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    Encouraging Early Sports Skills
    Encouraging Early Sports Skills
    Encouraging Early Sports Skills
    Ebook138 pages56 minutes

    Encouraging Early Sports Skills

    By Sandy Green and Jake Green

    ()

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    About this ebook

    Physical activity in young children is both important and enjoyable. It encourages good life habits and helps avoid health problems such as obesity and heart disease in later life. Encouraging Early Sports Skills is the perfect support for early years practitioners looking to introduce a variety of sports and physical activities to the children they work with.
    LanguageEnglish
    PublisherMark Allen Group
    Release dateOct 22, 2012
    ISBN9781909101067
    Encouraging Early Sports Skills

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      Book preview

      Encouraging Early Sports Skills - Sandy Green

      Title page

      Encouraging Early Sports Skills

      Sandy Green and Jake Green

      Copyright page

      Originally published by Step Forward Limited

      St Jude’s Church, Dulwich Road, Herne Hill, London, SE24 0PB Tel. 020 7738 5454

      2012 digital version by Andrews UK Limited

      www.andrewsuk.com

      © Step Forward Publishing Limited 2008 www.practicalpreschool.com

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopied or otherwise, without the prior permission of the publisher, except where photocopying for educational purposes within the school or other educational establishment that has purchased this book is expressly permitted in the text.

      Making Plans

      Why plan?

      The purpose of planning is to make sure that all children enjoy a broad and balanced curriculum. All planning should be useful. Plans are working documents that you spend time preparing, which should later repay your efforts. Try to be concise. This will help you in finding information quickly when you need it.

      Long-term plans

      Preparing a long-term plan, which maps out the curriculum during a year, or even two, will help you to ensure that you are providing a variety of activities and are meeting the statutory requirements of The Early Years Foundation Stage (QCA 2008).

      Your long-term plan need not be detailed. Divide the time period over which you are planning into fairly equal sections, such as half-terms. Choose a topic for each section. Young children benefit from making links between the new ideas they encounter so as you select each topic, think about the time of year in which you plan to do it. A topic about minibeasts will not be very successful in November!

      Although each topic will address all the learning areas, some could focus on a specific area. For example, a topic on ‘Early Sports Skills’ would lend itself well to activities relating to Physical Development and Knowledge and Understanding of the World. Another topic might particularly encourage Communication, Language and Literacy. Try to make sure that you provide a variety of topics in your long-term plans. E.g.

      Medium-term plans

      Medium-term plans will outline the contents of a topic in a little more detail. One way to start this process is by brainstorming on a large piece of paper. Work with your team writing down all the activities you can think of which are relevant to the topic. As you do this it may become clear that some activities go well together. Think about dividing them into themes. The topic of’ Early Sports Skills’ for example has themes such as ‘Exercise and Health’, ’Ball skills’, ‘ Balance and Co-ordination’, ‘Creative bodies’, ‘Space and Orientation’ and ‘Teamwork and co-operation’. At this stage it is helpful to make a chart. Write the theme idea down the side of the chart and put a different area of learning at the top of each column. Now you can insert your brainstormed ideas enabling you to see where there are gaps. As you complete the chart take account of children’s earlier experiences and provide opportunities for them to progress.

      Day to day plans

      The plans you make for each day will outline aspects such as:

      Resources needed;

      The way in which you might introduce activities;

      The organisation of adult help;

      Size of the group;

      Timing;

      Key vocabulary.

      Identify the learning that each activity is intended to promote. Make a note of any assessments or observations that you are likely to carry out. On your plans make notes of activities that were particularly successful, or any changes you would make another time.

      A final note

      Planning should be seen as flexible. Not all groups meet every day, and not all children attend every day. Any part of the plan can be used independently, stretched over a longer period or condensed to meet the needs of any group. You will almost certainly adapt the activities as children respond to them in different ways and bring their own ideas, interests and enthusiasms. The important thing is to ensure that children are provided with a varied and enjoyable curriculum that meets their individual developing needs.

      Using the book

      Collect or prepare suggested resources as listed in ‘Resources’.

      Read the section which outlines links to the Early Learning Goals and explains the rationale for the topic of ‘Early Sports Skills’.

      Read through the chapters on individual sports to refresh your understanding of the requirements of, and guidelines for, a variety of popular sports. You will find examples of the skills children need to play these sports included there.

      For each weekly theme two activities are described in detail as an example to help you in your planning and preparation. Key vocabulary, questions and learning opportunities are identified.

      The skills chart will help you to see at a glance which aspects of children’s development are being addressed as a focus each week.

      As children take part in the ‘Early Sports Skills’ topic activities, their learning will progress. ‘Collecting evidence’ explains how you might monitor children’s achievements.

      Find out in ‘Bringing it all together’ how the topic can be brought together in a grand finale involving parents, children and friends.

      There is additional material to support the working partnership of families and children in the form of a ‘Home links’ page, and a photocopiable parents’ page at the back of the book.

      It is important to appreciate that the ideas presented in this book will only be part of your planning. Many activities that will be taking place as routine in your group may not be mentioned. For example, it is assumed that sand, dough, water, puzzles, floor toys and large scale apparatus are part of the on-going preschool experience, as are the opportunities for children to develop ICT skills. Role-play areas, stories, rhymes and singing, and group discussion times are similarly assumed to be happening each week, although they may not be a focus for the described activities.

      When planning the Early Sports Skills topic, remember to take health and safety into account at all times. Any new experiences or items of equipment need to be fully risk assessed before use.

      Using the Early Learning Goals

      Having chosen your topic and made your medium-term plans you can use the Practice Guidance for the Early Years Foundation Stage (QCA 2008) to highlight the key learning opportunities your activities will address. The Early Learning Goals are split into six areas: Personal, Social and Emotional development; Communication, Language and Literacy; Problem Solving, Reasoning and Numeracy; Knowledge

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