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

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32 SECTION F Using natural resources for some equipment such as flax balls with shells inside, and woven flax skipping ropes, reflects our bicultural heritage as well as providing opportunities to feel and use indigenous materials. Use and participate with real tools such as titi torea. Creating a success-orientated setting for Active Movement ensures the child learns to gain control over their body and feels empowered to explore their environment. A relaxed environment that is a mixture of sensory and physical experiences will inspire interest and involvement that is fundamental to creating active, moving, learning dispositions. The Success Platform for Active Movement Children will live up to what they believe of themselves. The context or setting that is created for active movement experiences affects how the child will participate and how that setting best serves their development. A positive and success-orientated setting will validate and support the child. Active Movement provides opportunities through experiences to learn qualities that are essential for growing up successfully in the world of the future.
SECTION F 33 Opportunity Time necessary for progress and advancement of skill in child Repetition/Practice The more often a movement skill is performed then the easier it becomes to do Assessment Through knowledgeable educators and from the environment Challenge and problem solving Awakens and develops understanding, and resilience to succeed Persistence The driving force behind learning, practising and gaining movement skills Culture Awareness Incorporating the arts, language and games of a child’s rich heritage are respected and included in Active Movement Active Movement Feedback Specific feedback of skill assists with development Encouragement Promotes and supports guidance that will incite the child into action Assessment Success Joy Improving Increased motivation
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 and 32: SECTION F 29 Children all grow and
Page 33: SECTION F 31 Increasing Active Move
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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