General Activities
Sports Skills for 3-9 year olds
If you are interested in your child being part of the program and learning appropriate basic sporting skills from as early as three years of age, then go to the contact us tab above and let us know. It is proposed to have this program at Kaipaki Centre on a friday night starting in the fourth term, perhaps from 6-7 or 5-6, please state your child's age and preferred time.
How the program works is below as are three sample skill activities and the teaching information which is supplied on the night. This is easy for parents to read and monitor. Benefits for each activity is outlined making it clear what progressive skill is being learnt and what the benefits are for each child. The learning of sporting skills is progressive and incremental just as it is with school work.
Programme Format
The format is that a series of 9 skill activity areas are set up and 1 child is to be at any one ‘area’ at any one time.
Each child has their own record card on which is recorded their own scores for each individual skill activity on each occasion they take part in the skills program.
On completion of an activity the adult enters the score and the children should then move on to the next activity.
Parents to be pre trained in the sporting skills required so all parents/leaders are saying the same things to the children. Laminated cards will be at each station showing parents/leaders how each activity should be presented.
If a parent or adult is taking a station or activity for the first time then they should allow themselves time to read the instruction cards for that activity prior to
the session starting.
When a child comes to each activity they are shown the skills relating to that activity know matter how good they are or think they are.
Those skills are reinforced throughout the activity using the correct terminology so that the messages are consistent and therefore more likely to be successfully received by the children.
Do not be too pedantic with the technical issues – a child doing something is more important than doing it technically correct at this stage in their lives although
technique well presented shows improved results which children, like adults, enjoy. As always technique introduced well and at the right time is fine.
Key words and sayings will be encouraged – Focus, effort, improvement, courage, skills, practice, listen, watch, learn, rhythm, relax, do your best, give it a try.
Key attitudes to be encouraged – be pleased with improvement, the score is the score, be happy to be challenged, focus on your own performance, be happy for others, be proud of your own efforts, the best you can do is your best, need to practice at home with mum and dad, realities of performing to be reinforced e.g try as one might but you can’t do one`s best all the time.
Rules of Play should be clear and simple from the start. For example if children do not throw, hit, kick or pass from behind the appropriate markings then there is no score.
It is important from an early stage that children understand that sport has rules that must be adhered to or there are consequences, just as there are in life if we break the law.
Sample Skills/Activities
1.
Roll a tennis ball around the frame of a tennis racquet.
Correct racquet grip:
Have the child put their hand out in front of them with their palms up and place the racquet in their hand with the handle going between the thumb and the first finger and the face of the racquet facing the same way as the palm of the hand was (up).
Do not be too particular about the grip other than to show them as often as possible. Them doing it is another story and should not be pushed at the expense of the child enjoying what they are doing.
Activity Process:
When told to start the child attempts to roll the ball on the tennis racquet for as much of one minute as possible (or for the time allocated).
Activity Area:
There are no set measurements for the space that this activity should operate within but children should be kept out of the way of other children and their
activities.
Scoring:
The scoring process for this is the adult estimates the total seconds the ball is OFF the racquet and deducts from 60. Therefore the maximum score is 60 and if the ball falls off the racquet one or more times the total number of seconds the ball is off the racquet is deducted from 60. Score to be
written on the child’s card by the adult in charge of that activity and done as neatly as possible.
Develops:
Hand-eye coordination, fine wrist movement, an awareness of angles, watching of the ball, stillness of the head and the ability to focus.
2.
Roll a table tennis ball around a table tennis bat.
Correct bat grip:
Have the child put their hand out in front of them with their palms up and place the bat in their hand with the handle going between the thumb and the first finger and the face of the bat facing the same way as the palm of the hand was (up).
Do not be too particular about the grip other than to tell them as often as possible without detracting from the child’s enjoyment of the activity.
Activity Process:
When told to start the child attempts to roll the ball on the table tennis bat for as much of one minute as possible (or for the time allocated).
Activity Area:
There are no set measurements for the space that this activity should operate within but children should be kept out of the way of other children and their
activities
Scoring:
The scoring process for this is the adult estimates the total seconds the ball is OFF the table tennis bat and deducts from 60. Therefore the maximum score is 60 and if the ball falls off the bat one or more times the total number of seconds the ball is off the bat is deducted from 60. Score to be written on the child’s card by the parent in charge of that activity and done as neatly as possible.
Develops:
Hand-eye coordination, fine wrist movement, an awareness of angles, watching of the ball, stillness of the head and the ability to focus.
3.
Using a tennis ball – toss the ball from one hand to another.
Hand position:
Each hand should be cupped with the palms facing upwards.
Activity Process:
When told to start the child attempts to toss the ball in gentle arches from one hand to the other as many times as possible in one minute (or the time allocated).
Activity Area:
There are no set measurements for the space that this activity should operate within but children should be kept out of the way of other children and their
activities.
Scoring:
Scoring is the number of successful catches a child makes in one minute. Score to be written on the child’s card by the parent in charge of that
activity and done as neatly as possible.
Develops:
Hand-eye coordination, watching skills, catching skills, speed awareness, body balance and the ability to focus.
How the program works is below as are three sample skill activities and the teaching information which is supplied on the night. This is easy for parents to read and monitor. Benefits for each activity is outlined making it clear what progressive skill is being learnt and what the benefits are for each child. The learning of sporting skills is progressive and incremental just as it is with school work.
Programme Format
The format is that a series of 9 skill activity areas are set up and 1 child is to be at any one ‘area’ at any one time.
Each child has their own record card on which is recorded their own scores for each individual skill activity on each occasion they take part in the skills program.
On completion of an activity the adult enters the score and the children should then move on to the next activity.
Parents to be pre trained in the sporting skills required so all parents/leaders are saying the same things to the children. Laminated cards will be at each station showing parents/leaders how each activity should be presented.
If a parent or adult is taking a station or activity for the first time then they should allow themselves time to read the instruction cards for that activity prior to
the session starting.
When a child comes to each activity they are shown the skills relating to that activity know matter how good they are or think they are.
Those skills are reinforced throughout the activity using the correct terminology so that the messages are consistent and therefore more likely to be successfully received by the children.
Do not be too pedantic with the technical issues – a child doing something is more important than doing it technically correct at this stage in their lives although
technique well presented shows improved results which children, like adults, enjoy. As always technique introduced well and at the right time is fine.
Key words and sayings will be encouraged – Focus, effort, improvement, courage, skills, practice, listen, watch, learn, rhythm, relax, do your best, give it a try.
Key attitudes to be encouraged – be pleased with improvement, the score is the score, be happy to be challenged, focus on your own performance, be happy for others, be proud of your own efforts, the best you can do is your best, need to practice at home with mum and dad, realities of performing to be reinforced e.g try as one might but you can’t do one`s best all the time.
Rules of Play should be clear and simple from the start. For example if children do not throw, hit, kick or pass from behind the appropriate markings then there is no score.
It is important from an early stage that children understand that sport has rules that must be adhered to or there are consequences, just as there are in life if we break the law.
Sample Skills/Activities
1.
Roll a tennis ball around the frame of a tennis racquet.
Correct racquet grip:
Have the child put their hand out in front of them with their palms up and place the racquet in their hand with the handle going between the thumb and the first finger and the face of the racquet facing the same way as the palm of the hand was (up).
Do not be too particular about the grip other than to show them as often as possible. Them doing it is another story and should not be pushed at the expense of the child enjoying what they are doing.
Activity Process:
When told to start the child attempts to roll the ball on the tennis racquet for as much of one minute as possible (or for the time allocated).
Activity Area:
There are no set measurements for the space that this activity should operate within but children should be kept out of the way of other children and their
activities.
Scoring:
The scoring process for this is the adult estimates the total seconds the ball is OFF the racquet and deducts from 60. Therefore the maximum score is 60 and if the ball falls off the racquet one or more times the total number of seconds the ball is off the racquet is deducted from 60. Score to be
written on the child’s card by the adult in charge of that activity and done as neatly as possible.
Develops:
Hand-eye coordination, fine wrist movement, an awareness of angles, watching of the ball, stillness of the head and the ability to focus.
2.
Roll a table tennis ball around a table tennis bat.
Correct bat grip:
Have the child put their hand out in front of them with their palms up and place the bat in their hand with the handle going between the thumb and the first finger and the face of the bat facing the same way as the palm of the hand was (up).
Do not be too particular about the grip other than to tell them as often as possible without detracting from the child’s enjoyment of the activity.
Activity Process:
When told to start the child attempts to roll the ball on the table tennis bat for as much of one minute as possible (or for the time allocated).
Activity Area:
There are no set measurements for the space that this activity should operate within but children should be kept out of the way of other children and their
activities
Scoring:
The scoring process for this is the adult estimates the total seconds the ball is OFF the table tennis bat and deducts from 60. Therefore the maximum score is 60 and if the ball falls off the bat one or more times the total number of seconds the ball is off the bat is deducted from 60. Score to be written on the child’s card by the parent in charge of that activity and done as neatly as possible.
Develops:
Hand-eye coordination, fine wrist movement, an awareness of angles, watching of the ball, stillness of the head and the ability to focus.
3.
Using a tennis ball – toss the ball from one hand to another.
Hand position:
Each hand should be cupped with the palms facing upwards.
Activity Process:
When told to start the child attempts to toss the ball in gentle arches from one hand to the other as many times as possible in one minute (or the time allocated).
Activity Area:
There are no set measurements for the space that this activity should operate within but children should be kept out of the way of other children and their
activities.
Scoring:
Scoring is the number of successful catches a child makes in one minute. Score to be written on the child’s card by the parent in charge of that
activity and done as neatly as possible.
Develops:
Hand-eye coordination, watching skills, catching skills, speed awareness, body balance and the ability to focus.
Kaipaki Community Centre Reflections® Montage Paul Martin -
Wednesday, April 11, 2012
"John Parker contacted me to create a Reflections® Montage of the past Kaipaki Hall history and the new development of the Kaipaki Comunity Centre. It was great to be involved in and to see the people get behind a small rural project was great. The centre opened on 6th February 2012 Waitangi, a great facility for everyone to enjoy."
Contact Paul for a copy or make your own >>
Wednesday, April 11, 2012
"John Parker contacted me to create a Reflections® Montage of the past Kaipaki Hall history and the new development of the Kaipaki Comunity Centre. It was great to be involved in and to see the people get behind a small rural project was great. The centre opened on 6th February 2012 Waitangi, a great facility for everyone to enjoy."
Contact Paul for a copy or make your own >>