ED2623 Lecture Notes - Lecture 12: Australian Sports Commission

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blackmacaw350

1 Jun 2018

School

UNDA, NDA

Department

Education

Course

ED2623

Professor

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Physical Education - Week 12 - Lecture 12

Modified Sports

Motor Skills Acquisition Model

Pre-requisite Sport Skills

- Developed once children have become proficient in their 3 FMS categories in a closed environment.

- Apply these to open environments as the students have become more proficient

- Allows students to test their skills in a modified environment

The importance of object control skills

- Object control skills are the most complex and generally the last in which to develop proficiently

- The PRSS phase introduces many modified sports that require these

- What are the implications of this?

Learned in an age appropriate way

Maturity

all present in modified sports

Maturifty in FMS

- Once the child has developed mature skills at the Fundamental Movement Skill phase

- They need to be presented with opportunities to refine these skills

- Open environment

- At around 8 years of age, children are ready to apply their fundamental movement skills to specific

sports

- middle to upper primary school

- Which 2 levels of the skill acquisition model are we concerned with a primary school level?

Why modified sports?

- The transition from FMS phase to the specific sports skill phase is a difficult one

- Modified sports give children an opportunity to assimilate the skills needed in specific sports in a less

demanding situation

- Physical maturity - age development not related

- Smaller fields, modified equipment

- Many children are keen to try all types of sports

- Through modified sport children can be exposed to basic skills and rules of a number of sports

- Generally are not ‘over officiated’

- Modified sports maintain the ‘fun element and enable success’

- Future participation will be based on these successful experiences

- Allows teachers to analyse movement in a game situation and make corrections or re-teach weaknesses

How do we modify sports

- Rules

- Equiptment - size, shape, height

- Size of the field

- Number of players

- Role of the coach

- Scoring

- Time

Successful Modified sport experiences

- Balance individual and team sport

- Gender inclusive sports

- Inclusivity where required

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Document Summary

Physical education - week 12 - lecture 12. Developed once children have become proficient in their 3 fms categories in a closed environment. Apply these to open environments as the students have become more proficient. Allows students to test their skills in a modified environment. Object control skills are the most complex and generally the last in which to develop proficiently. The prss phase introduces many modified sports that require these. Once the child has developed mature skills at the fundamental movement skill phase. They need to be presented with opportunities to refine these skills. At around 8 years of age, children are ready to apply their fundamental movement skills to specific sports. The transition from fms phase to the specific sports skill phase is a difficult one. Modified sports give children an opportunity to assimilate the skills needed in specific sports in a less demanding situation. Physical maturity - age development not related.

Related Questions

For many of us, smartphones have become indispensable, but they have also come under fire
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Examiners: Dr. Emmanuel Awuni and Dr. Acheampong Owusu Page 2 of 4
apps, features such as location sharing, and access to certain types of content. The investors
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The average American teenager who uses a smartphone receives his or her first phone at age
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Health and the University of Alberta found that 67 percent of the teachers reported that the
number of students who are negatively distracted by digital technologies in the classroom is
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tasks has decreased. Research by psychology professor Jean Twenge of San Diego State
University found that U.S. teenagers who spend 3 hours a day or more on electronic devices
are 35 percent more likely, and those who spend 5 hours, or more are 71 percent more likely,
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Nicholas Carr, who has studied the impact of technology on business and culture, shares these
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didn’t matter whether students who brought their phones used them or not. A study of 91 U.K.
secondary schools, published in 2016 in the journal Labour Economics, found that when
schools ban smartphones, students’ examination scores go up substantially, and the weakest
students benefit the most. Carr also observes that using smartphones extensively can be
detrimental to social skills and relationships. Connecting with “friends” electronically via
smartphones is not a substitute for genuine person-to-person relationships and face-to-face
conversations.

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ED2623 Lecture Notes - Lecture 12: Australian Sports Commission

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