Active Play. A resource for early years

Transcription

1 Active Play A resource for early years

2 Introduction This resource has been designed to support childcare students deliver physical activity sessions in placement settings. Chief Medical Officer physical activity guidelines for early years (birth- five years) The activities are for preschool children (under the age of five) that are able to walk and follow instructions. Each activity included has details of how to set up and deliver as well as adaptations which may help depending on the ability of the children involved. Physical activity is highly important for children from an early age. The Chief Medical Officer Guidelines opposite explain the benefits, recommended daily time and ideas of how to incorporate physical activity into the lives of early years children.

3 Developing skills A large proportion of children under the age of five are enrolled in some form of childcare and some will spend most of their week in this environment. It is therefore a valuable setting to promote healthy behaviours including being active. Being active helps preschool children to develop a range of skills, which are vital to be able to participate in different sports and activities as they grow and help them to develop physical literacy. The more competent children become at these skills from an early age, the more likely they are to continue to be active and grow into healthy, happy adults. These include: Agility Balance Coordination Control of movements Object control

4 Inclusion Activity and sport is for all, not just for those who are good at it. In your work you may come across children with Special Education Needs and Disabilities (SEND) and it is important their needs are taken into consideration to ensure your delivery is inclusive. What is inclusion/being inclusive? Considering the needs of people/children of different abilities and disabilities and ensuring they have an equal opportunity to take part. In physical activity and sport this is about adapting the delivery of a session to put the needs of the participant first. Why is it important to be inclusive? If all children are included in an activity or session they learn how every person is unique and has different needs. This means they are more likely to think about the person first and the disability second, helping to reduce harassment and bullying. How do I go about being inclusive? Firstly, you should try and understand the needs and abilities of the child/children you are delivering to (e.g. do they have any access or communication requirements). You can then use the STEPS principle to adapt your sessions (see further reading section for more information). Alternatively, you could involve children with disabilities in your session planning as they understand their needs and abilities best.

5 At the Zoo The children are at the zoo and need to move around like animals The leader gives instructions and the children have to do the movement of that animal. For example: snake crawl on tummy kangaroo jump flamingo stand on one leg butterfly flap arms elephant heavy, slow walk lion crawl on all fours crocodile use arms to open and shut No equipment needed Any Hold up pictures of each animal Do sea lion tricks balance a bean-bag on body parts Play penguin knock out use empty drinks bottles to make skittles (penguins) and bowl them over with a ball. Alter the size of the ball or make the skittles nearer or further away. Play feed the elephant make an elephant by painting and decorating a box. Invite the children to throw peanuts (bean-bags) into the elephant s mouth. Movements can be adapted so they are easier to complete if any of the children have disabilities.

6 Balloon games - part one Game 1: Keep it up Everyone stands in a circle The balloon is put into play and everyone takes it in turn to stop the balloon touching the floor. Balloons Rope Paper plates Tape Paint sticks 4-20 Add more balloons Use instructions such as only use your feet put one hand behind your back Before blowing up the balloon, add seeds or frozen peas so that it makes a sound. This is good for children who are blind/ partially sighted or those with learning disabilities.

7 Balloon games - part two Game 2 Balloon balance Lie down a rope at one end of the space Get the children to line up opposite this line Each child gets a balloon and has to balance it on their finger and not let it lose contact with their hand If the balloon hits the ground they have to start again The child to reach the rope at the end without letting the balloon touch the ground is the winner. Game 2 Make the distance longer or shorter Hit the balloon in the air without it touching the ground Use the whole palm of the hand Add seeds or frozen peas to the balloon so that it makes a sound. Game 3 - Balloon tennis Create a tennis racket by taping paint sticks to the back of paper plates Tie the rope horizontally one metre above the ground between two chairs Using the rackets, hit the balloon back and forth across the net If someone allows the balloon to touch the floor on their side, the person on the other side of the net scores a point. Game 3 Change the height of the net Change the size of the tennis rackets. E.g. use larger paper plates Allow a certain number of touches before the balloon has to pass over the net Add seeds or frozen peas to the balloon so that it makes a sound.

8 Basket catch Get the children to stand in a circle, one person stands in the middle as the thrower The children stand with their hands and forearms forming a bowl or basket in front of their stomach Throw a soft foam the ball into their basket from about 30cm away As they become confident catching at this distance, increase the distance of your throw slightly. A variety of balls 1-10 Start by rolling the ball back and forwards Use different size balls e.g. tennis ball, table tennis ball, rubber ball Use a balloon Get the children into pairs and they take turns to be the basket.

9 Bumper cars Each child steps into a hoop and holds it at waist level Explain that this is their car and they cannot bump into anyone else s Give them word directions. Some examples could be: Stop Start Sit down Give some particular instruction to match movements. For example: Motorway = run Flat tyre = stand on one leg Reverse = go backwards Red light = stop Green light = go Plastic hoops 4-20 Use obstacles that they need to navigate around without crashing Make the space bigger or smaller Hold up images of each instruction Use coloured cards for instructions - red (stop) green (go) and amber (sit down).

10 Carnival games Set up a few skill games and have a mini carnival: Line up some empty drinks bottles and knock over with a ball Line up some empty drinks bottles and throw some hoops over the bottles Use a fishing net to catch rubber ducks in a paddling pool Decorate a box and get the children to throw bean bags into it. Alter the size of the soft ball Stand nearer or further away from the empty drinks bottles Use bigger hoops to throw over the empty drinks bottles. Empty drinks bottles Hoops Soft balls Bean bags Cardboard box Fishing net Rubber ducks Paddling pool 4-20

11 Egg and spoon race This activity can be done individually or in teams Give each participant a spoon (racket) and an egg ball Each person must walk while balancing the egg on the spoon to a designated area and back If in teams, they then pass the egg and spoon to the next team member who repeats it. Use different sized egg or spoon to make it easier or more difficult Increase or decrease the distance they have to walk Add obstacles to walk around or over Walk backwards. Tennis or badminton rackets Balls or balloons Spoons could be made from paper plates and sticks Any

12 Follow the leader Everyone forms a line The child at the front of the line is the leader The leader performs an action The other children should follow and perform the same action For example: Hopping Touching the ground with one/two hands Sitting down Walk backwards Twirling around Marching Jumping Swap the leader every few minutes No equipment needed 3-20 Use obstacles that they need to navigate around without crashing Increase or decrease the level of difficulty of the actions used Recreate the activity without the moving line, with the leader stood at the front and the other children watching and copying

13 Obstacle course part one A variety of equipment Be creative with whatever you have to hand 1-10 Set up 5-10 obstacles or stations Get the children to set off at different points around the obstacle course Set up identical obstacle courses and divide the participants into teams to race against each other If any of the obstacles are off the ground think about whether the children will need support with these. Crawling through a tunnel or under a table Walking along a beam, bench skipping rope or line made from duct tape or chalk Cones to weave in and out of Jump over a skipping rope or line from side to side or backwards and forwards Hoop scoop stand in the hoop and lift over the body and head Dribble a ball or balloon with their feet (could add cones to dribble around) Balance a bean bag on their head while walking Hoop run - lay out a number of hoops next to each other and jump, hop or step between them.

14 Obstacle course part two More obstacle ideas Hoop run - lay out a number of hoops next to each other and jump, hop or step between them Stilt walking Hopping Throwing bean bags or balls into a bucket Ladder run this can be drawn out with tape or chalk if you don t have agility ladders Log roll along the ground Climbing over a box, bench or soft play blocks Bouncing on a trampoline or trampette Stepping stones using plastic or paper sports or drawn with chalk Jump on, over or off of blocks Hopscotch

15 Parachute games Game 1: Fruit Salad The parachute is laid on the ground and the children sit around the edge The leader gives everyone the name of a fruit Everyone stands up and takes hold of the parachute and waves it in the air The leader will shout out the name of a fruit and all the children with that fruit run under the parachute and swap places with another child with that fruit. When the leader shouts fruit salad all the children run under the parachute and swap places with another child. Game 2: Rainbow As above, although the children are given the name of a colour When rainbow is shouted all the children run under the parachute and swap places. A parachute 8-30 Hold up pictures of the fruit or colour Alter the speed they move the parachute E.g. walk or run Use different movements E.g. hop, skip or wriggle

16 Treasure chest Divide participants into up to four teams and give them a corner each with a hoop Place treasure items in the centre hoop One team member at a time must run into the middle to collect an item and return to their team s hoop Only one item can be collected at a time Count how much treasure each team has treasure items e.g. balls or bean bags, up to five hoops 4-20 Coloured treasure must be returned to the correct coloured hoop Change the size of the equipment Increase or decrease the distance between corners to the centre Allow teams to take treasure from other teams once the middle is empty Use balls that can be dribbled along the floor using their feet instead of picking up.

17 Walk the line Lay out several lengths of rope along the floor leading to treasure at the end They can be straight lines, can cross over or be wiggly Encourage the children to walk along the rope following its path to reach the treasure. Some rope A beam Chalk Treasure 1-10 Alter the height or the line e.g. Use a beam Use chalk and get the children to draw lines on the ground Change the direction e.g. sideways or backwards Get the children to do tricks in the middle e.g. stand on one leg, jump forwards or turn around

18 Further reading and ideas Change 4 Life 10 minutes shakes up 2IswWeTb.97 International Physical Literacy Association Early Years Physical Literacy Framework Chief Medical Officer physical activity guidelines for early years for children who are capable of walking attachment_data/file/213738/dh_ pdf file/541228/children_0-5_infographic.pdf School of Sport, Exercise and Health Sciences (SSEHS) Guide to inclusive coaching Coaching.pdf How to be more inclusive

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