Introducing Children to Sport

What is the Sports Leaders role?

GuardianOrganiserMotivatorTeacherTrainerFacilitator

OHT 3.1

Implications in organising children’s sport

Mixed gender participation

Growth stagesGrouping 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 HerculesChinese gymnasts

How exercise affects children

They get a higher proportion of their energy aerobically

They are less mechanically efficientThey produce more heatThey cannot regulate their body heat as

efficientlyThey have weaker bonesThey 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 doingWhen they are motivatedWhen they are successfulBy copying othersThrough encouragementOften rapidly. Children are more confident

& willing to make mistakes than adults.OHT 3.11

Practical Tips for coaching childrenTask: Design a 6 point plan

Treat each child as an individualMake sure the children are ready to learnUse short, simple explanationsDemonstrate clearlyGive plenty of time for practiceMake it FUN, active and challenging Repetition

OHT 3.14

Why Children do Sport

FUNADVENTURECHALLENGECOMPETITIONACHIEVMENTSOCIALISINGINDEPENDENCERELEASE ENERGY & EMOTION

OHT 3.18

Benefits of Exercise for children

PhysicalIntellectualPersonal and Social

Physical Development

Basic Motor Skills e.g moving in different ways

Spatial AwarenessCo-ordination & ControlManipulative skillsHealth & FitnessPositive use of Energy

OHT 3.21

Intellectual Development

CreativityCognitive Skills ( awareness &

understanding)ConcentrationLanguage & LiteracyNumeracy

OHT 3.22

Personal & Social DevelopmentConfidenceSelf – EsteemSelf – AwarenessAwareness of othersCo-operative skillsOrganisational skillsLeadership skillsEquality & Justice

OHT 3.23

Task: Developing Skills

Throwing and CatchingKickingDribblingHitting

Throwing & catching

Easier:Use larger, lighter ballUse jingle or bright coloured

ballUse 2 handsBounce then catchRemain StationaryAdjust distance between

partnersThrow 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 ballStand still before kickingMake the target largerMove the target closerAdjust 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 gamesNet / Wall gamesStriking / Fielding gamesTarget 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 activity3. Modify the

activity/adapt the task

4. Practice 5. Play the activity6. Feedback7. Praise8. Monitor progress9. 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 childrenEssential for learning. Take

account of player’s reactionsOften & positive, don’t reinforce

unacceptable behaviour or under achievement

Leader & childrenLet the group discuss changes

OHT 3.47