An Introduction to Active Movement Koringa Hihiko - Sport New ...

30 SECTION F
Growing through
challenge and
experience
“Avoiding danger
is no safer in the long
run than outright
exposure. Life is either a
daring adventure,
or nothing.”
Helen Keller
Success for children in the early years in Active Movement
relies above all upon the active educator and the
opportunities and the role model provided. How the
relationships are developed with the child and the
environment, and the motivation to be involved culturally,
physically, spiritually and knowledgeably underpin success
for children. The young brain is fuelled on success and the
enjoyment of the successes that they achieve.
Success is not measured by how fast or far the child can
learn to crawl, walk, run, jump or throw. It is measured
by the smile on the child’s face upon achievement
of accomplishing the skill and the desire to continue
developing and exploring the skill.
Contributing to success for the young active mover
is recognition of the importance of challenge and
risk-taking in their learning. Young children learn about
the world, including what is safe and what is not,
through firsthand experience. Research has shown that
a willingness to take risks is linked to success in later life.
Childhood is a time to learn how to adjust to change and
take suitable risks. Risk-taking in a safe Active Movement
environment allows the child to gradually grow braver,
develop fundamental movement skills, and build feelings of
personal confidence, competence and independence. If an
active educator is overly anxious, for instance, it is harder for
the child to become a confident and curious individual. Even
as children are taking risks and extending limits, they are
learning by what they see the adults do.
As challenge increases for the child so does the extensive
interplay of neural pathways.