Fundamental Movement Skills Agility Agility Balance Co-ordination - - PowerPoint PPT Presentation

Fundamental Movement Skills

Agility Agility Balance Co-ordination Running Jumping Extra: “Tricks of the Trade”

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.g introduce defenders or put conditions in conditions in

• EQUIPMENT: How could you use equipment to make

activities easier/harder. E.g introduce a ball, reduce number of domes etc

• PEOPLE: How could you change the people to make

task any harder/easier. E,g reducing amount of players, adding defenders etc.

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

• 2. SPATIAL

AWARENESS

learning through movement

• Travel using different body

parts

• Flight – take offs and

landings.

• Knowing where you are i.e.

personal space in relation to corporate space. i.e Things around or about you.

• 3. BALANCE
• Co-ordination and control
• Physical control and

balance, static and in

• 4. MANIPULATIVE

SKILLS

• Aiming – handling –

predicating – kicking –

ALL OF THE ABOVE = PHYSICAL LITERACY

balance, static and in

• motion. The motor skills

predicating – kicking – estimating – hitting

The following slides are examples of games and activities which can be used to develop the Fundamental skills of Agility Balance and Co-

• rdination. The fundamental skills
• rdination. The fundamental skills

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

“AGILITY IS THE ABILITY TO MAINTAIN

AGILITY

BALANCE WHILE MOVING THE FEET QUICKLY”.

Snow Paths

How to Play?

• Ask children to make

different pathways in and around the domes.

• Challenge children
• Challenge children

to travel from their

• wn dome about all

the other domes.

• Walk initially before

challenging them to jog.

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.

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. 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. move into at all times.

• Walk at first.
• Use half class so other half can

watch and copy.

• Make area larger

Toe Touch

How to Play?

• Pairs stand facing

each other.

• Players to attempt

to touch partners’ toes with their toes with their feet.

• No stamping hard
• n feet.

Make it harder

• Use least preferred foot

for touching.

• Challenge children to

Make it easier

• Play stationary at first.
• Limit children to only

using 1 foot to touch

Toe Touch

• Challenge children to

move around the area while playing toe touch. using 1 foot to touch with.

Crows & Cranes

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

CROWS

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

Crows & Cranes

Make it harder

• Game can be varied by

adding various names;

• Fruits (Apple & Apricot)

Make it easier

• Give very slow

commands.

• Leave longer time for
• Fruits (Apple & Apricot)
• Colours (Black & Blue)
• Numbers (6 & 16)
• Animals (Crab & Cat)
• Signals (Left & Right)
• Leave longer time for

children to react.

• Coaches assist with

movements.

Tail Tag

How to Play?

• Players run around

the area with bib/tails tucked into the back of their shorts. their shorts.

• Players try to grab
• ther peoples tails

while protecting their own.

Tail Tag

Make it harder

• Decrease the size of the

playing area.

• Introduce players with

Make it easier

• Larger playing area.
• Give players a number
• f tails instead of just
• Introduce players with

no tails as catchers.

• f tails instead of just
• ne.

Handling numbers

• The next game is very effective for handling

numbers and is a useful game for getting children into teams quickly.

Numbers

How to Play?

• Aim to follow

coach’s instructions moving in and around the area. around the area.

• The group run

about until a number is called e.g. ‘Two’, the players pair off etc.

C

2’s

Make it harder

• Repeat above travelling

in different directions i.e. backwards etc. Make it easier

• Use half class so the
• thers can watch and

copy.

Numbers

• Use visual stimuli i.e.

colour domes e.g. Red = Sideways; Green = Forwards etc.

• Use less cones.
• Use a smaller area.
• Use more coloured

cones.

• Use a larger area.

BALANCE AND AND CO-ORDINATION

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

• 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

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?

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

BALANCE AND CO-ORDINATION

• 3. ANIMAL RELAY RACES
• Children in different teams

travelling like a named animal to a cone and back. animal to a cone and back. E.g dog/rabbit/duck/crab

• Start from walking/running

etc then progress onto moving like different animals

BALANCE AND CO-ORDINATION WITH USE OF EQUIPMENT

• 4. TIGHT ROPE
• Walk the rope without

falling off.

• Challenge balancing skills

can they walk backwards,

• 5. BALANCE OBSTACLES
• Set up small stations with
• bstacles that children can

balance over/under/across/ and on top of. E.g bench, 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 and on top of. E.g bench, hurdles, domes, hoops et

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

• 7. HOPSCOTCH AND SCORE
• Players hopscotch through

the a ladder

• Could progress to holding a

ball.

• Could use a rope to walk on

top of instead of a bench to make it easier. 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.

BALANCE AND CO-ORDINATION WITH USE OF EQUIPMENT

• 8. LADDER STEP AND SHOOT
• Players move through the

ladder with/without ball.

• They can pass to outside

players, take return and players, take return and move on

• At the end of the ladder

they can take a shoot for goal.

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 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.

RUNNING/JUMPING RUNNING/JUMPING

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

• 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

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.g tunnels, hoops etc

• Zig Zag Running: Markers set out in a

zig zag formation for running through.

• This encourages a dodging skill off the

inside and outside foot, an essential evasive games skill

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

RUNNING

• 3. LADDER DRILLS
• Use of ladders to coach proper

running technique

• Let children explore different

ways of going through the ladders

• 4. TEAM RELAYS
• Select teams ¾ and put

colours on them. Number the teams 1 -4 etc

• Teams line up behind start

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.

• 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.

JUMPING

• 1. BOUNCING BALL
• Children imagine they are a

bouncing ball jumping up and down on the spot using the balls

• f their feet
• Challenge children to move
• 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

• 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

• n both feet
• Raised speed bounce: Introduce

small obstacles such as a low hurdle or a cone. 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

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.

• 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

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)
• 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

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 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

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

• 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.g the

• rganisation 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. 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
• 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.