队列口令和基本动作2010—培训课件.ppt

* * * * * These principles are from Thomas, K.T. Thomas, J.R. (in press). Motor development: Principles for physical education. Elementary School Journal. Examples are provided for physical growth and maturation, motor skills, physical activity, developmental skill acquisition and psycho-social factors. * The wedge shaped mat helps the children move their relatively short bodies over their relative large heads. Teachers decide how to increase and decrease task demands based on the developmental level of the students, so younger and less experience students might do the same skill (e.g., striking) as older and more skilled students but with different equipment (shorter handle, larger striking surface), a simpler context (no defense), or self-paced (striking a stationary ball). Training fitness in children is more challenging than in adults because children have less hemoglobin, less muscle mass, and are generally more active than adults. Therefore, successful programs use games and fun activities to keep kids breathing hard and sweating. Children need to answer two questions (am I normal? am I improving) with positive answers to ensure continued motivation for practice. Further children need to understand that success is related to effort (not luck, or talent). Teachers must adjust task difficulty for optimal results. Children do not do the same things adults do to learn and remember—or acquire skills. Children do not rehearse information at all or the same ways adults do, and children do not create strategies to assist learning. So teachers give strategies to children and help them use those strategies. For example using BEEF (Bend knees, Eyes up, Elbows in, Feet still) to remember the form of a good free throw. * Girls and boys are similar in size prior to puberty so boys and girls can work as partners or in gender mixed groups during elementary school. Most gender differences in motor skills are attributable to socio-cultural variables lik