An Introduction to Active Movement Koringa Hihiko - Sport Taranaki

www.sparc.org.nz

Acknowledgements
SPARC (Sport and Recreation New Zealand) express their sincere appreciation to the people and organisations that
contributed both directly and indirectly to this Active Movement resource.
SPARC wishes to thank the members of the National Early Childhood and Physical Activity Reference Group who have
dedicated their time and energy to developing these recommendations. In particular, Sue Murray (Chair), for her
commitment and efforts to capture the rich and unique diversity of New Zealand within the pages of Active Movement.
Copyright SPARC 2009
First published May 2004
ISBN 1-877356-28-X

1
Contents
Foreword
Contents
How to Use this Document 3
Introduction 4
What is Active Movement? 5
Where Active Movement
Begins 9
The Developing Brain 10
Active Movement
Develops the Brain 12
Active Child, Active Learner 14
Infants and Toddlers 15
Young Children 21
Exploring Fundamental
Movement Skills 24
Active Adult,
Active Educator 28
Growing Through
Challenge and Experience 30
Increasing Active Movement
Complexity 31
The Success Platform for
Active Movement 32
Outcomes of Active
Movement 34
Nurturing Active Children 36
Recommendations
For Parents 36
Recommendations for the
Centre Educator 38
Active Communities 40
Active Movement Settings 41
Resources 52
Key Concepts 53
Suggested Readings 56
Foreword
We are born to move. It’s one of the first things a child
discovers and learns to do. Quality movement experiences
are an essential part of a child’s development, and are just
as important for newborns as for older children. Moving and
physical activity assist with the healthy growth of a child’s
brain and body – and have an impact on a child’s social,
emotional, physiological, spiritual, cognitive and physical
abilities, and behaviour.
Children are curious, and have a desire to experience and
learn about the world around them. We need to ensure that
a fun and creative environment is available for our children
so they can develop the confidence and competence to
move, play and be active.
The Active Movement resources are designed to provide
young children with opportunities to experience quality
physical activities in a fun environment. An Introduction to
Active Movement is a resource that can be used by parents,
grandparents, teachers and caregivers. By engaging children
in Active Movement activities, you will be helping to create
the foundations for a life-long involvement in physical
activity – you could even be helping to build tomorrow’s
high performance athletes.
Peter Miskimmin
Chief Executive SPARC

2
If I had my child to raise over again
If I had my child to raise all over again,
I’d finger paint more, and point the finger less.
I’d do less correcting, and more connecting.
I’d take my eyes off my watch,
and watch with my eyes.
I would care to know less,
and know to care more.
I’d take more hikes, and fly more kites.
I’d stop playing serious, and seriously play.
I’d run through more field, and gaze at more stars.
I’d do more hugging, and less tugging.
I would be firm less often, and affirm much more.
I’d build self-esteem first, and the house later.
I’d teach less about the love of power,
And more about the power of love.
Diane Loomans “Full Esteem Ahead” 1994

3
How to use
this document
This book is designed to raise awareness about the importance
of movement in the early years of life. It will explore the role
movement plays in human development and show how active
movement is essential for helping your child to reach his or her
potential.
The diagram below illustrates the information journey though
this resource. This is the first of many guides to exploring
active movement. It is hoped that by making the journey to
understanding why active movement is so important, the guardians
of children will pursue opportunities to lead healthy, active lives.
SECTION D
Fundamental
movement skills
SECTION E
Being a
role model
p21
p28
SECTION I
Recommendations for
Educators
SECTION C
What is the
midline and why
is it important?
p38
SECTION F
Challenge
and growth
p20
p30
SECTION A
Introduction to
Active Movement
SECTION B p10
Movement and
the Brain – how we
develop
p4
p34
SECTION G
Outcomes of
Active Movement
p36
SECTION H
Recommendations
for Parents
SECTION J
Recommendations
for Environment
providers
p40

4
SECTION A
Introduction
Children are born to move and in their early years they have
an insatiable desire to move and learn about themselves
and their relationship to the environment in which they
live. Movement is the basis of who we are today because it
develops and strengthens the body and brain as we grow
through childhood. By parents and caregivers being loving,
caring, knowledgeable and respectful about the importance
of movement, children, from before birth, will begin to
move and learn through their movement. This will
establish in children the wonder and delight of learning
to treasure, honour and respect their body for life-long
health and wellbeing.
Our society is evolving rapidly and it is crucial to ensure
that our children, our greatest treasure of all, are able to
grow, move and develop as they were intended. Sport and
Recreation New Zealand (SPARC) has initiated the concept
of Active Movement for all infants, toddlers and young
children in New Zealand so they have the foundation to
successfully develop and learn:
“To grow up as competent and confident learners and
communicators, healthy in mind, body and spirit, secure in
their sense of belonging and in the knowledge that they
make a valued contribution to society” 1 .
This resource has been written to share information,
stimulate interest and promote Active Movement in Aoteroa
New Zealand for parents, educationalists and recreation
providers involved with children in their early years.
1
Te Whàriki He Whàriki Mãtauranga
Mòngà Mokopuna o Aotearoa Early
Childhood Curriculum.

SECTION A
5
What is Active
Movement/
Koringa Hihiko?
The physical activity needs of young children are quite
different from the needs of older children and adults.
SPARC’s new term Active Movement/Koringa Hihoko
includes the development of heart, lungs, muscles, bones
and use of energy. However, Active Movement also
acknowledges that positive early movement experiences
impact on the way infants, toodlers and young children
learn and grow.
Active Movement in early childhood is about:
> knowing the whole child – their strengths and interests;
> the learning and practising of fundamental
movement skills;
> the contribution that movement makes to brain, sensory
development and learning;
> developing positive internal motivation for long term
health and wellbeing;
> appreciating the child as both an intellectual and
social being;
> movement being meaningful, relevant and respectful for
the child and family;
> children becoming familiar with a bicultural/multicultural
movement landscape;
> the weaving through all learning experiences of our rich
cultural heritages of the peoples of Aotearoa
New Zealand.
Active Movement
is engaging in quality
physical movement
experiences which
develop and enhance
the spiritual, emotional,
social, cognitive and
physiological growth
of the child. Active
movement embodies
the whole child.

6
SECTION A
Learning to move and acquiring movement skills
are the physical areas of Active Movement.
Children in fact receive multi-sensory stimulation
which enables them to learn about relationships
with themselves and their bodies, their peers,
objects, time, their families, whanau, and places.
Positive and rich active movement experiences
enable young children to know and grow in joy
and playfulness, to exude vitality, and to develop
their imagination and wonder. Inner or spiritual
qualities gained through encouragement and
success-orientated movement experiences empower
young children. This establishes confident, competent
children, who know motivation and perseverance, and are
able to take challenges and suitable risks in all areas of their
learning.
Active Movement involvement provides many opportunities
to celebrate and develop understandings about aspects
of the arts, tikanga and te reo Màori. Experiences can
reflect and celebrate the cultures and communities that
are represented in our diverse country. Active Movement in
New Zealand is the medium that can reflect the best of all
of our worlds. Communicating with children’s families and
communities is at the heart of establishing and supporting
our children in ensuring that they become the active movers
they were born to be.
Just as the principles and strands of the early childhood
curriculum document He Whàriki Màtauranga Mòngà
Mokopuna o Aotearoa are linked and woven together
in children’s learning, so too are the sections of this
resource inseparable from each other. Developing Active
Movement skills and the love of movement and the outdoor
environment, requires knowledgeable, collective input from
parents, caregivers, whanau, local and central government.

SECTION A
7
The challenge for our future development and quality
of life as we move into the twenty-first century is to
be knowledgeable about and value the importance of
Active Movement and suitable nutrition to all learning
and development. Modern life with its mass explosion of
technological advancements has many advantages and
disadvantages that create inactive environments for children
in the early years and their later teen years. Strategies
critical to countering the sedentary environment that our
technological age is imposing on us are central to this.
The amount of time children in their early years spend on
Active Movement and physical activity has decreased for
many reasons, including
> changing parenting trends, styles and parenting aids;
> the creation of new pastimes and games such as
computers and game consoles;
> limited opportunities for play;
> ever-increasing pressures on time;
> inactive role models;
> over concern for safety.
We know active people are
healthier and can live longer.
The World Health Organization
identifies children and
young people as a specific
population group that must
be supported to be
physically active. The
New Zealand Health
Strategy identifies physical activity as a priority, and children
and young people have been prioritised within the Ministry
of Health’s Healthy Eating – Healthy Action Strategy 2003.
Active Movement
plays the foundational
role in early childhood
development in
Aotearoa New Zealand.

8
SECTION A
Disposition
is a tendency to exhibit
frequently, consciously,
and voluntarily, the
motivation, attitudes,
values and habits that
all play key roles in
guiding the person to
be involved.
For an Active Movement
disposition, the key
is the acquiring of
physical skills and the
feeling of joy that
movement brings.
The health benefits of being physically active and eating
well are becoming recognised as important to public health
promotion and the prevention of illness. There is clear
evidence that increasing physical activity in populations can
result in health benefits particularly in:
> maintaining a healthy weight;
> cardiovascular disease prevention;
> diabetes prevention and control;
> primary prevention of some cancers;
> injury prevention and control;
> promotion of positive mental health.
Research indicates that children who develop the key
movement skills and experience the joy of moving, gain
physical confidence and competence and will participate
in physical activity and enjoy the many benefits an active
life provides. The extra incentive for assisting children to
become confident and competent movers is that these
children are more likely to lead physically active lifestyles in
the future 2 . Early childhood research reveals an opportunity
in these early years to create active learning, moving,
dispositions. Damaged Active Movement dispositions are
extremely difficult to reverse.
2
See current research example
in International Journal of Sports
Medicine 2003; 24:499-505.

SECTION A
9
Where Active
Movement/Koringa
Hihiko Begins
Movement begins very early in utero when the developing
fetus learns about gravity. In fact, balance, awareness and
sensory systems of the body begin their development within
weeks of conception. After a child is born, movement
progresses further as the hands and feet and the core
muscles of the stomach and back as well as the senses of
vision, hearing, touch, taste and smell develop.
This extends the world around
the baby so the surrounding
environment can be explored
and interacted with.
Involuntary reflexes assist the
infant to survive birth, cope
with the demands of gravity,
and the early months of life (eg
the sucking and hand-to-mouth
reflexes). These reflexes also
provide the preliminary ‘practising’
for later learning and development.
As an infant gains voluntary control
over their body by having many
positive opportunities to explore
movement, these involuntary reflexes
will be switched off or inhibited. This makes way for the
brain and body to control the higher levels of movement
and for higher learning to take place.

10
SECTION B
Active Movement experiences play a large role in developing
the senses. The newborn baby is not aware that sound
and movement, vision and touch are separate sensations.
Movement is the child’s first language and the more
proficient they become in this first language, the better they
will develop other powers of expression, exploration and
development.
The range of Active Movement and activity levels will
continue to expand as the child gains more control over
their body’s movements, learns and acquires key physical
skills, has opportunities to practice and begins to explore the
world around them.
Human
development is
greatly influenced
by early experiences
which fine-tune brain
structures. Genetics
and environmental
experience are partners
in human development.
3
Carnegie Corporation
“Starting Points” 1994.
4
Carla Hannaford
“Smart Moves” 1995.
The Developing Brain
Research can now verify that positive movement
experiences, positive sensory stimulation and adequate
nutrition are vital to the developing brain and body of the
growing child. A human brain, given a good foundation,
can continue to adapt and expand for a lifetime.
Early research in the 1990s into the functioning and
the effect of the environment on the brain provided
new insights into how the brain develops. The research
showed that before the age of one year there is rapid,
extensive and long-lasting brain development that is greatly
influenced by the environment. 3 These findings challenged
old assumptions about the brain and how a child learns.
Continued research by neuroscientists, psychologists and
movement specialists can now verify that movement,
positive stimulation and nurturing are essential for growing
the brain and developing higher brain functions. 4

SECTION B
11
OLD THINKING
How a brain develops depends on genes
you were born with.
The experiences you have before the age
of three have a limited impact on later
development.
A secure relationship with the primary
caregiver creates a favourable context for
early development.
Brain development is linear: the brain’s
capacity to learn and change grows
steadily as an infant progresses to
adulthood.
A toddler’s brain is much less active than
the brain of a college student.
A child who walks early is going to be
smarter than children not walking at the
same age.
NEW THINKING
How a brain develops hinges on a complex
interplay between genes you were born
with and the experiences you have.
Early experiences have a decisive impact on
the architecture of the brain, and on the
nature and extent of adult capacities.
Early interactions don’t just create the
context, they directly affect the way the
brain is “wired”.
Brain development is non-linear: there are
prime times for acquiring different kinds of
knowledge and skills.
By the time children reach age three,
their brains are twice as active as those
of adults. Activity levels drop during
adolescence.
Children develop at different speeds
and this is not always an indicator of
intelligence or cognitive potential.

12
SECTION B
Active Movement/
Koringa Hihiko
Develops the Brain
Opportunities for Active Movement from birth for all
children are essential for brain development. Every
movement made, makes connections in the mind/body
system. Active Movement will strengthen the connections
within the brain and the body. The development of these
connections is vital for memory, sensory development,
communication between the two sides of the brain,
processing of information,
participation in the arts
and the later formal
learning of reading,
writing and mathematics.
Active movement
increases relaxation that
allows the brain to process
more efficiently and assists
retention and learning.
From the time of
conception until death
the brain can continue
to grow and develop
brain cells (neurons) and
connecting pathways.
Neural pathways are
increased and strengthened
with each new experience.
More connections, mean
more ways information
can be processed.

SECTION B
13
Neurons and neural
pathways that have been
prepared by the brain
for use will be “pruned”
out if they are not used
regularly.
The environment and
exploratory movement
experiences influence
how the brain wires itself
up after birth.
Active Movement
increases oxygen and
glucose (the fuels) to
the brain.
Childhood Active
Movement prepares
the brain for language,
art, maths, science,
movement, group abilities
and intelligences.
Active Movement
triggers a transmitter that
enhances learning by
boosting the ability of the
brain cells to communicate
with each other.
Repetition of
experiences enhances
retention in the brain.

14
SECTION B
Active Child,
Active Learner
How we consider, respect, think about,
feel about, know about, and perceive our
children affects the development of the
growing child. By seeing and knowing that
every child in our care is loving and beautiful,
and a gift that we have been given to support
and nurture, we can ensure children receive
the wisest and best opportunities to reach and
realise their potential.
The young child
learns movement skills
through their active
movement. Practice,
and repeating the
movement many
times, strengthens and
increases all abilities in
movement and learning.
Children who are supported, loved and
respected, and provided with a broad range of
Active Movement experiences that are inclusive
of all, are more likely to realise their potential
as healthy individuals, as members of families and
communities, and as active participants in all forms of physical
activity, the arts and sport, as leaders and as volunteers.
Every opportunity and every interaction with the
environment of peers, adults and objects provides some
form of learning for the young child from birth. Movement
is the basis for all this learning to take place. Whether it
be the smallest sensory movement of an eye, a smell, an
encouraging touch or a large movement such as that of a
hand or foot, it will be a learning experience. The brain and
body orchestrates these movements, which culminates in
their continued growing and strengthening in the process.
A loving, and pleasure-filled environment provides the best
opportunities for children to learn in their early years. Each
infant, toddler and young child will grow, develop and
learn in their own special way, influenced by the society
and culture that they are born into. However there are key

SECTION B
15
fundamental skills that help children to achieve confidence
and competency in their bodies and to prepare for higher
formal learning.
For example: providing infants with plenty of time lying on
the floor, front and back and side, progressing to rolling
over, creeping, crawling, and sitting, all without aids, is
essential for being able to use both sides of the body, brain
and senses in a coordinated way.
Infants and Toddlers
Generally, baby’s muscles are both strong and coordinated
from birth onwards and need constant movement, stimulus
and nourishment to allow them to grow powerfully and
naturally. As the baby’s muscles develop from the head
downwards and from the centre of the chest outwards,
Active Movement experiences will follow this development.
The infant learns to control the head and neck muscles first.
Control over other parts of the body develops downwards
with the legs and feet being last. Infants have better control
of their body movements before they can accomplish finer
manipulations of their fingers. Holding a crayon or pencil to
express with, will be more successful with the development
of the large muscles of the upper body helped through lying
on the stomach, crawling, hanging, and climbing. These are
all foundation skills for later learning.
Opportunity, time
and practice are basic
and vital requirements
to achieve and ensure
that Active Movement
is developed in every
child’s day.

16
SECTION B
“The richer our
sensory environment
and the greater our
freedom to explore it,
the more intricate will
be the patterns for
learning, thought
and creativity”.
Carla Hannaford,
Smart Moves
The infant, going from lying to standing in the first part of
its life, experiences incredible strength and coordination
accomplishments. It is at this time that there is a huge
elaboration of nerve networks developed throughout the
body and brain. It is the establishment and strengthening of
these nerve networks that ensures the body and brain are
given every possible opportunity for maximum potential in
all learning.
Moving, being moved, or being in contact with stimuli
that are in motion, activates our senses. We see because
our eyes move, we hear because waves of sound strike the
eardrum, causing it to vibrate. Fluid in our balance systems
(in our inner ears) and mechanisms in our muscles detect
movement and where the body is in space. The brain is
continually receiving sensory information from the body and
surroundings; it then deciphers the messages and organises
purposeful responses.
Daily experiences that develop sensory systems through Active
Movement are crucial to gaining an understanding of the
surrounding world. It is important for the child to progress in
development at their own pace and not be rushed, as neural
pathways take time to develop and strengthen.
The many sensory systems of the body work independently
and as a team to accomplish all tasks. Hearing, smelling,
and tasting combine with the vision, the balance and body
awareness systems to enable the child to survive, to learn,
and to function efficiently.

SECTION B 17

18 SECTION B
Balance and movement:
the vestibular sense
The neck, eyes and body provide
information about gravity and space,
balance and movement. They help us to
learn about our head and body position in
relation to the ground.
The vestibular sense can be stimulated and
developed by lying on the floor on the
tummy, side and back, belly wiggling and
squirming, then rolling over in both directions.
Daily inclusion of slow spinning, swinging
(carefully placing the child where its
head is lower than the rest of its body
will also enhance this development).
NB. Wide-awake babies require plenty
of time on stomachs in order to explore and
strengthen what their bodies can do.
Touch: the tactile sense
The tactile sense provides information
through the surface of the skin, from head
to toe, about the texture, shape and size of
objects in the environment as well as one’s
self (body awareness).
This sense connects with vision to interpret
how objects feel.
Experiences from birth include: massage,
being cuddled, exposure to different
sensations, feathers, wind, soft material,
bare feet, finger plays, active body
awareness games, hands-on experiences,
messy play, rough and tumble play.

SECTION B
19
Vision
The ability of the eyes to learn to work
together. The eyes must be actively moving
for learning to occur. 90% of vision takes
place in the brain as sight forms networks
with other senses.
The vision sense can be stimulated by
lying on the tummy and the back for child
to search the environment. Searching for
stationary and moving objects, in and just
out of reach. (Develops eye muscles).
NB. TV locks children’s eyes into one position
and the full range of eye movement is not
activated. It also inhibits visualisation.
Body position:
the proprioceptive sense
The proprioceptive sense provides
information through joints, about body
position, force, direction and movement of
body parts. Its function is to increase body
awareness and coordinate gross and fine
motor experiences.
It assists with body expression, and being
able to move efficiently and economically.
When a child trusts their body, they feel
connected and safe and secure.
Carrying, pushing, pulling, and other
vigorous Active Movement experiences
develop this sense.

20 SECTION C
Learning to Cross the Midline of the Body
With opportunities to explore their bodies,
senses and surroundings, the developing child
will gain ability in using both sides of their
bodies in coordinated and different ways. For
example waving two arms at the same time,
kicking feet in an alternate pattern, crawling,
climbing stairs, throwing a beach ball, jumping
two feet to two feet.
Becoming proficient at these experiences enables
the ability to cross the midline of the body. This
is using the eye, hand, or foot of one side of the
body in the space of the other, eye, hand or foot.
This skill is essential for the two hemispheres of the
brain to be able to communicate with each other
and to pass information back and forth.
How will crossing the midline help your child? By
learning to cross the midline a child’s abilities will be
enhanced and as an older child it will help with:
> eye-hand, eye-foot movements eg, throwing, catching,
kicking balls, scissor cutting, threading, gluing, and writing;
> following instructions – learning to listen then being able
to carry out the instructions;
> developing spatial awareness concepts such as left
and right;
> vision – three dimensional viewing and following objects
with the eyes (tracking) and the two eyes learning to
work together. This is essential to have acquired before
the child begins to learn to read and to be able to
comprehend what they are reading. (Reading being a
two dimensional activity does not develop the full range
of eye movements);
> cross-pattern movements eg, biking with pedals,
crawling, stair climbing, marching, swimming and
climbing trees safely;

SECTION D
21
> learning to direct one part of the body to move
according to plan while the other parts remain still or
does something different. The child is able to do this
when of the fetal reflexes are lost and by practising
cross-pattern movements;
> letters and numbers are written in the correct direction
and the full page is used;
> concepts of print – knowing which way up a book is and
where print begins;
> tying shoe laces.
Young Children
With beginning dispositions for Active Movement in place
and the body learning to be aware, strong and coordinated,
the young child is able to expand, challenge and explore the
capabilities of their body. This increasing ability in movement
and the child’s instinctive desire to move provides further
opportunities to develop their ever-growing brain/body
system.
Fundamental Movement Skills
As young children move into more conscious control of their
movement they can develop their fundamental movement
skills. These are the foundation skills to more specialised,
complex skills used in the play, games, sports, dance,
gymnastics, outdoor education and physical recreation
experiences that they will be involved in later in their lives.
Fundamental movement skills also establish and strengthen
neural pathways, develop physical fitness and contribute to
socio-cultural awareness, and language attainment.
The arts of poi,
tira, titi torea, haka, and
waiata include various
movement patterns and
are essential skills
for all children to
acquire and become
proficient at. There
are many carry-overs
into other movement
patterns, for example,
by learning poi and
takahia movements,
children develop the
agility, coordination,
flexibility, and wrist
strength, which can be
carried over to
rope skipping.
From National Heart
Foundation “Jump Rope
for Heart”.

22
SECTION D
Fundamental movement skills can be learned through
play and embedded in all early childhood experiences.
Collaboration and cooperation between family, early
childhood centre and the community provide the best
opportunities for learning the fundamental movement skills.
Learning fundamental movement skills is best supported
when the family, early childhood centre and community
work together.
Active Movement involves learning to move the body
efficiently, joyously, and with quality and control in many
different ways. This involves trying out, thinking, making
decisions, evaluating and persisting. Children who have
competent physical skills are more likely to have feelings of
self confidence and to know power within. This can flow on
into their approach to other aspects of their lives and also
have a positive impact on their relationships with
their peers.

SECTION D 23

24 SECTION D
These are fundamental movement skills for all children:
Locomotor
Moving the body from one
location to another –
walking, running, jumping,
leaping, galloping, hopping
Stability
Moving or standing still with
one body part attached to
ground or equipment –
balancing, stretching,
twisting, waiata movements,
bending, turning, haka,
rolling

SECTION D
25
Manipulation
Imparting or receiving force
from or to an object –
throwing, catching, batting,
poi, tira titi torea, kicking,
dribbling, bouncing
Movement and body
awareness
Having knowledge of one’s
own body parts and their
movement capabilities in
combination with being
able to effectively respond
to sensory information so a
specific motor task is able
to be performed
Young children do not clearly separate learning to move
from learning through their movement, where they learn
about their self, their environment and world they live in.
Young children learn holistically.

26 SECTION D
Exploring Fundamental Movement Skills
Exploration of Active Movement skills assists young learners
to develop the ability to move in a variety of ways under
a variety of circumstances. Constructing the how, where,
with whom, or with what an Active Movement skill can
be performed (motor planning) develops concepts and
understanding of spatial and body awareness. Exploration is
about testing all possibilities.
Neurons and neural paths are also increased and strengthen
with exploration.
Exploration involves
Effort
How the body moves
Eg, jumping fast, slow, heavy or soft, in waiata hand
movements are fast or slow
Space
Where the
body moves
Eg, jumping high, low, backwards, sideways, wide, thin.
Moving in the haka, forwards, backwards, to the side
Relationships
Moving with objects
and people
Eg, jumping In, out, over, under, mirroring, together, solo,
group. Moving the rakau, up, down, in, out, in time with
beat solo or with partner, group

SECTION D
27

28 SECTION E
Active Adult,
Active Educator
Strong, powerful, playful, joyful, curious, persistent,
successful, challenge-taker, confident and competent.
Hold this image of the child for a minute.
Think of what Active Movement means
How do you provide opportunities to move for a child
in your care?
How do you relate to this child in movement?
What expectations for the child’s participation do you hold?
Do you have the knowledge of how this child moves?
How can you engage with this child to further develop skills
in Active Movement?
Remember that creating positive active movement
dispositions during childhood will have life long benefits
for health and wellbeing. By knowing about the way
children learn key movement skills in the active movement
environment, active adults are able to provide involvement
for children that reflects the way children learn and the
culture that they are growing up in. Adults, both parents
and caregivers, in the active movement environment
provide extremely strong and powerful role models.
Actions and attitudes count as much as or even more than
the words spoken.
Children believe
they are as capable
as their parents and
caregivers consider
them to be.
We know that children learn best when the parent or
teacher is an active participant in the learning process.
This is achieved by working in partnership with the child,
providing knowledge and skills and knowing when to offer
support. This means adults at times joining in the movement
activity with joy, understanding the Active Movement skill
components, providing challenges that extend each skill,
and offering specific verbal feedback, instruction (at times)
and support, while ensuring the child leads the experiences.

SECTION F
29
Children all grow and develop at different rates.
Chronological age provides a guideline only for acquiring
physical skills, as each child brings to the home and early
childhood setting their own challenges, experiences, abilities
and needs in movement. Children will learn and develop
their movement skills through learning opportunities where
they can be guided, encouraged and then able to practice
with themselves, with other children and with adults. As
active educators be aware of this concept, so emphasis is
put on the whole child’s learning.
Children with disabilities have the same desire and need
to develop physical skills and physical fitness. An Active
Movement approach develops basic knowledge and skills
and presents simple experiences for all children, taking into
account their individuality.
Kids are more often disinvited
than they are disinterested or disabled
Dr William Watson Purkey, 2003.

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?

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

34 SECTION G
Outcomes of Active
Movement/Koringa
Hihiko
Active Movement establishes a physically fit body, mind and
spirit, strengthens neural pathways and the senses for all
growing children to participate in all areas of their growth,
development and learning.
Active movement in the early
years is non-negotiable. As
the following diagram shows,
outcomes of Active Movement
include:
> development of the
senses
> development of
confidence and body
awareness
> understandings required
for formal learning
experiences.

SECTION G
35
Language and
Communication
Social, emotional development
Maths
concepts
Eye, hand, foot
coordination
Literacy
Science
and
technology
Rhythm
and
music
Confidence
Body
rhythm
and timing
Directionality
Vision
Spatial
awareness
Active
Movement
Skills
Body
awareness,
image and
control
Problem
solving
Vestibular
system
Fitness
Laterality
Proprioception
Thinking and learning
Memory
The arts
Health
and
fitness
Specialised sport and
recreational skills

36 SECTION H
Nurturing Active
Children
Parents and caregivers can ensure the growing child has the
best possible start to life by making a knowledgeable and
loving commitment to active lifestyles for their children and
themselves. The following suggestions can assist the educator
to be actively involved and to make this commitment to
children for daily active movement participation.
Recommendations for Parents
1. Possess the active child image:
From birth, babies are constantly learning to move and
learning through their movement. Children will learn and
grow as nature intended with parents holding a positive
image of the moving and learning growing child.
2. Provide daily opportunities:
Daily active movement experiences dispersed throughout
the child’s day will provide optimum growing and
learning development. Time is necessary to learn Active
Movement skills.
3. Create playfulness:
Take time to play and enjoy your child developing in
Active Movement.
4. Create Active Movement traditions:
Make Active Movement a tradition. Commit to and enjoy
Active Movement as a family at least once a week, such
as involvement in kapa haka, taking a walk – in the bush,
along the beach, around the lake, at the river. Enjoy what
Mother Earth has provided.

SECTION H
37
5. Use aids appropriately
Limit the use of equipment that restricts a child’s natural
ability to move and develop, for example, car seats are
intended for the car and inappropriate use can limit a child’s
opportunities for activities. Some aids may inhibit correct
development of hips and legs, limit body rotation and have
high accident rates.
6. Avoid inactivity:
We know that many hours of TV/video watching, playing on
computers and game consoles, limits the development of
the brain/body system as well as providing opportunities for
extra food snacking. Set time limits and be selective.
7. Be a positive role model:
A young child’s appreciation of Active Movement begins
with the parent. Find an activity that works for you –
walking the dog, riding a bike, swimming, lifting weights,
waka racing.

38 SECTION I
Recommendations for the
Centre Educator
In the early childhood educational setting the parental
suggestions influence your involvement and practice
with the child. Strengthening positive concepts of Active
Movement through knowledgeable interactions and
providing contextual environments where children can
move and learn is essential. This will empower children with
confidence and competence in themselves and their bodies
abilities to move and learn.
1. Possess the Active Movement image:
Seeing the child as a unique, confident and competent
active mover will ensure the setting and experiences that
are co-created reflect this.
2. Provide the Active Movement context:
Positive experiences that underpin the social and
cultural influences of children, family, whanau, and
community will be more relevant, empowering, inclusive
and meaningful.
3. Value and plan for Active Movement:
Having Active Movement domain knowledge and being
committed to implementing Active Movement will
ensure the setting is one where children are encouraged
to value, care for and respect themselves and each other,
are affirmed as individuals, and have opportunities to
contribute. When staff are in tune with where children
are at, the teachable moments will be captured.
4. “Playful” and active role models:
Successful acquisition of fundamental Active Movement
skills is dependent upon the involvement of the positive
and knowledgeable active educator. Learning is fostered
through responsive and reciprocal relationships between
teacher and child.

SECTION I
39
5. Recognise the holistic learning in Active
Movement:
What outwardly appears to be a physical experience for
children is actually interwoven with the cognitive, social,
cultural, emotional and spiritual dimensions of learning
and growing.
6. Promote the use of te reo Màori, the arts
and tikanga:
Encourage the use of te reo Màori in Active Movement
experiences. For example, translate familiar words,
instruction and directions. Explore and experience the
arts and associated equipment. For example – poi,
rakau, waiata and haka movements and understand the
sacredness of these.
7. Involving the family, whanau and community in
Active Movement:
Cultivate the sense
of unity and identity
between family and
whanau through moving
and learning together.
Share knowledge of the
games and activities of
the diverse cultures in
the centre.

40 SECTION J
Active Communities
The goal of this resource is for all New Zealanders to grow
up being involved in Active Movement every day, in as many
different ways as possible. The active community has a vital
and significant place in moving towards achieving this goal.
Ensuring that children in their early years, their families, and
their whanau, have the services and environments for Active
Movement opportunities will meet this goal. The challenge
is to provide opportunities for, access to and support for
Active Movement in a variety of settings other than the
home and early childhood centre.
Improving Active Movement settings will require knowledge
about the development of a child in their early years. It is
recommended that the other sections of the document,
particularly the Active Child, Active Learner section, will assist
in understanding and providing for the active child.

SECTION J
41
Active Movement Settings
Children enjoy open space and the simple things in life
with an energy and innocent enthusiasm that needs
encouragement and support. Children are great users of our
parks, swimming pools, playgrounds, open spaces, courts
and sporting facilities. These experiences:
> allow children to develop environmental awareness, an
attachment and appreciation for the land and facilities;
> provide opportunities for social gatherings and positive
group activities;
> provide safe environments for children to experience
active movement;
> assist parents and caregivers to give their children quality
active movement opportunities otherwise out of reach;
> provide a collective health benefit for the community;
and
> provide educational opportunities in an alternative
educational medium and a method for addressing
learning difficulties.
Currently the focus tends centres to be on Active Movement
taking place at childcare centres or as a separate, special
activity. The challenge is to provide access to and support
for Active Movement in a variety of other settings where
children interact. This will include education settings but
also considers the family, whanau, the influence of friends
and peers and a broad range of community-based groups.
Active Movement is about daily life.

42 SECTION J
Active Movement Environment Providers
Ensuring there is an active community environment relies on
a wide range of agencies, organisations, clubs and groups.
> Territorial Authorities (District, City and Regional
Councils) provide many opportunities for Active
Movement experiences: open spaces and enclosed
recreation areas and all their associated facilities (such as
tracks, play equipment, basketball hoops, tennis courts,
swimming pools), street amenities (such as footpaths,
seating, public sculptures) and have many influences
in the Active Movement environment through their
regulation of land and water activities in district and
regional plans.
> The Department of Conservation provides for and
manages many outdoor settings which can facilitate
Active Movement experiences.
> Sports and recreation clubs, associations and trusts
operate many types of recreation events, activities,
and facilities, some of which target children in their
early childhood years. Most seek participants who have
fundamental movement skills already established.
> Schools, tertiary institutions and churches provide
open spaces and some recreational equipment that
encourages Active Movement.
These providers may offer a range of Active Movement
experiences; however, additional knowledge and improved
frameworks can enhance the opportunities available and
their long-term management.

SECTION J
43
The scenario below is an example of the
need for providers to understand the Active
Movement concept.
The four-year-old sibling of a cricket club member
may be desperate to play cricket. Lack of knowledge
of active movement essentials may result in the child
being put in the youngest team available to play a
competition game involving rules, instructions, and
heavy equipment. The child may not be able to hit the
ball because she or he cannot lift the bat, they do not
want to run when told and cannot understand why
they have to stop batting when run out at the other
end! This would not be a pleasant experience for the
child and they may never want to play cricket again –
not the result the club would want.
Knowledge of the fundamental movement skills by
club coaches will mean that the child will be provided
with an appropriate sized bat, and will be able to play
“a game” where she or he will be challenged, will
succeed and will build on his or her existing active
movement skills.

44 SECTION I
Framework for Action
Ensuring an organisation has a framework for action will
require an investment of time and resources but it will
contribute towards:
> creating healthy social communities by increasing
people’s sense of belonging and social connectedness;
> creating health-promoting communities by helping
families be active together in safe environments;
> supporting the achievement of social equity goals;
> creating economic value and cost saving particularly in
terms of long-term health savings;
> deterring criminal and anti-social behaviour;
> creating and sustaining an active and outdoors
national identity;
> improving the physical confidence and competence of
children and young people.
The framework that follows looks at the different
dimensions to creating high quality and sustained Active
Movement opportunities for Aotearoa New Zealand
children. There are five key areas to this framework.

SECTION I
45
Area Explanation Example Outcome
Policy and
strategy
Programmes,
initiatives,
practices
Effective
delivery
Research
Partnerships
Includes development of
policies and plans to use Active
Movement to achieve outcomes
for young children and
allocating resources for this
Developing appropriate
programmes, initiatives,
practices using Active
Movement to achieve a variety
of outcomes for young children
Implementing good practice in
a variety of settings to ensure
that children and young people
experience quality physical
activity
Identifying opportunities for
collaborative research and
information gathering then
linking the results of research
to policy, planning and effective
delivery
Maximising any opportunities to
work collaboratively with others
either in policy development
and planning, development of
programmes and initiatives,
delivery, marketing and research
Plans, policies and processes to
include specific early childhood
consideration
Ensure that programmes are
available for young children
and their caregivers, in addition
to school-aged children.
Promote quality early childhood
programmes in your area
Ensure that training and
education programmes are
available for staff working in
areas influencing children and
young people. Ensure that there
are programmes across the
0–24 age group
Perform a scoping study on
your region/community to see
what services are available and
how to enhance access for low
socio-economic status families
Provide a coordination role for
parents to access information
for a range of service providers
including the Ministry of Health,
Plunket, teachers, Màori health
network, doctors and health
practitioners, maternity ward
staff, and parent centres
Systemic inclusion of
the environmental
needs of young children
and families
Young children will
realise their potential
in terms of education,
health and community
contribution
Children will develop
essential competencies
and the confidence to
participate fully in the
community
High quality
programmes. Regional
plans will address
and be responsive to
regional needs
Maximised return on
investment through
improved efficiency and
sharing of best practice
for improved quality of
programmes

46
SECTION I
What this framework illustrates is that there are different
areas of work which need to be examined. Your early
childhood community will benefit in terms of sustainability,
innovation, and the achievement of outcomes by working
together to ensure all parts of the framework are considered.
How to enhance delivery
> Seek to understand children in their early childhood
years and to know their needs, interests and
motivations.
> Communicate appropriate messages about Active
Movement not only to children but also to their
families.
> Consult with recent research and reports to ensure
programmes are based on current knowledge.
> Capitalise on opportunities to engage families in
Active Movement experiences. No one is ever
too old!
> Monitor and review programmes/initiatives
and identify opportunities for innovation and
development.
> Provide ongoing training for staff involved in the
delivery of programmes and initiatives.
Parents and caregivers can be encouraged to be active with
their children as often as possible. In turn we will become
active communities where children can be active in safe and
supportive environments.

SECTION J
47
Safety and risk
It is a challenge for providers of Active Movement
environments to feel confident that the settings provide
challenges without being hazardous. It may be that
consciously considering Active Movement settings in early
childhood requires an organisation or agency to consider all
the risk assessment issues.
Some recent work around playground design fails to
consider and prioritise the development needs of the child
by prioritising areas such as personal injury, sanitation,
security and toxicity. Play environments must be challenging
and the children joyful when using it. It is imperative
that organisations and agencies consider challenge and
joyfulness when creating Active Movement environments.
The possibility of accidents leads many organisations to
fear OSH and ACC when considering play environment
design. Safety is critical; however, there must also be an
understanding of the role risk plays in human development.
There are two key considerations to managing safety and
risk for active movement.
1. There is a difference between risk and hazard. Risks are
something that a child can see or can expect (aware/
problem solve) while a hazard is unlikely to be seen or
understood by the child (unaware/unsafe) 5 .
A set of stairs could be seen as hazardous for the child
who is rolling but not crawling. However, the same stairs
offer a wonderful challenge, with a degree of risk, for
the toddler who is just walking. Likewise, a child may
seek out the seemingly risky activity of climbing a tree,
yet the hazardous part might be the child not seeing the
cracked branch.
5
See work by New Zealand
researcher Cheryl Greenfield

48 SECTION J
2. OSH is an occupational safety and health agency – it
deals with workplaces and occupational issues. ACC
is an accident-oriented agency – it has a “no fault”
statutory framework. Clearly, an organisation will have
to adhere to whatever safety standards are required
by statute or policy. Risk management plans are
commonplace and are implemented in early childhood
learning environments. Planning for safety is a vital
component to providing positive Active Movement
experiences.
It is equally important to realise that the active child will seek
challenges to grow and develop and these challenges may
appear risky to an adult. It is important that the organisation
diminishes the hazards and allows some measured risks. This
requires an understanding of the fundamental movement
skills outlined in the previous sections of this resource.
Allowing children to be challenged, to develop, leads to joy
and feelings of success.
Recommendations for Environment Providers
1. Commit to facilitating, encouraging and supporting
Active Movement in early childhood.
2. Ensure a policy framework is in place to specifically
address and safeguard opportunities for young children.
3. Ensure policies and planning processes address the
specific issues affecting early childhood participation in
our communities.
4. Ensure there is an appropriate level of knowledge and
understanding in regard to relevant personnel (who
work with children and young people) by providing
training and education.
5. Run programmes that increase and share knowledge
on the essential skills and competencies that need to
develop in order to become positively contributing
members of the community.

SECTION J
49
6. Ensure information about programmes, resources and
opportunities is available in a variety of forms, media
and languages.
7. Develop and enhance information facilities such as
parks, playgrounds and tracks to provide enjoyable and
exciting experiences for young children and families,
in particular by ensuring that facilities cater for various
age groups and allow children to participate with their
families/whanau.
8. Encourage your group, agency or organisation to
experience an outdoor environment for learning.
9. Be a regional advocate – promote the importance of
early childhood development and Active Movement
opportunities in your wider sphere of influence.
10. Ensure there is safe and accessible facilities in
your community.
11. Identify specific needs in your community
through talking with parents and caregivers,
families and whanau to ensure you are
meeting their needs (which are different to
those of older families).

50 SECTION J

SECTION J
51
Positive Active Movement experiences
that Positive grow the Active confident, Movement competent experiences and secure
that learner, grow the mover confident, and communicator, competent and ensures secure the
learner, child mover in their and early communicator, years is able to ensure meet the
many
child challenges in their early that years life will is able offer to to meet the best the many of their
challenges given abilities. that life Active will offer, movement to the is best at the of their very
given core abilities. of establishing Active Movement a healthy mind, is at the body very and
core spirit of establishing and all other a healthy learning mind, a child body may and engage
spirit, in, in and life, all grows other learning from this. a To child be may the tall engage trees of
in, the in life, forest grows where from children this. To will be the find tall the trees peace of and
the the forest freedom where in children knowing will where find they peace belong and is
the the freedom outcome in knowing of this resource. where they belong is the
outcome of this resource.
Where to from here – Action Time
SPARC will be working with many groups and organisations to
share the information and philosophy of Active Movement.
To ensure that Active Movement can enrich the lives of
young children SPARC is committed to offering professional
development (training) to support this resource. Three specific
sectors have been identified as priorities – education, parents/
caregivers and active environment providers.
If you are interested in organising a professional development
opportunity for your area/organisation, please contact
education@sparc.org.nz. Please ensure you identify which
sector you belong to so that we can process your request
quickly. Alternatively please contact SPARC on 04 4728058.
Please visit the SPARC website or contact your local Regional
Sports Trust for more information and new resources.

52
SECTION J
Early Childhood Contacts
Below are other organisations that look after the interest of
New Zealand’s children, and that be able to help you with
questions and information:
> national government agencies such as the Ministry of
Health and the Ministry of Education
> territorial Authorities
> plunket
> early childhood learning centres
> the National Heart Foundation
> Banardos
> YMCA
> professional associations.
There are many more organisations, including those
who specialise in physical activity, movement and brain
development. A comprehensive list of contacts (links)
can be found on the Office of the Commissioner for
Children’s website: www.occ.org.nz, or try the yellow pages
for commercial providers.

SECTION J
53
Key concepts
Active movement
Arts
Body awareness
Body control
Body rhythm
Crossing the midline
Directionality
Disposition
Dominance
Empowerment
Eye, hand, foot
coordination
Fundamental movement
skills
Active Movement is a child’s physical movement
experiences which develop and enhance the spiritual,
emotional, social, cognitive and physiological growth of a
child. Active Movement embodies the whole child.
Encompasses fields and categories of arts such as music,
dance, literature and illustrative material (eg, painting,
graphics).
Internalised understanding of what the body is, its
shape, size and what it looks like. Understanding what is
happening to the body, how it feels and the use of that
knowledge to aid coordinated movement.
Knowing parts of the body and what they are for.
An inner awareness of timing and beat.
Ability to move one hand, foot or eye into the space of
the other hand, foot or eye.
An internalised awareness of understanding left, right,
over, under, above, below, inside, outside etc.
A tendency to exhibit frequently, consciously, and
voluntarily motivation, attitudes, values and habits that all
play key roles in guiding the person to be involved.
Establishment of a preferred hand, eye and foot on one
side of the body.
To equip, supply or enable with ability and/or power.
The ability to coordinate either the eye and the hand or
the eye and the foot together.
Core essential physical skills that enable movement in a
planned way. These skills allow for higher-level learning
and more complex physical movement patterns to be
achieved.

54
SECTION J
Handedness
Holistic
Integration
Laterality
Literacy
Linear
Locomotor
Manipulation
Motor-sensory
Neurological
Neurons
Non-linear
Physiological
Prone
Proprioception
Reflexes
Sensory stimulation
Skeletal
Establishment of dominant hand.
Emphasis on the importance of the whole child and the
interdependence of the parts that make up that child.
The ability for the brain to be able to receive messages
from muscles and nerve endings automatically and react
appropriately.
The internalised awareness of knowing the body is
two-sided and the ability to be able to operate one side
independently from the other.
The ability to communicate, particularly to be able to read
and write. Also can relate to specific knowledge.
In a line – in order.
Movement from one place to another.
Organization of the body to lift, hold, or mould itself or
an object.
Involving a combination of movement and the
sensory system.
Refers to the brain and brain development.
Cells found in the brain.
Not in order or line.
The body’s structure, function and parts.
Lying on one’s tummy.
Inner awareness or unconscious feeling of “where I am
in space”.
Involuntary movement or position required for early
survival in the child.
Stimulation involving the senses (smell, touch, taste,
hearing and seeing).
Relating to bone structure of the body.

SECTION J
55
Spatial awareness
Stability
Synapses
Tactile
Utero
Vestibular system
Visualisation
Understanding how much space one takes up.
To be able to maintain a position.
Connections or pathways between neurons in the
brain that allows the brain to receive and respond to
information and stimulation.
Sense of touch.
In utero – unborn child inside her mothers womb.
Refers to the sense of balance and involves the fluid
located in the inner ear. Our balance system also connects
with core muscles of the front and back of the body.
To think about a mental picture of an object, situation or
skill performance. This can enhance one’s ability physically
perform the skill.

56
SECTION J
Suggested
Readings
Smart Moves by Carla Hannaford
Awakening the Child Heart by Carla Hannaford
Your Active Child by Rae Pica
Active for Life by Stephen Sanders
Jump Rope for Heart Resource by National Heart
Foundation, New Zealand
Moving to Learn by Robyn Crowe and Gill Connell
Moving Kids by Sue Murray
Reflexes, Learning and Behaviour by Sally Goddard
Help Your Child to Learn by Barbara Phelong
Head Strong by Tony Buzan
Physical Education for Today’s Child by David Gallahue
Is the Left Brain Always Right
by Cherry, Godwin and Staples
Brain Gym(r) resources written by Paul and Gail Dennison
Physical Activities for Helping Your Children’s Learning and
Behaviour By Cheatum/ Hammond
Kids are Worth It By Barbara Coloroso
Not Mere Child’s Play by Randy White

PO Box 2251, Wellington, New Zealand
Phone: +64 4 472 8058 Fax: +64 4 471 0813
www.sparc.org.nz
Supported by
National Heart Foundation
85103 – 05/2009