The Schools and Community Football Conference, 24 June 2013 at Burton Albion Football Club. Ros Clark presents on active learning within our work shops.

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EDUCATION,HEALTHANDSCIENCES
The Schools and Community
Football Conference

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EDUCATION,HEALTHANDSCIENCES
Active Learning Workshop
Ros Clark 2013

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EDUCATION,HEALTHANDSCIENCES
A Physically
Educated
Child is?
?
?
??
?

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EDUCATION,HEALTHANDSCIENCES
Developmentally Appropriate
Physical Education
• Puts the child at the heart of physical education learning.
• Focuses on the development of core movement learning in which children
become increasingly competent and confident.
• Recognises a child’s diverse needs as the focus of learning in physical
education: physical, cognitive, social, creative, health and emotional.
• Ensures that learning experiences build on children’s previous
achievements so that they can make progress according to their abilities.
• Provides children with access to a broad range of movement contexts and
resources; indoors and outdoors, individually and with others, that enables
them to engage in purposeful, competitive and cooperative physical
activities, in a range of increasingly challenging situations.
• Supports learning in physical education in ways similar to other subjects.
TOP Foundation (2011)

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EDUCATION,HEALTHANDSCIENCES
What a child receives from
High Quality Physical Education
• Physical Skills (in NCPE programmes of study and extra curricular activities – Games,
Gymnastics, Dance, Swimming & water safety, Athletic activities, OAA)
• Physical Fitness (capabilities essential to health & well being, muscular strength & endurance,
flexibility, motor fitness abilities: speed, balance, agility, coordination, reaction time)
• Knowledge and Understanding (of safety, skills, the body, thinking skills, social skills, rules,
tactics etc.)
• Social Skills (Fair play, cooperation, teamwork, sharing, responsibility, leadership, competition,
communication: listening; speaking; performance; demonstrating, operating within rules, using
self-control, considering others, following directions etc.)
• Attitudes and appreciations….. Feeling of pride for their own and their peers’ achievements &
abilities, an appreciation of quality effort in others’ work, an appreciation of the importance of
physical health and fitness, respect for team-mates, opponents and officials,
…a desire to participate, be physically active and to be healthy
(Adapted from BJTPE Autumn 2002)

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EDUCATION,HEALTHANDSCIENCES
Lifespan Model
Specialised
Movement
Phase
Fundamental
Movement
Phase
Rudimentary
Movement Phase
Reflexive Movement Phase

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Skill Themes and Movement Skills
Travelling
(Locomotion)
Object control
(Manipulation)
Balance
(Stability)
Basic
•Walking
•Running
Rhythmical
•Galloping
•Sliding
•Skipping
•Hopping
•Jumping
•Leaping
Apparatus
•Climbing
•Swinging
Send
•Throwing
•Kicking
•Punting
•Ball rolling
•Static ball striking
Receive
•Catching
•Trapping/Stopping
(feet/stick)
Travel with
•Dribble (feet, hands, stick)
Receive & Send
•Volley
•Strike
Postural
•Upright posture
•Ready position
•Stopping
•Landing
Coordination
•Cross laterality
•Stretching/curling
•Twisting/turning
•Spinning
•Sinking/falling
•Body rolling
•Dodging

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EDUCATION,HEALTHANDSCIENCES
Stage of development within the skill themes
Initial Elementary Mature
• basic movement first
appears and only a
small number of body
parts are used in the
action
• features of the refined,
mature action are
missing and the
movement looks limited,
clumsy and un-
coordinated
•Developed through
play
•Improvements can be
quick at this stage
• more control and
overall coordination
improves
• more features of
mature pattern are in
evidence, but
movement is not
performed efficiently
• many children and
adults do not pass this
stage in a large number
of basics – impacts on
their ability to access
many activities
• all mature criteria are
integrated into a well-
coordinated movement
• movement resembles
a skilled adult
movement, but it is not
in a specialised form,
e.g. the overarm throw
is not a javelin throw
• possible for children to
reach the mature stage
in most basic skills by
the age of seven

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“Movement concepts allow for
variation on how movement
skills are performed”
Movement concepts allow for
individual expression,
creativity and the enrichment
of movement skills
(Following Graham, Holt-Hale and Parker, 2004)

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EDUCATION,HEALTHANDSCIENCES
Enriching Movement
THINKING
SOCIAL,
CREATIVE,
HEALTHY
MOVERS
Space
(Where do we do it?)
Self/General Space
Directions
Levels
Shape
Effort
(How do we do it?)
Speed
Weight
Flow
Expression
Posture
Time
Relationships
(With what, or whom, do
we do it?)
Body
Objects
People
Start to Move Curriculum Draft: Top foundation (2011)

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Physical Literacy
What is it?

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Why is PE important for children’s
development?
Practical
benefits
for
schools
?
?
?
?

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EDUCATION,HEALTHANDSCIENCES
The ‘STTEP’ Model
S Space Consider how the working space can be changed to either bigger, smaller
or a different shape. Can you think of an example when you might alter
the space?
T Time Some skills can be performed slowly or quickly. Or we can increase /
decrease time to apply pressure onto a skill. Faster paced skills are not
always the most difficult. What slow paced skills can you think of that are
difficult to perform?
T Task The specific requirements of each task can be altered completely. Can
you think of an example where a child is working on the same outcome
but the task is different?
E Equipment Equipment can be varied to help the child access the task. A small hard
ball in S&F games will be harder to hit than a large soft ball.
P People Adding or taking away numbers to the task can make the activity more or
less complex.
Pickup and Price (2007)

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Multi-ability model
• Thinking Me – cognitive and creative ability
• Social Me – social ability
• Healthy Me – physical and mental health
incorporating personal ability
• Physical Me – physical ability

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EDUCATION,HEALTHANDSCIENCES
Useful Reading
• Armour, K. (ed) Sport Pedagogy: an introduction to teaching
and coaching Harlow, Essex; Pearson 325 – 336,
• Griggs, G. (2012) An Introduction to Primary Physical
Education London; Routledge 90 – 107
• Haydn – Davies, D and Coleman, M. (2010) First Steps to
Inclusive Physical Education: Supporting Children with
Additional Needs. London: Roehampton University
• Pickup, I. and Price, L. (2007) Teaching Physical Education
in the Primary School: A Developmental Approach, London:
Continuum.

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Dan Parnell
School of Science
University of Derby
t: 07538500348
e: d.parnell@derby.ac.uk
w: www.derby.ac.uk
As part of The Schools and
Community Football Conference