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

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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.
SECTION F 31 Increasing Active Movement Complexity For young children to learn, acquire and grow in Active Movement, fundamental movement skills begin with the simple and gradually become more complex. This allows time for the body/brain systems to develop and strengthen. For example: Learning to catch progresses from the many opportunities a baby has in tracking a moving object on their fronts, backs and sides, watching and following a hanging ball or poi, learning to bounce, pat, and catch a large balloon, a beach ball, before experiencing a one-onone catching situation with a large soft ball with an adult. Problem solving (the brain’s favourite activity) in Active Movement for the older child develops new awareness of how the body works and the effects it has on the exploration of skills. Having knowledge of each fundamental movement skill and how it develops is essential for encouraging problem solving. For example: Learning two-foot jumping – Can you jump using no arms, one arm, swinging arms up, head and eyes down? What happens if you carry a weight? Jump on different surfaces? When performing a takahia, how do you create the loud stamp?
Page 1 and 2: On 1 Feb 2012, SPARC changed its na
Page 3 and 4: 1 Contents Foreword Contents How to
Page 5 and 6: 3 How to use this document This boo
Page 7 and 8: SECTION A 5 What is Active Movement
Page 9 and 10: SECTION A 7 The challenge for our f
Page 11 and 12: SECTION A 9 Where Active Movement/K
Page 13 and 14: SECTION B 11 OLD THINKING How a bra
Page 15 and 16: SECTION B 13 Neurons and neural pat
Page 17 and 18: SECTION B 15 fundamental skills tha
Page 19 and 20: SECTION B 17
Page 21 and 22: SECTION B 19 Vision The ability of
Page 23 and 24: SECTION D 21 > learning to direct o
Page 25 and 26: SECTION D 23
Page 27 and 28: SECTION D 25 Manipulation Imparting
Page 29 and 30: SECTION D 27
Page 31: SECTION F 29 Children all grow and
Page 35 and 36: SECTION F 33 Opportunity Time neces
Page 37 and 38: SECTION G 35 Language and Communica
Page 39 and 40: SECTION H 37 5. Use aids appropriat
Page 41 and 42: SECTION I 39 5. Recognise the holis
Page 43 and 44: SECTION J 41 Active Movement Settin
Page 45 and 46: SECTION J 43 The scenario below is
Page 47 and 48: SECTION I 45 Area Explanation Examp
Page 49 and 50: SECTION J 47 Safety and risk It is
Page 51 and 52: SECTION J 49 6. Ensure information
Page 53 and 54: SECTION J 51 Positive Active Moveme
Page 55 and 56: SECTION J 53 Key concepts Active mo
Page 57 and 58: SECTION J 55 Spatial awareness Stab
Page 60: PO Box 2251, Wellington, New Zealan

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