Session ObjectivesSession Objectives

• To investigate the relationship between Physical To investigate the relationship between Physical Education and Sport Education.Education and Sport Education.

• To explore methods and models of Teaching & To explore methods and models of Teaching & Coaching young people.Coaching young people.

• To emphasis the role of PLAY in Sport Education To emphasis the role of PLAY in Sport Education and Physical Educationand Physical Education

• To debate good practice in working with To debate good practice in working with Children & Young peopleChildren & Young people

The Benefits of Play in Sport & Physical Education

Increased Health and Well BeingIncreased physical activity opportunities*Opportunities to develop fundamental movement skills* Increased Personal and

Social DevelopmentOpportunities to engage with peers in a safe environmentIncreased social interaction

Increased Social CapitalPromotion of active citizenshipRespect and ownership of community spaces

Enjoyment and LearningIncreased opportunity to make and create, problem solve and work as part of a team

EDUCATION

PLAY

SPORT

EDUCATION

PLAY

SPORT

What is What is Fundamental Movement Skills (FMS)?Fundamental Movement Skills (FMS)?

Locomotor skillsLocomotor skills involve the body moving in any direction from involve the body moving in any direction from one point to another. Locomotor skills include walking, running, one point to another. Locomotor skills include walking, running, dodging, jumping, hopping and skipping etc.dodging, jumping, hopping and skipping etc.

Stability skillsStability skills involve the body balancing either in one place involve the body balancing either in one place (static) or while in motion (dynamic). Stability skills include (static) or while in motion (dynamic). Stability skills include landing, balance (static and dynamic) and rotation.landing, balance (static and dynamic) and rotation.

Manipulative skillsManipulative skills involve handling and controlling objects with involve handling and controlling objects with the hand, the foot or an implement (stick, bat or racquet). the hand, the foot or an implement (stick, bat or racquet). Manipulative skills include throwing and catching, striking with Manipulative skills include throwing and catching, striking with the hands, feet and an implement (e.g. kicking, volleying, batting the hands, feet and an implement (e.g. kicking, volleying, batting and dribbling).and dribbling).

Learning through Play Works for all sports!Learning through Play Works for all sports!

Some Good NewsSome Good News

• The younger the child the closer are the The younger the child the closer are the goals of coaching and teaching. goals of coaching and teaching.

• Young people Young people Learning to MoveLearning to Move and and Learning throughLearning through MovementMovement should be should be the the common goalscommon goals of both the Teacher & of both the Teacher & the Coach.the Coach.

• FUNdamental Movement EducationFUNdamental Movement Education should be the Goal with the emphasis on should be the Goal with the emphasis on Learning Should Be FUNLearning Should Be FUN as a as a SLOGAN.SLOGAN.

• Social INCLUSION should be centralSocial INCLUSION should be central

What teaching/coaching What teaching/coaching methods & what should be methods & what should be

the emphasis?the emphasis?

What does the research What does the research say?say?

1.1. Coaching for games UNDERSTANDING Coaching for games UNDERSTANDING (Thorpe & Speckman (2004)(Thorpe & Speckman (2004)

• Small sided games emphasis learning Small sided games emphasis learning through the game – experiencing the need through the game – experiencing the need for a technique before formally teaching & for a technique before formally teaching & coaching it. coaching it. (What might this mean for (What might this mean for coaching in the GAA?)coaching in the GAA?)

• The opposite and more Traditional The opposite and more Traditional perspective would focus on technique perspective would focus on technique development and then exploration in the development and then exploration in the game context.game context.

The Coaching Process & possible inter The Coaching Process & possible inter phase of “understanding” and phase of “understanding” and

“technique” development“technique” development

Game Fundamentals(Developing Player Technical Ability)(Developing Player Technical Ability)

Tactical Fundamentals(Developing Player Tactical Awareness)(Developing Player Tactical Awareness)

Technical Practice

Technique Practice

Pressure PracticeFunctional Practice

Phase of Play

Small Sided Game

Conditioned Game

We are strong in Performance We are strong in Performance OrientationOrientation

but how many do we loose by early but how many do we loose by early specialisation?specialisation?

What about the Reform What about the Reform Curriculum in our schoolsCurriculum in our schools

I am aware that lots of coaches are now I am aware that lots of coaches are now working in schoolsworking in schools

• It offers a Common educational It offers a Common educational experience for all pupilsexperience for all pupils

• Where does Physical Education fit in the Where does Physical Education fit in the Reform Curriculum and how can we as Reform Curriculum and how can we as coaches relate and complement this coaches relate and complement this requirement.requirement.

• Lets look at the Curriculum Model for KS Lets look at the Curriculum Model for KS 1&21&2

The Northern Ireland The Northern Ireland Curriculum KS 1&2Curriculum KS 1&2

Games teaching KS 1&2Games teaching KS 1&2in the N.Ireland Curriculumin the N.Ireland Curriculum

How might this all come How might this all come togethertogether

• Recognise that the learning needs of the child Recognise that the learning needs of the child are paramountare paramount

• The game should always adjust to the The game should always adjust to the (Physiological, Psychological & Emotional) (Physiological, Psychological & Emotional) needs of the child and NEVER the other way needs of the child and NEVER the other way round.round.

• As coaches of early learners we need to be As coaches of early learners we need to be as Inclusive as possible for as long as as Inclusive as possible for as long as possiblepossible

• What might a club/GB structure look like that What might a club/GB structure look like that embodies this ethic?embodies this ethic?

Multi Skills Club Multi Skills Club

Fundamental Sports Skills

Fundamental Movement

SkillsMulti-skill Clubs

(ages 7-11)

Multi-skill Club Links Pathway

MSC KS1 PilotParent Advocacy

Fundamental Movement

Skills

Skills AwardsMS Inclusion

HQ MSC guide

Multi-skill Academies (ages 8-12)

Sport Specific Skills

TALENT

Community Sport Clubs

KS1 ‘Fun’ Clubs (ages 5-7)

Multi Sport Clubs

(ages 9-12)

Out of School Hours Clubs

Regional multi-skill Academies

INTERVENTIONS ENVIRONMENTSSKILL

DEVELOPMENT

NGB/CSP led programmes

Competition (termly multi-skill

festivals)

Fundamental Sport Skills

resources (cluster sports e.g.

rackets)

High quality PE

Food for thought?Food for thought?

“I see boys when they arrive at our academy and it seems obvious to me that despite

being the best young footballers many of them are

lacking in what I can only describe as basic athletic

skills!”

Sir Alex Ferguson, May 2003

FinallyFinally

• Thanks for the opportunity to share some of Thanks for the opportunity to share some of my views on what I consider to be the most my views on what I consider to be the most important job in sport and that is important job in sport and that is nurturing nurturing our young people into sport.our young people into sport.

• Debate and argument is essential in this Debate and argument is essential in this area if we are to get it right.area if we are to get it right.

• Your Work-Shop titles will I’m sure Your Work-Shop titles will I’m sure challenge you to test out some of what I challenge you to test out some of what I have shared with you.have shared with you.

• Tapadh leat (Tapadh leat (Thank-you)Thank-you)