Implications for Sport Programming
Implications for Sport Programming
Coaching & Programming Considerations
Ages 3 -5
Early Childhood
Ages 3-5 characteristics
Provide materials and an environment in which motor skills can be exercised. Appropriately sized equipment is absolutely necessary
Avoid comparisons. No two children will develop at the same rate or even to the same degree of proficiency in motor skills. At this age comparisons accomplish little except to produce anxious feelings about ones competency.
Realize that success in one motor skill doesnt ensure success in another. Generally, motor skills are acquired individually, each requiring special training and practice. It is wrong to assume that because one skill is developed, all other will too. Proficiency also varies from skill to skill.. even those that look remarkably similar on the surface.
Be patient with the child, provide encouragement rather than criticism. Adults should avoid pushing children past their limits.
Allow the child to set their own pace when developing a skill. They know best what they are capable of doing at any given time.
The addage Practice-Practice-Practice doesntt necessarily work for this age group. Performance improvements at this stage may be more closely linked with the neurological maturation than the amount of physical practice. More isntt necessarily better when it comes to practice for this this group
working in groups gives children an opportunity to develop their independence and social skills. When working with other children, they ca begin to work cooperatively, and develop a sympathetic attitude towards one another. Peer groups m,ay also breed a competitive spirit among the members and encourages conformity to the groups standards of behaviour.
reduce the direct sex-role stereotyping in activities (e.g., getting the boys to play boy activities and the girls to participate in girl activities)
re: aggression - dont give in to the childs demands if they resort to aggressive behaviour. Determine why the child is angry (e.g., frustration?); encourage the child to verbalize their feelings when the emotion or event is over.
Offer structured, safe environments for play but dont over-organize it. Adult intervention should be designed to minimize its obtrusive effects and not control all of the childs choices.
Games involving make believe are important for the development of a childs imagination
adults need to teach children what characteristics of situations are important
Ages 5 - 9
Middle Childhood
Ages 5-9 characteristics
Because physical growth rate is slowing down, youngsters are able to master many of the motor skills that had eluded them.
Continuing to develop climbing, balancing, running, galloping and jumping abilities (may have trouble skipping)
hand-eye coordination is not fully developed (lack precise focus and spatial judgment)
large muscles may be more developed than small muscles
develops an awareness of safety with guidance
usually shows enthusiasm for most physical activities and an eagerness to participate in strenuous activities
team sports are popular. Being a part of a team enable a child to develop their physical and mental prowess within the framework of competitive contests. Competing as part of team helps to develop a childs character. IT gives them a common goal and allows them to contribute as members.
Team sports may also bring frustration, especially if the child is overeager to prove themselves on the playing field. Having to sit on the bench, striking out with the bases loaded or experiences defeat are difficult for children, especially if they have not experienced it before. Parents and coaches need to support children in such situations.
Adults must recognize that the basis for training is the development of such mental skills as concentration, determination and dedication... each of which may develop at different rates within and between children.
Emphasis should be on other things than WINNING alone. .. it should be on developing skills and personal success instead of finishing first.
Although the brain reaches its mature size it is still not fully functional
some children may still be unable to think abstractly
learn from direct experience
their capacity for attention increases however they are still susceptible to distractions
continues to expand their understanding and use of the language to clarify thinking and learning
may understand concepts like tomorrow or yesterday but are still unsure about length of time
assert personal choice in decision making
anxiety plays a role in impulsitivty and reflectivity. Impulsive children do not appear to become upset over their mistakes and therefore respond quickly. Whereas reflective children become anxious bout making a mistake and tend to spend more time deliberating over the problem. They want to be correct and avoid the humiliation of being wrong.
children are given many creative and imaginative play opportunities
activities include a broad range of motor skills
activities are limited to one hour no more than twice per week
co-ed participation
adult to child ration is low to provide opportunities for quality repetition and feedback
uniforms are minimal
limited to no travel outside community is required or expected
the equipment is modified to match the ability level of the participant (e.g., smaller to match Size of participant; softer to
encourage proper use of skills for safety; and size of the play area is reduced)
programs are approximately 8-10 weeks long
limited tiring for 7-8 year olds
discourage specialization within the sport... players rotate positions in team sports
practice time is incorporated into the scheduled sport time... it isntt all games
practice time incorporates repetitions in a play/lead-up game atmosphere rather than on drill work
travel is kept within the city or to nearby towns
practice/competition times are limited to 1 1/4 hours no more than three times per week for children 7-8 years old)
Ages 9 - 12
Late Childhood
Ages 9-12 characteristics
modifications are still being made to encourage close scores and action from ALL participants
no out-of province competitions for the 9-10 year olds
no provincial or national championship structures in team sports for 9-10 year olds
no national championships for individuals sports for 9-10 year olds
uniforms are still kept to a minimum (no warm up suits, jackets, bags etc...)
Practice to competition ratio is a minimum of 3:1
practice times are maximum 1 1/2 hours no more than three times per week
equal playing time rules in team sports
limited ability grouping
starting lineups, captains and positions continue to be rotated
team sport tournaments are in a round-robin format
Coaching & Programming Considerations
Ages 3 -5
Early Childhood
Ages 3-5 characteristics
Provide materials and an environment in which motor skills can be exercised. Appropriately sized equipment is absolutely necessary
Avoid comparisons. No two children will develop at the same rate or even to the same degree of proficiency in motor skills. At this age comparisons accomplish little except to produce anxious feelings about ones competency.
Realize that success in one motor skill doesnt ensure success in another. Generally, motor skills are acquired individually, each requiring special training and practice. It is wrong to assume that because one skill is developed, all other will too. Proficiency also varies from skill to skill.. even those that look remarkably similar on the surface.
Be patient with the child, provide encouragement rather than criticism. Adults should avoid pushing children past their limits.
Allow the child to set their own pace when developing a skill. They know best what they are capable of doing at any given time.
The addage Practice-Practice-Practice doesntt necessarily work for this age group. Performance improvements at this stage may be more closely linked with the neurological maturation than the amount of physical practice. More isntt necessarily better when it comes to practice for this this group
working in groups gives children an opportunity to develop their independence and social skills. When working with other children, they ca begin to work cooperatively, and develop a sympathetic attitude towards one another. Peer groups m,ay also breed a competitive spirit among the members and encourages conformity to the groups standards of behaviour.
reduce the direct sex-role stereotyping in activities (e.g., getting the boys to play boy activities and the girls to participate in girl activities)
re: aggression - dont give in to the childs demands if they resort to aggressive behaviour. Determine why the child is angry (e.g., frustration?); encourage the child to verbalize their feelings when the emotion or event is over.
Offer structured, safe environments for play but dont over-organize it. Adult intervention should be designed to minimize its obtrusive effects and not control all of the childs choices.
Games involving make believe are important for the development of a childs imagination
adults need to teach children what characteristics of situations are important
Ages 5 - 9
Middle Childhood
Ages 5-9 characteristics
Because physical growth rate is slowing down, youngsters are able to master many of the motor skills that had eluded them.
Continuing to develop climbing, balancing, running, galloping and jumping abilities (may have trouble skipping)
hand-eye coordination is not fully developed (lack precise focus and spatial judgment)
large muscles may be more developed than small muscles
develops an awareness of safety with guidance
usually shows enthusiasm for most physical activities and an eagerness to participate in strenuous activities
team sports are popular. Being a part of a team enable a child to develop their physical and mental prowess within the framework of competitive contests. Competing as part of team helps to develop a childs character. IT gives them a common goal and allows them to contribute as members.
Team sports may also bring frustration, especially if the child is overeager to prove themselves on the playing field. Having to sit on the bench, striking out with the bases loaded or experiences defeat are difficult for children, especially if they have not experienced it before. Parents and coaches need to support children in such situations.
Adults must recognize that the basis for training is the development of such mental skills as concentration, determination and dedication... each of which may develop at different rates within and between children.
Emphasis should be on other things than WINNING alone. .. it should be on developing skills and personal success instead of finishing first.
Although the brain reaches its mature size it is still not fully functional
some children may still be unable to think abstractly
learn from direct experience
their capacity for attention increases however they are still susceptible to distractions
continues to expand their understanding and use of the language to clarify thinking and learning
may understand concepts like tomorrow or yesterday but are still unsure about length of time
assert personal choice in decision making
anxiety plays a role in impulsitivty and reflectivity. Impulsive children do not appear to become upset over their mistakes and therefore respond quickly. Whereas reflective children become anxious bout making a mistake and tend to spend more time deliberating over the problem. They want to be correct and avoid the humiliation of being wrong.
children are given many creative and imaginative play opportunities
activities include a broad range of motor skills
activities are limited to one hour no more than twice per week
co-ed participation
adult to child ration is low to provide opportunities for quality repetition and feedback
uniforms are minimal
limited to no travel outside community is required or expected
the equipment is modified to match the ability level of the participant (e.g., smaller to match Size of participant; softer to
encourage proper use of skills for safety; and size of the play area is reduced)
programs are approximately 8-10 weeks long
limited tiring for 7-8 year olds
discourage specialization within the sport... players rotate positions in team sports
practice time is incorporated into the scheduled sport time... it isntt all games
practice time incorporates repetitions in a play/lead-up game atmosphere rather than on drill work
travel is kept within the city or to nearby towns
practice/competition times are limited to 1 1/4 hours no more than three times per week for children 7-8 years old)
Ages 9 - 12
Late Childhood
Ages 9-12 characteristics
modifications are still being made to encourage close scores and action from ALL participants
no out-of province competitions for the 9-10 year olds
no provincial or national championship structures in team sports for 9-10 year olds
no national championships for individuals sports for 9-10 year olds
uniforms are still kept to a minimum (no warm up suits, jackets, bags etc...)
Practice to competition ratio is a minimum of 3:1
practice times are maximum 1 1/2 hours no more than three times per week
equal playing time rules in team sports
limited ability grouping
starting lineups, captains and positions continue to be rotated
team sport tournaments are in a round-robin format
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