AGILITY IS THE ABILITY TO MAINTAIN BALANCE WHILE MOVING THE FEET QUICKLY.

7 Snow Paths How to Play? Ask children to make different pathways in and around the domes. Challenge children to travel from their own dome about all the other domes. Walk initially before challenging them to jog.

8 Snow Paths Make it harder A pathway described here is a change from one straight line to another. Also children can change pathway by zig-zagging and travelling in curve shapes. Challenge them to change speeds as they travel. Encourage children to change direction -where a child changes from moving forwards to moving backwards/sideways etc. 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. Make it easier Use children s creative imagination to imagine a snow storm this help stimulate your session. Stress the importance of looking for the free pieces of floor to move into at all times. Walk at first. Use half class so other half can watch and copy. Make area larger

9 Toe Touch How to Play? Pairs stand facing each other. Players to attempt to touch partners toes with their feet. No stamping hard on feet.

10 Toe Touch Make it harder Use least preferred foot for touching. Challenge children to move around the area while playing toe touch. Make it easier Play stationary at first. Limit children to only using 1 foot to touch with.

11 Crows & Cranes CROWS How to Play? Divide children into two groups 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 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

12 Crows & Cranes Make it harder Game can be varied by adding various names; - Fruits (Apple & Apricot) - Colours (Black & Blue) - Numbers (6 & 16) - Animals (Crab & Cat) - Signals (Left & Right) Make it easier Give very slow commands. Leave longer time for children to react. Coaches assist with movements.

13 Tail Tag How to Play? Players run around the area with bib/tails tucked into the back of their shorts. Players try to grab other peoples tails while protecting their own.

14 Tail Tag Make it harder Decrease the size of the playing area. Introduce players with no tails as catchers. Make it easier Larger playing area. Give players a number of tails instead of just one.

15 Handling numbers The next game is very effective for handling numbers and is a useful game for getting children into teams quickly.

16 Numbers C 2 s How to Play? Aim to follow coach s instructions moving in and around the area. The group run about until a number is called e.g. Two, the players pair off etc.

17 Numbers Make it harder Repeat above travelling in different directions i.e. backwards etc. Use visual stimuli i.e. colour domes e.g. Red = Sideways; Green = Forwards etc. Use less cones. Use a smaller area. Make it easier Use half class so the others can watch and copy. Use more coloured cones. Use a larger area.

18 BALANCE AND CO-ORDINATION

19 BALANCE AND CO-ORDINATION 1. BODY BALANCE Can you stay still on any parts of your body? Can you stay still on any other parts of your body Large body parts tummy, back, side, bottom Small body parts hands, feet, head, elbows, knees Can you show me 3 different balances with travel between each? 2. PARTNER BALANCE In pairs show how you might support your partner. What to look for One partner might be laying on the ground supporting their partners body weight in some way Bridges and rivers No. 1 Makes a bridge shape using body. No. 2 Crawls under bridge and then makes a new bridge for No. 1 to crawl under and so on. Donkey push In pairs stand one foot in front of other, place each others hands on your partners shoulder and attempt to push your partner back

20 BALANCE AND CO-ORDINATION 3. ANIMAL RELAY RACES Children in different teams travelling like a named animal to a cone and back. E.g dog/rabbit/duck/crab Start from walking/running etcthen progress onto moving like different animals

21 BALANCE AND CO-ORDINATION WITH USE OF EQUIPMENT 4. TIGHT ROPE Walk the rope without falling off. Challenge balancing skills can they walk backwards, sideways and maintain balance Can they do it with their eyes closed Can they walk on tiptoes/ heels/insides/outsides of foot 5. BALANCE OBSTACLES Set up small stations with obstacles that children can balance over/under/across/ and on top of. E.gbench, hurdles, domes, hoops et

22 BALANCE AND CO-ORDINATION WITH USE OF EQUIPMENT 6. BENCH TARGET BOUNCE Place hoops alongside the bench for children to bounce a ball into. Could use a rope to walk on top of instead of a bench to make it easier. 7. HOPSCOTCH AND SCORE Players hopscotch through the a ladder Could progress to holding a ball. At the end of the ladder thy could attempt to through the ball into a hoop A point for getting the ball in the hoop and a point for going through the ladder correctly.

23 BALANCE AND CO-ORDINATION WITH 8. LADDER STEP AND SHOOT Players move through the ladder with/without ball. They can pass to outside players, take return and move on At the end of the ladder they can take a shoot for goal. USE OF EQUIPMENT

24 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 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.

25 RUNNING/JUMPING

26 RUNNING 1. RUNNIING Linear running: Children line up on your marks. Start position: Standing start On signal drive hard of back foot and get into running stride as soon as possible Run through finishing line by dipping your head Obstacle runs: Fun and excitement can be added to running activities by challenging the children to negotiate various types of obstacles. E.gtunnels, hoops etc ZigZagRunning: Markers set out in a zigzagformation for running through. This encourages a dodging skill off the inside and outside foot, an essential evasive games skill 2. BOP ALONG ARM ACTION Children sit with their legs out in front They start to move their arms slowly bringing one hand at a time up to the side of their head and behind their back When they are moving fast their bottoms should be coming of the ground Repeat standing/running

27 RUNNING 3. LADDER DRILLS Use of ladders to coach proper running technique Let children explore different ways of going through the ladders Guide them to go sideways/lateral movements/hopping/team relays Coach high knees/arm action/ and posture through the ladders. One key point at a time. 4. TEAM RELAYS Select teams ¾ and put colours on them. Number the teams 1-4 etc Teams line up behind start line, on signal first child in each team runs to come and back to touch next runner Use high 5 for changing over Winner is last team back over start line.

28 JUMPING 1. BOUNCING BALL Children imagine they are a bouncing ball jumping up and down on the spot using the balls of their feet Challenge children to move forwards and backwards and side to side Target speed bounce: Using sideways jumps -How many times can you jump over a line/rope taking off and landing on both feet Raised speed bounce: Introduce small obstacles such as a low hurdle or a cone. 2. RUN TAKE OFF AND LAND Children run into a free space, jump up in the air and land on 2 feet. Safety: bend knees when landing and get hands out in front touching the floor to protect yourself Jumping shapes: Challenge children to make different shapes when they jump into the air. Tuck knees up into chest Pin long tall thin shape Wide star jump in air

29 JUMPING 3. STANDING LONG JUMP Start in squat position jump forward to land in a different position. Swing arms forward after take off to control landing. See who can jump the furthest with 1,2,3 etc long jumps How many jumps does it take you to travel from one side of the play area to the other BYR (BEAT YOUR RECORD) 4. HOOP JUMP Each child with a hoop or dome each. Ask them to find out all the different ways of taking off and landing over their hoop Who can discover the most ways The group should discover that there are 5 different ways of taking off and landing 2-2, 1-2, 1-1 (hop), 1-1 step, (2-1) Who can make a sequence by combining all 5 Start stationary before adding a run up

30 JUMPING KEY POINTS Teach children how to jump and land safely Progress slowly through all the basic jumps Always coach jumping from a static position before introducing a run up Develop ability to land and move off in a given direction Encourage take off from both strong and weak foot Coach how to jump and turn in flight

31 Tricks of the Trade" - Ways to effectively manage numbers, discipline and session structure FAIL TO PLAN AND YOU PLAN TO FAIL! Below are a few points to ensure the smooth running of your session FACILITIES Make sure you have access to your facilities and the facilities are safe in which you are working. E.G suitable well secured plastic goals posts are essential from a safety point. EQUIPMENT Make sure you have the right amount and right type of equipment for your session to be successful. Is it the right size, weight, amount? Are goal posts well secured? DISCIPLINE Do the children know what s acceptable and what s not? Be sure to follow the clubs policy and make sure the children are aware of ground rules and punishments. CONTENT Are the tasks suitable and challenging enough for the participants. Is the session organised in terms of players, content, area and equipment. E.gthe organisation of grids allows different ability groups to work simultaneously and can be used for technical, tactical or team play.

Tricks of the Trade Continued GRIDS Provide zones for the organisation of structure and tasks. They facilitate for the use of large numbers into smaller workable groups.

32 Tricks of the Trade Continued GRIDS Provide zones for the organisation of structure and tasks. They facilitate for the use of large numbers into smaller workable groups. The permit the coach to supervise the whole group and allow time for individual coaching. They ensure a smooth transition from small sided games to skills practices. HANDLING NUMBERS -Handling numbers is also a big part of planning games. Here are few good examples that are effective in handling numbers. Numbers game Pairs : stand beside the person closes to you Fours: two pairs join up Teams of four: stand one behind the other and number yourselves from the front to the back one, two etc Team names e.g. if you want 5 groups. Pick 5 different children and give them team names. E. Antrim, Tyrone etc. Give each player a team name to stand behind. If you need to number the players in the teams ask the captain at the front to number his/her team from the front to the back or vice versa. All that remains is to send them to their appropriate pitches and children should be encouraged to start and officiate their own games. Keep rotating players regularly so they learn the specific positions for each position. The coach should be in a position to see all the games and only moving in now and again when needed.

CONTENTS 1. TEACHING GUIDE

CONTENTS 1. TEACHING GUIDE PART 1 TEACHING GUIDE... 1 A How to use the manual...3 A1 The teaching guide... 3 A2 The teaching material... 3 A3 The Appendix... 5 A4 The lesson framework... 7 B Safety...8