Talent Identification & Development Esther Chia Lawrence Ho Sophia Sim
Building strong movement foundations
What is Physical Literacy? Physical Literacy is the ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person (Mandigo, Francis, Lodewyk, & Lopez, 2009)
Other literacy models Literacy Numeracy Music Physical Literacy • ABC • 123 • Do-re-mi • Fundamental movement skills • Words • Fractions • Scale • Sequences • Sentences • Equations • Score • Tasks
Why is it important? 1) Provides the foundation to a lifetime of healthful physical activity. 2) Promotes overall development, especially cognitive and social development. 3) Can be used as an intervention for optimizing development.
Process of building physical literacy • Basic to Fundamental Motor Skills. • Establishes life-long participation in physical activity by building competence and confidence. • Fun!
Developmental Stages – Gross Motor • 0 to 6 months – belly / head control and upper body control • 6 to 12 months – crawling to standing to walking • 13 to 17 months – walking and improving balance • 18 months to 3 years – running whilst improving balance • 3 to 6 years – progression from basic to more fundamental movement skills
Developmental Stages – Gross Motor Singapore Sports Council (2010). Fun Start, Move Smart!: Fundamental Movement Skills for Growing Active Learners .
Fundamental Movement Skills Singapore Sports Council (2010). Fun Start, Move Smart!: Fundamental Movement Skills for Growing Active Learners .
Fundamental Movement Skills and Physical Activity Retrieved from http://www.phecanada.ca/programs/physical-literacy/what-physical-literacy/fundamental-movement-skills
Lloyd RS and Oliver JL. The youth physical development model: A new approach to long-term athletic development. Strength Cond J 34: 61 – 72, 2012
Why focus on physical literacy? • The proportion of overweight and severely overweight children in our mainstream schools has increased from 11% in 2011 to 12% in 2015. (https://www.moh.gov.sg/content/moh_web/home/pressRoom/Parliamentary_QA/2016/physical-activity-and-dietary-habits-of-children-and- youth.html) • Primary 1 & 3 students failed to exhibit age- appropriate FMS proficiency Swarup, M., Lye, CT., & Leong, HF. (2017). Fundamental movement skill proficiency of 6- to 9-year-old Singaporean children. Perceptual and Motor Skills , 0(0), 1-17. doi: 10.1177/0031512517703005
Healthy development = healthy active living, but it is also about brain development, physical well-being, social development and academic achievement.
Physical literacy = Brain development • Participating in exercise requires executive effort, and executing complex motor activity in turn enhances the neural circuitry relevant to executive function Chang, Y.K., Tsai, Y.J., Chen, T.T., & Hung, T.M. (2013). The impacts of coordinative exercise on executive function in kindergarten children: An ERP study. Experimental Brain Research, 225, 187-196. http://www.dailymail.co.uk/video/news/video-1218224/Very-smart-baby-uses-pillows-bed.html
How do we develop physical literacy? • Provide more time for physical activity (minimum time for PA daily increased to 1 hour) • Increase unstructured play time during recess or after school, with the provision of equipment for loan • Plan physical education programs that are fun, develop knowledge and skills that are developmentally appropriate
Talent Identification Practice and play in the development of sport expertise
Definition • Nonlinear Pedagogy is a methodology for games teaching, capturing how phenomena such as movement agility, self-organization, emergent decision making, and symmetry-breaking occur as a consequence of interactions • Fundamental Movement Skills are the foundational movements, or precursor patterns, to the more specialized and complex skills used in play, games and specific sports
7 Principles of Non Linear Pedagogy 1. Humans are complex systems whose movements and actions emerge under constraints – Learning & performance is continuously shaped by interacting task, environmental & individual (player) constraints – The ability of the coach to identify and expertly manipulate constraints is a key in effective learning design & pedagogy
7 Principles of Non Linear Pedagogy 2. Variety is the spice of life! – No need to impose “textbook” techniques – Players must learn to adapt their movements to the various situations encountered – “Repetition without repetition” 3. Skill Learning = Forming of information-movement couplings – During a match there exists a constant stream of “information” that is available to be perceived by the player (in the form of the ball, teammates, opponents, goals, pitch markings, surfaces, etc.) – Limited transfer and gains from training to matches – Another kind of “information” that influences perceptions and actions during match are strategies, set plays, positions, formations, etc. • How does this information interact with the information available to be perceived in “real - time” ? • How to best incorporate into learning design?
7 Principles of Non Linear Pedagogy 4. Simplification – Simplify information to cater to learners current abilities (Eg. Reduce the speed, distance & variety of trajectories the ball may travel, decrease the number of opponents or player density, and/or enlarge the goals and playing area) – Varying informational constraints over different timescales (“Perceptual attunement” = Continuously controlled) 5. Prescribe a task (“Problem”), not the movement (“Solution”) – Instructions given to the learner should create an external focus of attention or use analogies to describe desirable movement patterns – Instructions that create an internal focus of attention could be detrimental, i.e. concentrating on a specific part of the body • Exploits the capacity for self-organization of actions
7 Principles of Non Linear Pedagogy 6. Your actions speak so loudly I cannot hear what you say – Player learning is largely demonstrated in the “doing” rather than the “knowing” – Analysis during post-match video analysis (monitoring and evaluation) 7. Rome wasn’t built in a day – Some quick, some slow – Results don’t show up immediately – Identifying the “rate limiter” is key
Functional Movement Skills (Assessment Tools)
Functional Movement Skills (Assessment Tools)
Activity (10 Minutes) - Get into groups of 4 - Create an activity which you can incorporate the concept of nonlinear pedagogy - Eg . Throw, Kick, Run, etc…
Take Away • Student-centered • Exploratory Learning • Individualized movement literacy • Facilitative role for the teacher • Variability in practice
Identifying Potential Champions of the Future Retrieved from: http://www.channelnewsasia.com/news/sport/the-coming-of-joseph/3039544.html
Local Identification • Primary 4s in Singapore • 6 components 1. Anthropometry 2. Power 3. Agility 4. Speed 5. Balance and Flexibility 6. Motor Coordination
The K ö rperkoordinations Test f ü r Kinder • 4 subtests 1. Jumping sideways with 2 feet in 15 seconds 2. Hopping for height 3. Moving sideways on platforms in 20 seconds 4. Walking backwards 3 times with decreasing width of balance beam each time • Used it as a part of TiD for triathletes in Belgium • Possibly valuable in the early identification of gymnasts :The value of a non-sport-specific motor test battery in predicting performance in young female gymnasts Barbara Vandorpe, Joric B. Vandendriessche, Roel Vaeyens, Johan Pion, Johan Lefevre, Renaat M. Philippaerts & Matthieu Lenoir
Perform these KTK Movement Tasks (it is not as easy as it seems) https://www.youtube.com/watch?v=sV2HDz6BAUc
Current Identification E.g. Badminton 1. Physical Assessment ( Objective ) - Yo-Yo Intermittent Recovery 1 Test, Court Agility and Vertical Jump 2. Technical Assessment (Subjective) - Footwork, Quality of Stroke, Timing, Skill Ability and Potential 3. Psychological Assessment (Subjective) - Grit and Achievement Motivation
Grit and Achievement Motivation • Grittier individuals have been found to spend more time on deliberate practice on their craft (Duckworth et al., 2011). Higher grit scores (1 lowest, 5 highest) indicate greater motivation and perseverance . Approach Avoidance Mastery -task approach-oriented -task avoidance-oriented -focused on gaining mastery -seeks to avoid failure in of tasks (MAp) task mastery (MAv) Performance -ego-approach oriented -ego-avoidance oriented -focused on demonstrating -avoids displaying superior competence overs normative incompetence others (PAp) (PAv) (Adie et al., 2010) Ideal score: High MAp and PAp, and low MAv and PAv. Lowest score is 3, highest is 21.
Purpose of Identification Tools • Holistic CCA trials • Progress of student / athlete
Identification Campaigns • RBC Training Ground (Canada) • UK Sport
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