Conference Training the Brain with Play
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- Ami Pope
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1 Conference Training the Brain with Play Presenter: Gord Zubyck Russell High School Upper Canada District School Board gordon.zubyck@ucdsb.on.ca
2 So what can we do to counteract the negative impacts of our current environment? Play with a purpose!
3 LTAD Stages
4 For instance, consider Simon says. It's clear that the original version is a great game for developing impulse inhibition. Analysis of Simon says, the original version This is the entire point of Simon says, and the main reason why it is so successful with young children. Negligible Negligible That said, if you have a good grasp of the three main executive functions, you can easily add tweaks to a game like Simon says to make it more challenging. Analysis of Simon says, with tweaks This is the entire point of the original version of Simon says, and the main reason why it is so successful with young children. Tweak 1: Have a rule where you can switch from obeying Simon to disobeying Simon. Now players have to keep in mind the current 'state' as they play: 'Are we obeying or disobeying Simon right now?' Tweak 2: Have a rule where players can only do what Simon says if the instruction matches the previous instruction. So you only put your hands on your head if the previous instruction was to put your hands on your head. (And no, your hands wouldn't already be on your head! Think about it!) Then if you want to make it really hard you say players can only obey if the instruction matches not the last instruction but the one before that (or the one before that ) Tweak 1: Impose an additional requirement on the players that they have to maintain, even when Simon's instructions run counter to it. For instance, players have to make the shape of a bird at all times, or they have to stay on all fours, or they have to have both feet on the ground at all times. Players must figure out ways to reconcile Simon's order with the imposed rule. Tweak 2: Simon's instructions are ambiguous and open to interpretation. For instance, 'Simon says, "Face towards two people who are older than you."' Players must interpret the instruction and figure out a solution Commonwealth of Australia through the Australian Government Department of Education. 4 This material may be used, reproduced in material form and communicated free of charge for non-commercial educational purposes until 31 December 2018, provided all copyright notices and acknowledgements are retained. Full download Click Here!
5 Physical Literacy - Run and LMS 4-6 Link - CANUCKS Autism Network (Lesson plans on p. 73) Activities/Skills/Games Garbage Collector: The garbage monster (Leader) makes a mess throughout the space with the equipment. Kids move around the room to collect garbage (beanbags, blocks, etc.) to put back in garbage bin (equipment bag). Kids can only bring back 1 item at a time. Can you? Using creative movements and animal motions state Can you touch your toes jump hop balance on one foot, then the other foot make a star spin around run on the spot pretend to kick a ball pretend to throw a ball reach for the stars (stand on tip toes) give me a high five side shuffle etc. Stop-Go-Slow: Kids pretend to be driving (cars, trucks, trains, etc.) all around the gym. The leader stands in the middle and holds up different coloured blocks as a traffic light. When the leader holds up the green block kids GO, the yellow block kids move SLOW, and the red block STOP. Watch the kids for when they are tired and use that time as a STOP. *for more advanced kids have them stand on one foot when they are stopped Beanbag Body- Part Freeze Game: The leader places beanbags on the floor around the space. The leader will call out different ways for the kids to move (run, gallop, backwards, shuffle, jump, etc.). The leader will then call out a body part (elbow, head, knee, belly button, etc.) that the kids must place on the beanbag while leaving it on the floor. Get On An Island! Children begin moving around the playing area (aka ocean ) in different ways. Example: sea horse (gallop), jellyfish (slow motion), dolphin, shark, fast minnow (running), swimmer, etc. When the leader yells get on an island children must run to a hoop, or skipping rope in circular formation, and stand in it until the leader says go again. Mouse Chase Every child receives a scarf or pinnie. The pinnie is tucked in to a pocket or waistband and is a tail. The adults have to run after the kids in order to grab their tail! When the adult grabs the child s tail, the adult puts it in their pocket or waistband and the child chases. Instruction Breakdown - The garbage monster made a mess and needs your help - Pick up one piece of garbage and put it in the bag - Then go get another piece of garbage - The leader is going to call out different ways to move - The kids are going to move those ways - Everyone needs to think of their favorite thing to drive - Everyone will pretend to drive while watching and listening to the leaders instructions - The leader will show red for STOP, yellow for SLOW walking, and green for GO running -There are beanbags on the floor and they are going to stay on the floor - We will move around in different ways - The leader will call a body part to connect to a beanbag - Everyone will move around the gym with their partner - One partner will hold the ball and the next time the other partner will - When the leader calls funny bones and says a body part, you and your partner will connect to the ball with that body part - Kids will put a tail in their waistband and it must go all the way down to their knee - Adults will chase kids and pull out their tails - Then kids will switch and chase adults
6 Analysis of, the original version That said, if you have a good grasp of the three main executive functions, you can easily add tweaks to a game like to make it more challenging. Analysis of, with tweaks
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