PowerPoint Presentation

1

Prescribing Free Play to Enhance Youth Athletic PotentialJoshua Barriero

2

Who Am I?Joshua BarreiroUndergraduate at Temple UniversityPresident of Exercise Science AssociationHealth, Fitness and Wellness curriculum development for Boys & Girls ClubFounder & CEO of Make & Move Club Inc

MakeMoveClub.org

3

Benefits of Physical Activity & Sport ParticipationDevelopment of physical literacy and overall fitness levelReduced risk for obesity & CVDImproved cognitive function and focus during schoolLearning to work with othersEnhanced self-confidence Opportunities for shared experiences and social bonding

4

Trends in Physical ActivityNader et al., 2008

http://jama.jamanetwork.com/article.aspx?articleid=182251

5

Unstructured vs. Structured Play

(Hoffman, 1997; Goldstein, 2012; Pellegrini & Glickman, 1989 ).

6

Benefits of Unstructured Free PlayResearch on free play shows:Incorporating free play into childhood sport results in more creativity and confidence-both of and off the field Free play establishes a creative base that translates into better classroom performance (Hutchinson, 2015)Play also contributes to healthy brain development (Shonkoff & Phillips, 2000; Frost, 1998; Tamis-LeMonda, Shannon, Cabrera, & Lamb, 2004).

7

Benefits of Unstructured Free PlayIndividuals of all ages need to take a break from performing tasks, especially when they are performed over an extended period of time (Corbin, 1979; Pellegrini, 1991). As a matter of fact, children need breaks much more frequently than adults do (Corbin, 1979).More likely to develop important social and cognitive skills that extend into adulthood (Hutchinson, 2015)

8

Benefits of Unstructured Free PlayBy participating in free play, children learn to work in groups, share, negotiate and resolve conflicts (Blasi & Hurwitz, 2003; Erickson, 1985; Pellegrini & Smith, 1998; McElwain & Volling, 2005; Vygotsky, 1980). When play is child driven, as opposed to being adult led, children are able to learn decision-making skills, move at their own pace, and independently discover areas of interest to them (Blasi & Hurwitz, 2002; Erickson, 1985; Pellegrini & Smith, 1998). Free Play also helps the children develop their abilities to control their own cognitive and emotional processes, or to self-regulate (Vygotsky, 1980). This is important because self-regulation is a predictor of a childs academic achievement and their emotional well-being (Whitebread, 2012).

9

Trends in Free Play(Sandberg & Hofferth, 2001; Hofferth, 2009, Christensen, 2002; Lester & Russell, 2008)

25% decrease in free play and specifically a 50% decrease in outdoor activates

Play is now more institutionalized and has become more associated with learning rather than enjoyment

10

Youth Sports SpecializationThis has become increasingly common in early to middle childhood (Jayanthi, 2013)As a coach or parent of a child, It is ok to get excited about sport but dont drink the Kool aidWhile there is a general agreement that the number of hours spent in deliberate practice and training positively correlates with level of achievement, there is a question

http://sph.sagepub.com/content/5/3/251.short11

Unintended Consequences of Specialization

Independent risk of injury and serious overuse injury in young athletes who specialize in a single sport despite how much they train and despite their age

The relationship between specialization and overuse injury is a dose dependent one. (Jayanthi, 2015)

http://ajs.sagepub.com/content/43/4/794.abstract12

Unintended Consequences of Early SpecializationSociety sends mixed messagesRecreational sport is seen as second class

13

Unintended Consequences of Early SpecializationKilling interest

14

Unintended consequences of early specializationKilling interest

15

Child-Centered ProgrammingEarly focus on physical literacy, more so then competitionTime for unstructured free play and self-testing to be incorporated into practicesEncourage children to try a range of different sports, rather than specializingMake sure sport is introduced in an age appropriate manner

16

Fundamental Motor SkillsObject Control The management of the body in space and motion and also how the body connects with external objectsBouncingCatchingDribblingKickingStrikingThrowing

Locomotor Skills that are most often associated with successful movement, especially in sportsCrawlingDodgingGallopingHoppingRunningSkippingWalking

Body Awareness Focus on the ability to control body movements in motionsRollingBendingClimbingLandingStatic and Dynamic balancingStopping TurningTwistingHoward, 2015

17

What does this look like?

18

Adolescent YearsSport specialization is not helpful in achieving elite status.

Early diversification is actually more likely to lead to success.

19

Early Diversification

(Baker, 2003)

http://www.tandfonline.com/doi/abs/10.1080/1041320030540020

Avoid injuriesAge adjustKids should not play more hours per week in sport than their age. Increase free play2:1 (Jayanthi,2015)

http://ajs.sagepub.com/content/43/4/794.abstract

21

Incorporating Free Play into Sport PracticeWhat does this look like?

So how do we do this?22

Motivational ClimatesMastery climate one in which athletes receive positive reinforcement from the coach when they (a) work hard, (b) demonstrate improvement, (c) help others learn through cooperation, and (d) believe that each players contribution is important

Competitive climate - one in which athletes perceive that (a) poor performance and mistakes will be punished, (b) high-ability athletes will receive the most attention and recognition, and (c) competition between team members is encouraged by the coach

23

Motivational climate and fundamental motor skill performance

24

Skill Development

25

Newells Model

Using the constraints-led approach we can redefine motor learning s an ongoing dynamic process involving a search for and stabilization of specific, functional movement patterns across perceptual-motor landscape as each athlete adapts to a variety of changing constraints

Facilitator not Drill Sargent

Does not imply a diminished role for the practitioner

Creating a learning environment for discovery of optimal solutions by manipulating constraints, interpreting movement variability, and nurturing learners in their search

27

T.A.R.G.E.TTask use a variety of tasks that are challenging, interesting and meaningful; tasks need not be the same for all athletesAuthority allow your athletes to get involved in making some of the decisions; give them a choice in which tasks or drills to work onRecognition use private recognition for individual accomplishments so that you are not inviting social comparisonGrouping group athletes heterogeneously for drillsEvaluation stress evaluation based on individual success and achievement of individual goals rather than using social comparisonTiming not all athletes learn skills at the same pace; allow adequate practice and playing time for even the least skilled

28

Teaching Games for UnderstandingSix Basic TGfU Concepts:

Teach games through games.Break games into their simplest format - then increase complexity.Participants are intelligent performers in games.Every learner is important and is involved.Participants need to know the subject matter.Need to match participants skill and challenge.

Butler et al. (2008)

29

Teaching Games for Understanding

30

Barriers

31

Free Play Combined with Sport in ActionCoaches can often be more helpful to a young players development by organizing less, saying less, and allowing the players to do more (U.S. Soccer Federation, 2006).

32

Free Play Combined with Sport in ActionWe are trying to set up an avenue for the kids to play some street soccer where they can explore the game and play on their terms (Aspen Institute, 2015).

33

ConclusionsEarly focus on physical literacy, rather than competitionPractice and game play should be appropriately age adjustedDiversification > specialization Free play and sport should have 2:1 ratioTime for free play and self testing (without adult imposition) must be incorporated into practices

34

Practical TakeawaysCreate pre-sport physical activity programs for pre-school children & children in the early grades of elementary school. Foster fundamental skills such as running, jumping, balancing, throwing, catching, etc. Also introduce unique environments such as water, ice, sand, snow, etc). Use games that emphasize these skills in and make physical activity fun.Introduce sandlot nights at sport facilities where sport equipment is made available with minimal adult supervision (no parents). Kids decide what they play and how they play it.Incorporate games into practice. For example, to train agility and acceleration the youth can play one of the many variations of the game tag (eg: sharks and minnows)

35

Practical TakeawaysUse small-sided games (eg 3v3 hockey) so kids are more involved and activeUse modified versions of the sport (rather than drills) as training tools. (eg use skipping games to train runners to optimize hip extension & plantar flexion)Set aside time for youth to invent and explore. Allow them to create their own version of the sport. They can make changes to the rules of the existing game, play a different position, or change the structure of the game entirely. Have a family night at the training facility where the youth can teach their parents and guardians the new versions of the games they created and everyone can play it together.

36

Practical TakeawaysProvide parents and guardians with a flyer that states the goals and objectives for the program. Stress why free play is being included as a part of their training. Tell them ahead of time that their childs practice will not look like adult practice and why this is a good thing. Establish goals that go beyond simply winning or losing. Celebrate things like personal improvement, good sportsmanship, helping team mates, etc. Build status for participatory (not just elite) youth sports programYouth sport should be about more than winning and losing

37

Thanks!

Makemoveclub.orgSurvivalofthefitness.infoJoshua.barreiro@gmail.com

38