physial literay all youth · • what is the learner unable to do? what should the learner be able...

PHYSICAL LITERACY

ALL YOUTH

B O O K workbook

The views expressed in the publication are the views of the YMCAs of Cambridge &

Kitchener-Waterloo and do not necessarily reflect those of the province.

Funding by:

Objective:

Use an intentional and planned approach to assist children in developing/improving

Physical Literacy skills.

Learning Outcome:

• Provide an opportunity for YMCA Leaders to learn about Physical Literacy

• Provide an opportunity for YMCA Leaders to practice giving strength based

feedback using Physical Literacy language

• Provide an opportunity for YMCA Leaders to explore Fundamental Movement Skills

(FMS) and their progressions

• Provide an opportunity for YMCA Leaders to focus planning with intension to

incorporate Fundamental Movement Skills (FMS) in plans

Learning Outcomes

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PHYSICAL LITERACY ALL YOUTH WORK BOOK 03

Get To Know You Activities: Why are they important?

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What is Physical Literacy?

Physical literacy is the _________________________, _________________________,

______________________ _____________________, _______________________

and ________________________ to value and take _________________________ for

engagement in _____________________ _____________________ for life.

(International Physical Literacy Association, 2014)

Get To Know You Activities


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Movement Vocabulary: an individual’s understanding of movement skills and sequencing

movements together

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Fluency: the ability to execute a component of movement vocabulary with expertise.

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Physical Proficiency: the ability to select and proficiently execute movement vocabulary

suitable to an environment or setting

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Physical Literacy: the ability to demonstrate physical proficiencies in multiple environments

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Building Physical Literacy

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“Fundamental movement skills (FMS) are movement patterns that involve various body parts

and provide the basis of Physical Literacy. Fundamental movement skills are the foundational

movements, or precursor patterns, to the more specialised and complex skills used in play,

games and specific sports.“

(Humankinetics.com)

Get To Know You Activities


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Balance:

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Locomotor:

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Object control:

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Sport for Life

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Assessing Movement

Sport for Life

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Assessing Movement

Sport for Life

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Assessing Movement

Sport for Life

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Assessing Movement

Sport for Life

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Assessing Movement

Sport for Life

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Assessing Movement

Sport for Life

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Assessing Movement

Planning

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What makes a good activity?

All-inclusive Non-elimination Equipment

Positive Feedback

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“The benefits of physical literacy aren't limited to physical health. It also improves

academic performance, cognitive skills, mental health, psychological wellness, social skills,

and healthy lifestyle habits. Thus, all children should master fundamental movement

skills and develop physical literacy. “

Active for Life

Planning

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Health, Fitness & Aquatics

There are many ways that we teach new skills. It is important to give the opportunity to

practice in a fun and safe environment.

GAGs

(Game, Activity,

Game)

1 - 2 fundamental movement skills

4 - 5 activities per focus to develop the skill (warm-up, drills, games)

Time to practice

Ex: Move like a … rabbit, lion, kangaroo, turtle, frog

Jump from one side of the room to the other using proper form. Bent knees, using arms

(focus—arm swing and push off with feet, land like you are riding a motor cycle)

Vertical jump to catch a ball that partner throws to you. Use method as practiced earlier (arm

swing, bend knees push off with feet, stretch arms up over head and land with knees bent

shoulder width apart)

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Planning

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Things to keep in mind:

Consider the length of the games/activities. Did it end before the kids got bored?

How many people were moving? Who was sitting out?

Can the game/activity be adapted for learners at a different levels?

How does teaching with GAGs (games, activity, games) promote physical literacy?

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Putting it all together

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Throughout the activity think about the following:

• What abilities are missing/needed to progress to the next stage of the skill?

• Do you have any experiences with this skill that you could use to help the learner?

• What is the learner unable to do? What should the learner be able to do?

• Has the learner practiced this skill in another context? Are there elements of the skill that the learner can

transfer from another context?

• What elements of the skill are similar to elements of other Fundamental Movement Skills (FMS)?

• What are familiar games that use this skill? How can the familiar game be changed, so that all learners are

forced to explore and modify their skill set?

• What factors outside of the game might be influencing the learner’s motivation, confidence, or

competence? Can you eliminate these factors through games and activities?

• What language/terminology is specific to the sport that would be helpful for the learner? What language/

terminology is not specific to the sport, and can be transferred from other contexts that the learner is more

familiar with?

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