Introducing Children to Sport
What is the Sports Leaders role?
Guardian
Organiser
Motivator
Teacher
Trainer
Facilitator
OHT 3.1
Implications in organising children’s
sport
Mixed gender
participation
Growth stages
Grouping children
according to height &
weight
Avoid matching
children with different
development needs
Encourage skill
learning for everyone
Early talent spotting is
not always effective
Do not stereotype
children in sport based
on body type.
Little Hercules
Chinese gymnasts
How exercise affects children
They get a higher proportion of their energy
aerobically
They are less mechanically efficient
They produce more heat
They cannot regulate their body heat as
efficiently
They have weaker bones
They are much less aware of their real
limits
OHT 3.8
Safe Exercise Practice
Include Warm
Up and Cool
Down
Plenty of Fluid!
Steady , low
intensity
exercises
Appropriate
clothing
REST
PERIODS
Never PUSH a
child to
extremes
Encourage
monitoring of
breathing /
heart rates
Never use
weights before
bone dev. Is
complete
Watch for signs
of distress
OHT 3.10
Children Learn:
By doing
When they are motivated
When they are successful
By copying others
Through encouragement
Often rapidly. Children are more confident
& willing to make mistakes than adults.
OHT 3.11
Practical Tips for coaching children
Task: Design a 6 point plan
Treat each child as an individual
Make sure the children are ready to learn
Use short, simple explanations
Demonstrate clearly
Give plenty of time for practice
Make it FUN, active and challenging
Repetition
OHT 3.14
Why Children do Sport
FUN
ADVENTURE
CHALLENGE
COMPETITION
ACHIEVMENT
SOCIALISING
INDEPENDENCE
RELEASE ENERGY & EMOTION
OHT 3.18
Benefits of Exercise for children
Physical
Intellectual
Personal and Social
Physical Development
Basic Motor Skills e.g moving in different
ways
Spatial Awareness
Co-ordination & Control
Manipulative skills
Health & Fitness
Positive use of Energy
OHT 3.21
Intellectual Development
Creativity
Cognitive Skills ( awareness &
understanding)
Concentration
Language & Literacy
Numeracy
OHT 3.22
Personal & Social Development
Confidence
Self – Esteem
Self – Awareness
Awareness of others
Co-operative skills
Organisational skills
Leadership skills
Equality & Justice
OHT 3.23
Task: Developing Skills
Throwing and Catching
Kicking
Dribbling
Hitting
Throwing & catching
 Easier:
Use larger, lighter ball
Use jingle or bright coloured
ball
Use 2 hands
Bounce then catch
Remain Stationary
Adjust distance between
partners
Throw underarm
 More Difficult:
Use smaller faster ball
Use 1 hand
Use non-dominant hand
Throw then catch
Throw & catch on the move
Adjust distance between
partners
Throw over - arm
OHT 3.36
KICKING
Easier:
Use a bigger less
bouncy ball
Stand still before
kicking
Make the target larger
Move the target closer
Adjust the distance
between partners
 More Difficult:
Use a smaller, faster ball
Travel with the ball whilst
kicking
Make the target smaller
Move the target further
away
Use different parts of the
foot
OHT 3.37
Dribbling
Easier
Use a larger ball
Walk first, then jog
Use two hands
Use the outside of the
foot
Use a puck for hockey
More Difficult
Use a smaller ball
Jog then move quickly
Use one hand
Use alternate hands or
feet
Use one side of the
stick only
OHT 3.38
Hitting
 Easier
Start with a stationary ball
or use a tee
Progress to a rolled ball
Use a larger or lighter ball
Use a bat with a large
face
Use a bat with a shorter
handle
 More Difficult
Hit a moving ball
Return a volley
Use a smaller ball
Set up a rally
Use a string racquet
OHT 3.39
Modifying Games
Playing area
Equipment
Team structure
Individual roles and positions
Rules
Scoring
OHT 3.41
Task: Modifying games
Invasion games
Net / Wall games
Striking / Fielding games
Target games
Invasion Games
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Have smaller/larger area
A wide playing area favours attack; narrow favours defence
Use non-threatening balls
Group children according to size not age
Have teams with an unequal number of players
Specify an individual’s role e.g. shooter
Allow all players to rotate
All player must touch the ball
Certain players can’t be marked
Increase the number of goals
Have zones within the playing area
Allow wheelchair users to play in zones outside the sidelines
OHT 3.42
Net/Wall Games
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Have a smaller court
Lower the net
Use softer/larger balls
Match children with similar abilities
One child defends a smaller area
The ball can bounce twice
Each ‘score’ carries more points for some children
‘No go zone’ instead of a net, alter its width
Singles against doubles
Use side walls
Change the type of serve
OHT 3.43
Striking/Fielding Games
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Zone hitting areas
Use a tee
Use a lighter bat with a larger hitting surface
Ensure mixed ability teams
Everyone fields whilst 1 person bats
Different length ‘runs’
Every child has a set number of hits
Balls are drop-fed, rolled and bowled underarm
The bowler is on the same team as the batters
No one can be ‘caught out’
Points for accuracy not just distance/runs
OHT 3.44
Target Games
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Target sizes & distances are adjusted
Different delivery techniques are used e.g. rolling,
throwing, kicking etc.
An assistive device can be used e.g. guttering
Audible ‘guides’ are used
Players can choose different positions around the
target
Scores carry more points for some children
OHT 3.45
1. Assess the children's
skill and mobility
2. Analyse the activity
3. Modify the
activity/adapt the
task
4. Practice
5. Play the activity
6. Feedback
7. Praise
8. Monitor progress
9. Evaluate
What can they do? What can
you do?
What skills are needed?
What is the point?
Different ways and rules
Give the children time
Including the children
Essential for learning. Take
account of player’s reactions
Often & positive, don’t reinforce
unacceptable behaviour or
under achievement
Leader & children
Let the group discuss changes
OHT 3.47