Chap - Precontrol kicking by accinent


									Precontrol kicking
   Children need practice
       making contact with stationary ball
       tapping while moving behind the ball
Control kicking
   Children need practice:
       With consistent contact with ball
       Kicking for accuracy
       In different directions
       At various speeds
       With partners
Utilization kicking
   Children need to
       Focus on accuracy and control in dynamic
        situations with increased complexity
       Perform skills on the move and in relation to an
Proficiency kicking
   Children should be
       Involved in game situations with more players that
        require strategic play
Precontrol punting
   Children will
       Contact with other body parts than foot and often
        after the ball has bounced
       Succeed if more exploration time is spent with
        lightweight balls that contact the foot after a
        bounce and before it reaches the ground
Control punting
   Children should be able to
       Consistently make contact with the ball
       Drop the ball rather than toss it
       Move to make contact
Utilization punting
   Children should
       Combine punting with factors such as partner
       Time limits
       Accuracy
       Dynamic situations
Proficiency punting
   Children can punt in dynamic, unpredictable
Precontrol level: Throw/catch
   When addressing throwing and catching at this
    level, give children a chance to explore with
    many types of objects
   Throwing should be in static situations
   Catching should be with a throw made directly to
    the child
   Children at the precontrol level of catching are
    most likely also at the precontrol level of
       It is recommended that older children or an adult
        throw to children at this level in order to eliminate
        throwing inaccuracy when teaching catching
Control level: throw/catch
   Children need to practice throwing in various
    static situations, but at different speeds, heights,
    distances, over and under things and at various
   Children should practice catching with both
    hands, on either side of the body, and at various
   Throwing for distance will help to develop a
    mature throwing pattern
   Throwing at a target will develop through
    distances that are close to a target at various
       Target throwing typically does not develop a mature
        throwing pattern
Utilization level: throw
   Children at this level of throwing can perform
    smooth throwing actions in static situations and
    are ready for more dynamic settings
       Encourage traveling while throwing, throwing
        accurately at moving targets, and jumping to throw
Utilization: catching
   Children at this level can consistently catch a
    variety of objects with one or both hands and are
    ready to catch in unpredictable situations.
       Encourage children to move in relationship to
        people and objects
            For example, 3 player keep away works well!
Proficiency level: throw/catch
   Children at this level are ready for complex game
    situations that are dynamic and unpredictable.
   Encourage throwing and catching many different
    kinds of objects and encourage movements in
    relation to an opponent and with rapid changes in
    speed, direction, and level
Volleying: Precontrol level
   Children are still struggling to achieve eye-hand
    coordination necessary to contact the ball. They
    rarely intentionally direct the flight of the ball
   Provide experiences to explore volleying so they
    are able to concentrate on watching the object as
    it approaches and on making contact with the
Volleying: Control
   Children are able to strike an object continuously
    with a bounce in their own space and control the
    amount of force on the volley
   Appropriate activities: volleying with different
    body parts, striking both overhand and underhand,
    striking over designated lines with a partner
Volleying: Utilization
   Children can control the direction and force of
    their strikes and produce a level surface for
    striking with a variety of body parts.
   Children can combine different movement
    concepts with the striking skill
       Move in relation to people and /or objects

   Consistency and accuracy are developed
Volleying: Proficiency
   Children can move consistently and accurately in
    relation to others in unpredictable and dynamic
   Children are able to strike an object and
    simultaneously focus on surrounding activities
    within the environment
Dribbling: Precontrol
   Children want to make contact with the ball so
    that it comes back to them in a stationary position
   Tasks should focus on exploring striking the ball
    down repeatedly in self-space and then walking
    and dribbling
Dribbling: Control
   Focus on varying the dribbles
       Different heights, positions around the body

   Focus on dribbling with the non-dominant hand
   Dribble while traveling
Dribbling: Utilization
   Incorporate dribbling into beginning game-like
    situations that require combining dribbling with
    other skills such as throwing, catching, dodging,
    and dribbling with either hand without looking at
    the ball
Dribbling: Proficiency
   At this level, dribbling is almost automatic
   Children can change direction, speed, pathways at
    will, and enjoy dynamic games that involve larger
    groups with more complex relationships
   Volleying and dribbling require fine eye-hand
   These two skills will be the last of the
    fundamental skills to develop
Striking with Paddles
   Requires coordination of some familiar skills into
       Tossing or dropping an object
       Tracking the object
       Contacting the object
       Compensating for the weight and length of paddle
Task Complexity
   Striking with paddles or long-handled implements
    is a complex skill
       Requires development of visual tracking
       Requires eye-hand coordination

   Introduce these striking skills after children have
    experience with striking with body parts,
    specifically the hand
Task Difficulty
   Difficulty of striking with an implement increases
    with the length of the implement
       Precontrol level: short-handled, lightweight
        implements and light, slow traveling objects to
       Control level: can consistently strike a ball and are
        ready for tasks involving control of direction, force,
        and aerial pathway of the object
       Control level activities should also allow children to
        focus on the object of contact
       Children also need experience with different types of
        striking implements
       Utilization level: Children can contact an object
        repeatedly without missing and can send the object
        various distances and in different directions
            Children are ready to apply striking skills in dynamic situations
             and in cooperation with a partner
   See the progression spiral for skill theme activities

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