The new book, Physical Literacy on the Move, helps teachers develop the physical literacy of their students. In this blog post author Heather Gardner details the importance participant choice has on children’s learning.
Physical literacy learning that integrates participant choice provides children with the opportunity to take ownership over their learning. It also encourages engagement in learning that matters most to them.
There are times when children and youths can make choices around personal interests or pursue learning options based on their specific needs. The limitations of choice vary based on the specific participant, the game or activity, the facility and equipment available. As well as, other factors specific to each participants learning style. Educators act as facilitators while the children make choices around their activity/game groupings, equipment, game setup and adaptations to optimise the challenge and maximise the participation and fun.
Through the learning process, flexibility is key to creating a learning environment where participants have the opportunity to experiment with personal choices in order to work at their optimal level of challenge. Many small games or drills should be occurring at once to maximise participation. Letting each group make their own choices provides participants of all skill levels the opportunity to have their personal needs met when learning together within the same activity space.
There are three ways educators can offer participant choice within their physical literacy programming.
Modify the equipment
Allow participants the chance to select the type, colour or size of equipment. This provides students with the opportunity to develop the same fundamental movement or sports skills. As well as, making accommodations for their own interests or needs.
Example: When working on developing an overhand throw, does the size or colour of the object (because maybe it’s not even a ball) matter?
Modify the playing area
Allow participants the chance to change up the distance of the playing area, distance from the target or even the size of net. It provides them with the opportunity to increase or decrease the challenge of the activity as well as increase or decrease the physical activity intensity level.
Example: Beginning level participants, who are newly learning a fundamental movement or sports skill, might find value in a small activity area, decreasing the space to travel and a number of movement or sports skills required to travel through space.
Modify the rules
Allow participants the chance to select the scoring scheme. This can involve how many passes need to occur before a point is scored, or the number of steps each participant is allowed to take.
Example: High level participants might choose a point scoring scheme that favours more challenging skills in a game requiring aim and accuracy versus simply participation or getting the object in the area of a target.
Regardless of the physical literacy learning experience, the educator should maintain a focus on participant choice, helping to create a meaningful learning environment where the needs and interests of all participants matter while being active and learning together.
Back in November, we featured the article University reveals new way to teach PE which showed how an approach based on physical literacy, rather than traditional PE could be more effective in getting children active.
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