Throughout the term until the end of the placement at St Bartholomew’s Primary School in Leeds (Armley) we will be working with 3 classes which are all Reception classes.
Physical
From looking at the Youth Composite Model and Lifespan Development Model (Lloyd et al., 2015 )(Gallahue et al., 2016) I know that the reception children will be the ages of 4 and 5 so will need to work on their fundamental movement skills. Fundamental movement skills breaks into 3 smaller sections which are Stability, Object control and Locomotion which is also known as SOL (Dewar et al., 2004)(Burton et al., 1998). Stability is about the balance so children need to work on their balance in order to be able to keep themselves upright and stop them from falling over. Object control is the different uses if object such as rolling, throwing and catching. And finally Locomotion is that way you move around such as jogging, hopping and skipping. Also our students will be doing a lot sampling different sports because at their age it is important that the students receive the opportunity to try different sports and try to use play whenever possible to help them enjoy participating (Cote et al., 2007).
Psycho-social
We know that children at that age do not like sharing (Piaget, 1952) but they like to have autonomy and loves themes so this means that when we plan our sessions we will try and use a theme wherever possible such as Animal, Pirates etc to keep motivation and engagement high throughout the duration of the session. In addition to this from other research we know that 4-5 year olds rely on coaches, teachers and parents for support and feedback. We also need to make sure that the participants are engaged in the session and are motivated by achieving goals (Bandura, 1977). Us coaches need to be motivational, encouraging and engaging so that the students get involved in our sessions and keep them motivated at all times by ensuring that they are involved in the sessions (Deci et al., 1985). At our students age it is important to explore what you are able to do, different relationships with peers and teachers (Erikson, 1996). Another important mental consideration for our participants is that the students get opportunity to play as it is vital for their development (Davids et at., 2016).
References
Burton, A.W. and Miller, D.E. (1998). Movement skill assessment. Human Kinetics.
Côté, J., Baker, J. and Abernethy, B. (2007). Practice and play in the development of sport expertise. Handbook of sport psychology, 3, pp.184-202.
Jess, M, Dewar, K & Fraser, G. (2004), ‘Basic Moves: Developing a Foundation for Lifelong Physical Activity’, British Journal of Teaching Physical Education, vol. 35, no. 2, pp. 23-27
Lloyd, R., Oliver, J., Faigenbaum, A., Howard, R., De Ste Croix, M., Williams, C., Best, T., Alvar, B., Micheli, L., Thomas, D., Hatfield, D., Cronin, J. and Myer, G. (2015). Long-Term Athletic Development- Part 1. Journal of Strength and Conditioning Research, 29(5), pp.1439-1450.
Ozmun, J.C. and Gallahue, D.L. (2016). Motor development. Adapted Physical Education and Sport E
Piaget, J. (1952). The origins of Intelligence in Children. New York: International Universities Press.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), p.191.
Deci, E.L. and Ryan, R.M. (1985) Intrinsic Motivation and Self- Determination in Human Behaviour. New York: Plenum Press
Erikson, E.H. (1968). Identity: Youth and crisis (No. 7). WW Norton & Company.
Phillips, E., Davids, K., Renshaw, I. and Portus, M. (2010). Expert performance in sport and the dynamics of talent development. Sports medicine, 40(4), pp.271-283.
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