SISFFIT037 Learner Guide.docx

Version Control & Document History Date Summary of modifications Version March 2024 Unit developed 1.0 SISFFIT037 – Develop and instruct group movement programs for children This unit describes the performance outcomes, skills and knowledge required to develop movement programs and individual se...

Version Control & Document History Date Summary of modifications Version March 2024 Unit developed 1.0 SISFFIT037 – Develop and instruct group movement programs for children This unit describes the performance outcomes, skills and knowledge required to develop movement programs and individual sessions for children aged up to 12 years, and to deliver those programs to groups of children. Programs are those which are designed to promote movement, physical activity and general wellbeing and may consist of multiple sessions. Programs may be developed for general consumer groups of customised to the needs of a particular client organisation, such as a school. They may include the use of basic equipment such s balls, ropes and mats, but do not include instruction involving specialist equipment found in gyms or other fitness facilities. Table of Contents Version Control & Document History 2 Develop Movement Programs for Children 3 Identify known potential participants and investigate physical activity needs based on their age, stage of development and physical abilities. 4 Determine key objectives for children’s movement program based on identified needs and characteristics.6 Select movement activities that target key elements of physical literacy suited to participant characteristics.8 Structure program to achieve objectives. 13 Determine volume, intensity and frequency of activities required to achieve program objectives. 15 Determine and incorporate instructional techniques and instructor ratios appropriate for children and participant age and stage of development. 16 Identify and incorporate requirements for instructional assistance from parents or carers. 17 Identify specific risk factors and precautions for implementation based on nature of both program and participants. 18 Plan Movement Sessions for Children 19 Determine objectives of individual sessions within movement program. 19 Select, balance and sequence activities within session duration based on participant age and stage of development. 20 Incorporate injury prevention strategies that respond to exercise risks for children. 23 Document session plans according to organisational formats. 24 Prepare for Session 25 Review details of completed pre-exercise screening questionnaire and informed consent from parents of guardians. 28 Access, prepare and check environment to meet session requirements. 28 Prepare and check required equipment for safety and serviceability. 39 Inform children, parents or carers about activities and safety rules, check their understanding. 41 Instruct Children’s Movement Sessions 42 Follow predesigned session structure and timings. 43 Use voice projection techniques suited to environment, nature of activity and children’s characteristics. 44 Provide and combine clear verbal instruction and demonstration to support children’s understanding. 45 Use communication techniques that promote physical activity and encourage an enjoyable, interactive and inclusive experience. 45 Monitor children’s technique and safety and provide positive feedback, encouragement and corrective instruction based on observations. 52 Facilitate effective group interaction to maintain group control, engagement and safety. 53 Observe individual children, respond to difficulties and modify their activities to suit needs and to ensure engagement and comfort. 55 Evaluate Children’s Movement Programs 56 Seek and acknowledge feedback from children, and their parents or carers. 56 Evaluate own performance and identify areas for improvement. 57 Determine extent to which objectives are being achieved and compare with expectations outlined in program plan. 58 Modify and update program and future sessions according to feedback and evaluation. 59 Maintain current program documentation according to procedures. 60 Develop Movement Programs for Children Childhood has been identified as a critical developmental phase for establishing healthy behaviours, with the potential to ultimately encourage longer term positive health decisions during adulthood. For the purposes of this Learner Guide children are defined as being under twelve years of age. Identify known potential participants and investigate physical activity needs based on their age, stage of development and physical abilities. Children's movement programs are not only beneficial for physical health but also contribute to cognitive development, social skills, emotional regulation and overall well-being. They provide opportunities for children to explore their physical capabilities, build confidence, and develop a lifelong appreciation for physical activity and fitness. Stages of Development Understanding the key stages of development and milestones for both female and male children up to 12 years old is crucial for designing effective exercise programming and instruction that meets their specific needs and capabilities. For children and young people, exercise provides fundamental health benefits to the musculoskeletal, cardiovascular, and neuromuscular systems and assists in the maintenance of a healthy body weight. Additionally, exercise contributes to positive psychological benefits and social development. The health and fitness industry can play an important role in facilitating children’s exercise participation through effective and safe delivery of children’s health and fitness services. Exercise Design When designing exercise programming and instruction for children up to 12 years old, it's essential to consider the following general principles: Individualization: Recognize that children develop at different rates and have varying abilities, interests, and preferences. Tailor exercise programming to meet the needs of each child, providing opportunities for both challenge and success. Safety: Prioritize safety by selecting age-appropriate exercises, providing proper supervision, and ensuring equipment is suitable for children's size and skill level. Emphasize the importance of warm-up, cool-down, and proper technique to prevent injuries. Fun and Engagement: Make exercise enjoyable and engaging by incorporating games, activities, and challenges that capture children's interest and motivation. Encourage creativity, exploration, and social interaction to enhance the overall experience. Progression: Gradually progress exercise intensity, duration, and complexity as children develop their skills and fitness levels. Provide opportunities for children to set and achieve goals, building confidence and self-esteem. Positive Reinforcement: Use positive reinforcement, encouragement, and praise to motivate children and reinforce their efforts and achievements. Create a supportive and inclusive environment where all children feel valued and encouraged to participate. By understanding the key stages of development and milestones for both female and male children up to 12 years old and considering these principles, exercise programming and instruction can effectively promote physical development, health, and well-being in children. Determine key objectives for children’s movement program based on identified needs and characteristics. What is a movement program? A children's movement program is typically a structured and organized activity designed to promote physical activity, motor skill development, coordination, balance, and overall physical fitness in children. These programs are often tailored to different age groups and may incorporate elements of play, dance, sports, gymnastics, yoga, or other forms of exercise. Key objective of a movement program Age Appropriateness: Tailor the program to the specific age group of the children. Younger children may require simpler activities focused on basic movement skills, while older children may be ready for more complex movements and challenges. Developmental Stage: Consider the developmental stage of the children, including their physical, cognitive, social, and emotional development. Design activities that align with their abilities and interests, while also providing opportunities for growth and progression. Safety: Prioritize safety by selecting age-appropriate activities, ensuring proper supervision, and maintaining a safe environment. Use equipment that is suitable for children and regularly assess and mitigate potential risks. Inclusivity: Ensure that the program is inclusive and accessible to children of all abilities, backgrounds, and skill levels. Provide modifications and accommodations as needed to support full participation and engagement. Fun and Engagement: Make the program enjoyable and engaging to capture children's interest and motivation. Incorporate elements of play, creativity, and variety to keep children excited and eager to participate. Skill Development: Focus on developing fundamental movement skills such as running, jumping, throwing, catching, and balancing. Progressively challenge children to improve their coordination, agility, strength, and flexibility through structured activities and games. Social Interaction: Foster opportunities for social interaction, teamwork, and cooperation. Include activities that encourage communication, collaboration, and positive peer relationships, promoting social skills and emotional development. Progression and Variety: Plan for progression by gradually increasing the complexity and intensity of activities as children develop their skills and abilities. Introduce a variety of movement experiences to expose children to different forms of exercise and stimulate overall physical development. Alignment with Goals: Define clear goals and objectives for the program, considering outcomes such as physical fitness, motor skill development, confidence building, and enjoyment of physical activity. Design activities that align with these goals and regularly assess progress. Family and Community Involvement: Engage families and the broader community in supporting children's participation in movement programs. Provide resources, communication, and opportunities for involvement to create a supportive network for children's physical activity. By carefully considering these factors during program development, children's movement programs can effectively promote physical literacy, health, and well-being while fostering a lifelong enjoyment of physical activity. Children's movement programs can take various forms, such as:. Select movement activities that target key elements of physical literacy suited to participant characteristics. Movement guidelines for children under 12 provide recommendations for physical activity and sedentary behaviour to promote health, well-being, and development. These guidelines are typically developed by national health organizations or government agencies and are based on scientific evidence and expert consensus. Here are some examples of movement guidelines for each age group: Early Years (0-5 years) Physical Activity: Encourage at least 180 minutes of physical activity spread throughout the day, including a variety of activities such as active play, crawling, walking, running, and jumping. Sedentary Behaviour: Limit screen time to no more than one hour per day for children aged 2-5 years, with no screen time recommended for children under 2 years old. Sleep: Ensure adequate sleep duration, with 11-14 hours of sleep per day for infants (including naps) and 10-13 hours of sleep per day for toddlers. Children (6-11 years) Physical Activity: Aim for at least 60 minutes of moderate to vigorous physical activity every day, including a mix of aerobic, muscle-strengthening, and bone-strengthening activities. Sedentary Behaviour: Limit recreational screen time to no more than 2 hours per day, prioritizing educational and interactive screen time over passive activities. Sleep: Ensure adequate sleep duration, with 9-11 hours of sleep per night recommended for children aged 6-13 years. These guidelines provide a framework for parents, caregivers, educators, and healthcare professionals to support children and young people in meeting their physical activity and sedentary behaviour recommendations. They emphasize the importance of regular physical activity, reduced sedentary time, and healthy sleep habits for optimal health and development across the lifespan. Additionally, they may include specific recommendations for different settings such as home, school, and community environments to facilitate the adoption of healthy behaviours. When developing children's movement programs, it's essential to consider a range of factors to ensure the program is effective, safe, and engaging for participants. Here are some factors and their application to developing children's movement programs: Factor Consideration Application Age Appropriateness Tailor activities to the specific age group of children participating in the program Younger children may require activities focused on fundamental movement skills and play-based learning, while older children may be ready for more complex movements and challenges Developmental Stage Recognize the physical, cognitive, social, and emotional development of children. Design activities that align with children's abilities and interests, ensuring they are developmentally appropriate and promote skill acquisition and confidence Safety Prioritize safety by assessing and mitigating potential risks associated with activities and environments. Implement proper supervision, provide age-appropriate equipment, and teach children safe exercise techniques to minimize the risk of injury Inclusivity Ensure the program is accessible and inclusive to children of all abilities, backgrounds, and skill levels. Provide modifications, adaptations, and accommodations as needed to support full participation and engagement for all children Fun and Engagement Make the program enjoyable and engaging to capture children's interest and motivation Incorporate elements of play, creativity, variety, and exploration to keep children excited and eager to participate in physical activity Skill Development Focus on developing fundamental movement skills and physical literacy, such as running, jumping, throwing, and balancing Design activities that progressively challenge children to improve their coordination, agility, strength, and flexibility while fostering a positive attitude towards physical activity Social Interaction Provide opportunities for social interaction, teamwork, and cooperation Include activities that promote communication, collaboration, leadership, and sportsmanship, helping children develop interpersonal skills and build positive relationships with peers Progression and Variety Plan for progression by gradually increasing the complexity and intensity of activities over time. Offer a variety of movement experiences, challenges, and skill-building opportunities to stimulate children's interest and cater to diverse preferences and abilities Alignment with Goals Define clear goals and objectives for the program, considering outcomes such as physical fitness, motor skill development, and enjoyment of physical activity. Design activities and assessments that align with program goals and regularly evaluate progress to ensure desired outcomes are being achieved. Family and Community Involvement Engage families and the broader community in supporting children's participation in the program. Provide resources, communication, and opportunities for involvement to create a supportive network that encourages children to be active both during program sessions and in their daily lives. National Guidelines for Healthy Growth and Development for young people (5-17 years) The Commonwealth Department of Health Government has worked with experts to develop guidelines to help you, as parents and educators, support young people and young people to build daily routines for better health. The 24-Hour Movement Guidelines include a picture of what a day for a young person or young person should look like, including time for physical activity, limiting sedentary activities, and getting adequate sleep. Following these guidelines may be challenging at times; however, meeting them will benefit health. Achieving these guidelines is associated with better health and leads to improved body composition, cardiorespiratory and musculoskeletal fitness, cardiovascular and metabolic health, academic achievement and cognition, improved mental health and emotional regulation. General Advice For optimal health, young people and young people (5–17 years) should achieve the recommended balance of high levels of physical activity, low levels of sedentary behaviour and sufficient sleep each day. Young people and young people should participate in a range of physical activities such as active play and recreation, sports, hobbies, chores and jobs while maintaining good quality sleep and limiting screen time and prolonged sitting. Whether at home or school, indoors or outdoors, on the field or in the water, moderate to vigorous physical activity can provide health benefits. Physical Activity Young people and young people should aim for at least 60 minutes of moderate to vigorous physical activity per day involving mainly aerobic activities that makes their heart beat faster – more is better. The 60 minutes can be made up of shorter bursts of activity throughout the day that add up to 60 minutes or longer. Activities that are vigorous, as well as those that strengthen muscle and bone, should be incorporated (in the recommended 60 minutes of daily physical activity) at least three days per week. In addition, several hours of a variety of light physical activities should be undertaken each day. Tips Basketball, soccer, netball, lap swimming, skipping or running are all great ways to add more vigorous activity to a day. They don’t have to be organised, paid activities – they can be as simple as grabbing a ball or a friend and running around at the park. Examples of light activities include leisurely walking or playing handball. Walking your dog or to school is a great way to increase light activity. Some activity is better than none. Options to strengthen muscles and bones include skipping, running, yoga, jumping, push-ups, sit-ups, lifting weights, lunges, squats, climbing trees or swinging on monkey bars. Sedentary behaviour Long periods of sitting can counteract the benefits of being physically active so should be broken up as often as possible. Sedentary recreational screen time should be limited to 2 hours per day. This does not include screen-based activities for educational uses. Encourage positive social interactions and establish boundaries by discussing time limits and age appropriate content with young people and young people. Sleep Sleep is essential for optimal health. Young people (5-13 years) should have 9 to 11 hours of uninterrupted sleep per night and young people (14-17 years) should have 8 to 10 hours uninterrupted sleep per night. To establish and maintain healthy sleep patterns, young people and young people should have a consistent bedtime routine, avoid screen time before sleep, and keep screens out of the bedroom. Young people’s Health & Fitness Services Guidelines (AUSactive) Young personhood has been identified as a critical developmental phase for establishing healthy behaviours, with the potential to ultimately encourage longer term positive health decisions during adulthood.  For young people and young people, exercise provides fundamental health benefits to the musculoskeletal, cardiovascular, and neuromuscular systems and assists in the maintenance of a healthy body weight. Additionally, exercise contributes to positive psychological benefits and social development. The health and fitness industry can play an important role in facilitating young people’s exercise participation through effective and safe delivery of young people’s health and fitness services. To support the increasingly diverse range of young people’s health and fitness services emerging in Australia, AUSactive have developed the Young people’s Health and Fitness Services Guidelines. The guideline is applicable to a variety of settings and activities for young people and young people aged between five (5) and seventeen (17) years and incorporates information and recommendations for best practice service delivery for AUSactive registered exercise professionals and AUSactive businesses. Australian Physical Literacy Framework – Sports Australia Physical literacy is about developing the skills, knowledge and behaviours that give us the confidence and motivation to lead active lives. Physical literacy involves holistic lifelong learning through movement and physical activity. It can help Australians at every stage of life develop and maintain positive physical activity behaviours and delivers physical, psychological, social and cognitive health and wellbeing benefits. The Australian Physical Literacy framework identifies 30 elements across the four physical literacy domains – physical, psychological, social and cognitive – and helps people understand the progression through each element, using a simple, staged approach. The Australian Physical Literacy framework draws on practice, both locally and internationally, and is informed by the Australian Curriculum and peer-reviewed research into what supports lifelong engagement in movement and physical activity. The Australian Physical Literacy Framework: categorises a range of movement-related skills, knowledge and behaviours into interrelated domains, elements and stages helps identify a person’s capability across all four domains and allows people to make informed decisions about their physical literacy provides a common language around effective development of physical literacy accommodates the entire range of abilities, ages and backgrounds of all Australians. Guiding Principles of the Framework We all have the potential to learn through movement and physical activity. Everyone will progress at different rates through the stages of the Framework. Sport is an excellent way to develop physical literacy, but it can also be increased through physical activity and incidental movement Use consistent and accessible language when using and promoting the Framework Movement Activities Here are types of individual movement activities suited to children aged up to 12 years, consistent with the framework, along with examples of suitable equipment: Structure programs to achieve objectives Structuring a group movement program for children involves careful planning and organization to ensure that objectives are effectively achieved. Below is a step-by-step process to help you structure your program: 3. Select Program Activities: Choose a variety of age-appropriate and engaging activities that support the program objectives and cater to the diverse needs and preferences of participants. Incorporate activities that promote cardiovascular fitness, strength, flexibility, coordination, balance, and agility. 4. Sequence Activities and Sessions: Plan the sequence of activities and sessions to provide a logical progression and balance between different types of movements and skills. Gradually increase the intensity, complexity, and duration of activities over time to support progressive skill development and adaptation. 5. Allocate Time and Resources: Allocate sufficient time for each activity, ensuring that there is a balance between structured movement activities, free play, rest breaks, and transitions. Consider factors such as space, equipment, staffing, and safety considerations when planning resource allocation. 6. Incorporate Warm-Up and Cool-Down: Begin each session with a dynamic warm-up to prepare participants' bodies for activity and reduce the risk of injury. Incorporate a variety of dynamic stretches, mobility exercises, and movement drills. End each session with a cool-down to gradually lower heart rate, stretch muscles, and promote relaxation. 7. Provide Instruction and Demonstration: Clearly communicate instructions, demonstrate proper technique, and provide guidance and feedback throughout the program. Break down complex movements into simple steps, and offer modifications or progressions as needed to accommodate individual needs and abilities. 8. Promote Participation and Engagement: Create a supportive and inclusive environment that encourages active participation, cooperation, and enjoyment. Incorporate elements of play, teamwork, and creativity to keep participants engaged and motivated throughout the program. 9. Monitor Progress and Adapt as Needed: Continuously monitor participants' progress and feedback to assess the effectiveness of the program and adjust as needed. Modify activities, instructional strategies, or program structure based on observed outcomes and participant needs. 10. Evaluate Program Outcomes: Conduct a comprehensive evaluation of the program outcomes to assess the extent to which objectives have been achieved. Collect feedback from participants, parents, instructors, and other stakeholders, and use assessment data to inform future program planning and improvement. Top of Form Determine volume, intensity and frequency of activities required to achieve program objectives Determining the volume, intensity, and frequency of activities of children's movement programs involves considering factors such as age, developmental stage, fitness level, program goals, and individual needs. Below is a summary on how you determine these variables: Volume: Volume refers to the total amount of physical activity performed over a given period, typically measured in terms of duration or repetitions. It can vary based on program goals and the specific activities being performed. Consider the total time spent on physical activity each session or week, as well as the number of repetitions or sets for strength and skill-building exercises. Gradually increase volume over time as children adapt and progress, while ensuring that it remains manageable and aligned with program objectives. Intensity: Intensity refers to the level of effort or exertion exerted during physical activity and can be adjusted based on factors such as age, fitness level, and program goals. Tailor intensity to match children's abilities and preferences, ensuring that activities are challenging yet achievable. Use perceived exertion scales, heart rate monitoring, or objective measures (e.g., speed, distance, weight) to gauge intensity levels. Incorporate a mix of low, moderate, and high-intensity activities to promote aerobic fitness, strength, and skill development while minimizing the risk of overexertion or injury. Frequency: Frequency refers to how often physical activity sessions are performed per week and is influenced by program objectives, age, and children's availability and preferences. Aim for regular, consistent participation in physical activity, with sessions scheduled throughout the week to promote skill acquisition, fitness gains, and habit formation. Consider age-specific guidelines and recommendations for physical activity frequency, ensuring that children meet minimum requirements while allowing for adequate rest and recovery between sessions. Program Objectives: Align volume, intensity, and frequency with program objectives and desired outcomes. Whether the goal is to improve physical fitness, develop movement skills, promote social interaction, or enhance overall well-being, adjust variables accordingly to support achievement of these objectives. Monitor progress regularly and adjust volume, intensity, and frequency as needed based on individual and group performance, feedback, and assessment results. Individualization: Recognize that children have different abilities, interests, and needs, and tailor volume, intensity, and frequency to accommodate individual differences. Provide options for modification, progression, and adaptation to ensure that all children can participate fully and experience success. Progression: Gradually increase volume, intensity, and frequency over time to promote continuous improvement and adaptation. Use progressive overload principles to challenge children appropriately and support ongoing development and growth. Safety and Enjoyment: Prioritize safety and enjoyment when determining volume, intensity, and frequency of activities. Ensure that activities are age-appropriate, well-supervised, and engaging to promote participation, motivation, and adherence to the program. Determine and incorporate instructional techniques and instructor ratios appropriate for children and participant age and stage of development Determining appropriate instructor ratios for children under 12 in movement programs depends on various factors, including the age of the children, the nature of the activities, safety considerations, and the specific goals of the program. Here are some general guidelines to consider: Age of the Children: For younger children (e.g., pre-schoolers), smaller instructor-to-child ratios are typically recommended due to their greater need for supervision and assistance with activities. As children get older and more independent, instructor-to-child ratios can be adjusted accordingly. Safety Considerations: Activities involving potential risks or hazards, such as gymnastics, martial arts, or outdoor adventure programs, may require closer supervision and smaller instructor-to-child ratios to ensure the safety of all participants. Water-based activities, such as swimming or aquatics programs, often have stricter safety requirements and may necessitate even smaller ratios, particularly for non-swimmers. Nature of the Activities: Consider the complexity and skill level required for the activities involved in the movement program. More complex or technical activities may require more individualized attention from instructors. Group activities that involve equipment sharing, partner work, or coordination between participants may also benefit from smaller ratios to ensure that all children receive adequate support and guidance. Instructor Experience and Qualifications: The experience and qualifications of the instructors leading the program can influence the appropriate instructor-to-child ratio. Experienced instructors may be able to effectively manage larger groups of children, whereas less experienced instructors may require smaller ratios for effective supervision and guidance. Program Goals and Objectives: Consider the specific goals and objectives of the movement program. Programs focused on skill development, technique refinement, or competitive training may benefit from smaller ratios to provide more individualized instruction and feedback. Programs focused on recreational play, social interaction, or general fitness may be more flexible in terms of instructor ratios, depending on the level of supervision and support required for the activities. Regulatory Requirements: Be aware of any regulatory or licensing requirements related to instructor-to-child ratios for children's programs in your region or state. These requirements may vary depending on the type of program and the age of the participants. While there is no one-size-fits-all answer, a common guideline for movement programs for children under 12 is to aim for ratios ranging from 1:6 to 1:12, with smaller ratios recommended for younger children or activities with higher safety risks or skill requirements. However, it's essential to assess each program's unique circumstances and prioritize the safety, engagement, and quality of the experience for all participants. Identify and incorporate requirements for instructional assistance from parents or carers When delivering a children's movement program, instructional assistance from parents or carers can be valuable in supporting the implementation and success of the program. Here are some requirements and considerations for involving parents or carers as instructional assistants: Clear Communication: Clearly communicate the roles, responsibilities, and expectations for parental or carer involvement in the movement program. Provide detailed information about tasks, schedules, safety protocols, and any specific instructions or guidelines. Child Safety and Welfare: Prioritize child safety and welfare at all times, emphasizing the importance of proper supervision, adherence to safety protocols, and positive reinforcement of behaviour. Encourage parents or carers to maintain a safe and supportive environment for children during program activities. Consent and Compliance: Obtain appropriate consent and authorization from parents or carers before involving them as instructional assistants in the movement program. Ensure compliance with legal and regulatory requirements, including background checks or screening procedures if applicable. Positive Engagement: Foster positive engagement and collaboration between parents or carers, children, and program staff. Encourage open communication, active participation, and mutual respect to create a supportive and inclusive learning environment. Flexibility and Adaptability: Be flexible and adaptable in accommodating the availability, preferences, and abilities of parents or carers as instructional assistants. Offer options for participation, scheduling, and task assignments to accommodate individual circumstances and needs. Feedback and Evaluation: Seek feedback and input from parents or carers on their experiences and observations during the movement program. Use feedback to identify strengths, areas for improvement, and opportunities to enhance parental involvement and support. Appreciation and Recognition: Acknowledge and appreciate the contributions of parents or carers as instructional assistants, recognizing their valuable role in supporting children's participation and progress in the program. Provide opportunities for recognition and appreciation, such as thank-you notes, certificates, or special events. Continuous Communication: Maintain ongoing communication with parents or carers throughout the program, keeping them informed about program updates, achievements, and upcoming activities. Foster a collaborative partnership based on transparency, trust, and shared goals. Identify specific risk factors and precautions for implementation based on nature of both program and participants Implementing a group movement program for children requires careful consideration of risk factors. Below are some key risk factors and precautions to consider: Plan Movement Sessions for Children Determine objectives of individual sessions within movement program. Determining the objectives of individual sessions within a movement program involves careful planning and consideration of a number of factors as listed below: 3. Set SMART Objectives: Ensure that the objectives for each session are Specific, Measurable, Achievable, Relevant, and Time-bound (SMART). This helps provide clarity and focus, making it easier to evaluate progress and success. 4. Align with Long-Term Goals: Ensure that the objectives of individual sessions align with the long-term goals of the program. Each session should contribute to the overall progression and development of participants toward achieving those goals. 5. Consider Session Duration and Frequency: Take into account the duration and frequency of sessions when determining objectives. Shorter sessions may focus on specific skills or drills, while longer sessions may include a combination of skill development, fitness training, and gameplay. 6. Balance Variety and Progression: Strike a balance between providing variety in activities and ensuring progression over time. Incorporate a mix of activities to keep participants engaged and motivated, while also gradually increasing the level of challenge to facilitate skill development and improvement. 7. Address Specific Areas of Focus: Identify specific areas of focus for each session based on the needs of the participants and the requirements of the sport or recreational activity. This may include technical skills, tactical understanding, physical conditioning, mental preparation, or team dynamics. 8. Consider Environmental and Resource Factors: Consider environmental factors such as weather conditions, available facilities, equipment, and resources when determining session objectives. Adapt objectives accordingly to make the most effective use of available resources. 9. Evaluate Progress and Adjust as Needed: Regularly evaluate the progress of participants and the effectiveness of each session in meeting its objectives. Adjust session objectives as needed based on feedback, observations, and assessment of participant performance. 10. Communicate Objectives Clearly: Clearly communicate the objectives of each session to participants at the beginning of the session. This helps set expectations, provides focus, and encourages active participation and engagement. Select, balance and sequence activities within session duration based on participant age and stage of development. Below are the issues you need to consider when planning and organizing movement activities: 3. Balance Active and Restful Activities: Ensure a balance between active and restful activities within the session. Children have shorter attention spans and may tire easily, so intersperse high-energy activities with quieter, restful ones to prevent fatigue and maintain engagement. 4. Consider Attention Spans: Keep activities short and dynamic to match the attention span of children under 12. Aim for activities that can be completed within a few minutes and provide clear instructions to keep them focused and on task. 5. Promote Social Interaction: Include activities that encourage social interaction, cooperation, and teamwork. Group games, partner activities, and team challenges foster social skills such as communication, sharing, and problem-solving. 6. Gradually Increase Challenge: Sequence activities in a progressive manner, gradually increasing the level of challenge as children build confidence and skill. Start with simpler activities and progressively introduce more complex movements or skills throughout the session. 10. Monitor Safety: Prioritize safety at all times by ensuring that the environment is free from hazards and that children understand and follow safety guidelines for each activity. Supervise closely and intervene as needed to prevent accidents or injuries. 11. Encourage Reflection and Feedback: Allow time for reflection and feedback at the end of the session. Ask children about their favourite activities, what they learned, and how they felt during the session. Use their input to inform future planning and adjustments. Considerations for participation Movement Programs To ensure activity sessions are safe and enjoyable they must be planned in advance, well structured, and contain the following components: warm up (cardiovascular increase of muscle temperature, including dynamic stretching may increase performance, but may not prevent injury) skill practice (using drills, games and practices) activity (application of skills in game like situations) cool down Movement Programs can be developed through well organised, varied, and active skill drills, practices and games. Development of fitness, strength, agility, flexibility and balance can be promoted through enjoyable learning activities, and will establish a good base for specific conditioning in the future. FITT Guide for young children Infants (birth to 12 months) – not mobile Frequency Several times a day Sleep 14-16 hours a day Activities supervised interactive floor-based play – the more the better at least 30 minutes of tummy time over the course of the day while awake, including moving their arms and legs reaching and grasping for objects Infants (birth to 12 months) – mobile Frequency Several times a day Sleep 14-16 hours a day Activities crawling – you can create easy obstacle courses for them to navigate pulling up to a standing position and moving while holding onto things walking – in some cases Toddlers (1 to 2 years) Frequency At least 3 hours of activity each day across several times during the day Sleep 11-14 hours per day Activities running – playing tips, ball games or races at the park twirling and jumping – at the park or by creating fun obstacle courses at home dancing skipping Pre-schoolers (3-5 years) Frequency Several times a day totaling at least 3 hours Sleep 10-13 hours a day Activities running – playing tips, ball games or races at the park kicking, throwing and jumping – at the park or by creating fun obstacle courses at home dancing skipping FITT Guide for children Children (6-11 years old) Frequency 60 minutes each day Sleep 9-11 hours of uninterrupted sleep Activity Moderate to vigorous physical activity  Examples of moderate to vigorous physical activities football basketball netball bike riding scooter riding swimming dancing Examples of muscle strengthening activities running climbing swinging on monkey bars push-ups sit-ups lifting weights yoga Examples of light physical activities walking to school walking the dog going to the park with friends helping around the house playing handball Delivery Performance Your performance skills can be the difference between a great training session and an average one. Consider your areas of performance: Group activities Fun through movement Creating atmosphere The art of performance Use of themes Appearance Incorporate injury prevention strategies that respond to exercise risks for children. Incorporating injury prevention strategies into children's group movement sessions is essential for promoting a safe and enjoyable experience for participants. Here are some injury prevention strategies that can be implemented: 2. Education on Proper Technique: Teach children the importance of using proper technique and form during movement activities. Provide clear demonstrations and instructions, and offer feedback and corrections as needed to help children perform movements safely and effectively. 3. Gradual Progression and Skill Development: Progress activities gradually to prevent overexertion and reduce the risk of injury. Start with simple movements and gradually increase intensity, duration, and complexity as children demonstrate proficiency and readiness. Focus on skill development and mastery rather than pushing children beyond their limits. 4. Appropriate Equipment and Safety Gear: Ensure that children have access to age-appropriate and properly fitting equipment for the activities they will be performing. This may include helmets for cycling or skating, protective padding for contact sports, and supportive footwear for running and jumping. 6. Hydration and Nutrition: Encourage children to stay hydrated before, during, and after physical activity by providing access to water and reminding them to drink regularly. Promote healthy eating habits to support energy levels, muscle recovery, and overall well-being. 7. Injury Reporting and Response Procedures: Establish clear procedures for reporting and responding to injuries or accidents that occur during movement sessions. Educate staff and participants on how to recognize and respond to common injuries, and ensure that first aid supplies and emergency contact information are readily available. 8. Environmental Safety Measures: Conduct a safety assessment of the environment where the movement session will take place and address any potential hazards or risks. This may include removing obstacles, ensuring proper lighting, and providing non-slip surfaces or protective mats as needed. 9. Encouragement of Rest and Recovery: Encourage children to listen to their bodies and take breaks as needed during physical activity. Allow time for rest and recovery between sessions to prevent overuse injuries and promote long-term participation and enjoyment. 10. Education and Empowerment: Educate children about common injuries and how to prevent them through proper warm-up, technique, and safety precautions. Empower them to speak up if they feel uncomfortable or experience pain during an activity and encourage them to take responsibility for their own safety. Document session plans according to organisational formats. There are many different forms and documentation that can be taken in order to stay organised and offer the best information for your clients on a consistent basis. As the sport and recreation world continues to change and evolve, professionals need to be ready to make skill adjustments necessary in order to keep up with the changing markets. Examples of this include: Interactive gaming Virtual reality technologies Wearable fitness trackers Mobile Apps for Movement and Learning Online Platforms for remote Learning Robotics and Interactive Devices Digital Fitness Programs and Challenges Find out what technologies your employer may use to track individual’s data or record planning. When creating a session plan the following information should be included: Goals of the plan Name and description of each activity Sequence of the activity (including warm up and cool down) Duration/intensity/volume Safety considerations Organisation of the activities Equipment Progression from activity to activity Music (if applicable) Once the plan has been created and used, additional notes may be added, as time passes modifications may also be included by the instructor. Sample Session Plan Prepare for Session Children's movement programs can be delivered in various community and commercial contexts, each with its own characteristics and implications for program development and delivery. This can include: Community Centres Context: Community centres often offer affordable or subsidized programs to serve a diverse range of families within the local community. These programs may be run by local governments, non-profit organizations, or community groups. Impact on Program: Program developers may need to consider the socio-economic diversity of participants and ensure that programs are accessible and inclusive. Additionally, community centres may have limited resources, so programs may need to be cost-effective and rely on volunteer or subsidized staffing. Schools Context: Schools provide a familiar and convenient setting for children's movement programs, often integrated into physical education curriculum or offered as extracurricular activities. These programs may be delivered by school staff or external providers. Impact on Program: Program developers must align with educational objectives and standards, ensuring that activities support academic goals while promoting physical literacy and health. Additionally, programs may need to accommodate school schedules and facilities, potentially limiting available time and space. Recreational Facilities Context: Recreational facilities such as sports clubs, gyms, and swimming pools may offer children's movement programs as part of their services. These programs may be fee-based and marketed to families seeking structured physical activity opportunities. Impact on Program: Program developers may have access to specialized equipment and facilities, allowing for a wider range of activities and experiences. However, cost considerations may influence program accessibility, potentially limiting participation among certain demographics. Private Studios and Academies Context: Private studios and academies cater to families seeking specialized instruction in areas such as dance, gymnastics, martial arts, or yoga. These programs are often fee-based and may target specific age groups or skill levels. Impact on Program: Program developers can focus on niche areas of interest and offer high-quality instruction tailored to individual needs. However, the commercial nature of these establishments may prioritize profit margins, potentially leading to higher costs for participants and a more competitive atmosphere. Online Platforms Context: With the rise of technology, children's movement programs are increasingly being delivered through online platforms, offering virtual classes, instructional videos, and interactive apps. These programs can reach a wide audience regardless of geographic location. Impact on Program: Program developers must design engaging and accessible digital content that promotes active participation and minimizes screen time. Additionally, online programs may lack in-person interaction and hands-on guidance, requiring innovative approaches to skill development and feedback. In all contexts, program developers must consider the unique needs, preferences, and constraints of their target audience, as well as the available resources and infrastructure. Flexibility, adaptability, and a focus on participant engagement and satisfaction are key to successful program development and delivery in both community and commercial settings. Review details of completed pre-exercise screening questionnaire and informed consent from parents of guardians. AUSactive, Sports Medicine Australia (SMA) and  Exercise and Sports Science Australia (ESSA),have developed a Pre-Exercise Screening System for Young People (PSS-YP), as well as a User Guide. This new Pre-Exercise Screening System for Young People minimises the risk of injuries associated with participating in exercise and physical activity. As the younger generation becomes more active in health and fitness facilities and outdoor exercise programs, this will be a vital tool for businesses, AUSactive Professionals and consumers. It also plays an important role in delivering high-quality, safe, and age-relevant exercise programs while simultaneously raising the credibility of the health and fitness industry. The pre-exercise screening system is designed specifically for young people which creates a consistent standard of professional practice in the Australian health and fitness industry. What is pre-exercise screening? When you are working with a client, you cannot simply begin an exercise program without knowing first if they meet the health qualifications in order to participate in your program. This is done as a safety precaution both for the client and for you and your organisation. Elements of the pre-exercise screening include: Health history questionnaire Physical activity readiness questionnaire Risk stratification Informed consent Pre-Exercise Screening and Assessment Screening and assessment is recommended to occur before participation in exercise activities for young people. This will identify health risks associated with commencing exercise and to help optimise exercise programming. The screening and assessment process will also assist in identifying the expectations of young people and parents, motivational factors, and exercise goals. If any of the risk factors or conditions are identified, a fitness instructor must seek further guidance from the adolescents’ general practitioner or allied health professional in order to develop and deliver the exercise program. Evaluating Client Information Explanation of the Screening Guide STAGE 1 (COMPULSORY) This screening system aims to help identify young people with known disease, and/or signs or symptoms of disease, who may be at a higher risk of an adverse event due to exercise. An adverse event refers to an unexpected event that occurs as a consequence of an exercise session, resulting in ill health, physical harm or death to an individual. There are two versions of the Pre-Exercise Screening System: » Parent Tool (PSS – P): to be completed by the parent/guardian of 5-15-year-olds. Definition of Young person: Any young person between the age of 5-15 years old in your care The questions on the form include: Does the young person have or previously had any of the following: 1. Heart Condition Heart conditions include but are not limited to cardiomyopathy, heart transplant, pacemaker insertion, congenital heart disease, valve disease, septal defects, Tetralogy of Fallot, Transposition of the Great Arteries or any other heart diseases. This category also includes connective tissue disorders such as Marfan syndrome (MFS), Ehlers-Danlos syndromes (EDS), etc. Potential symptoms of a heart condition in young people include fast irregular heartbeat, shortness of breath and/or dizziness. These symptoms may occur with or without chest pain, which is a less common symptom in young people compared to adults. 2. A close relative who has died suddenly from a heart condition before the age of 50 » If yes, was the cause of death determined? Have you/the young person undergone any additional investigation? Some heart conditions are inherited (e.g. arrhythmias or inherited congenital conditions). If the young person has a close relative (e.g. parent or sibling) who died of sudden cardiovascular death under 50 years of age, it is important to ascertain the cause of death (if determined). It is also important to attain information on any subsequent investigations conducted on the young person. 3. Uncontrolled Epilepsy or seizures/convulsions These could include diagnosed or undiagnosed epilepsy or seizures/convulsions, and be primary generalised seizures (e.g. absence seizure, atonic seizure, myoclonic seizure, tonic seizure, tonic-clonic seizure) or focal seizures. » Is exercise a trigger for your seizures? Consider other triggers which may come into effect with exercise, such as overexertion, dehydration, or low blood sugar levels. 4. Fainting or dizzy spells with exercise » Have there been any spells of dizziness during physical activity/exercise that causes a loss of balance? There are many causes of feeling faint or dizzy. Examples of dizziness may include, but are not limited to, light-headedness or the feeling of nearly fainting or loss of balance. This question is attempting to identify individuals with blood pressure regulation problems (e.g. orthostatic hypotension) or cardiac arrhythmias. Dizziness or fainting can occur from pain, fatigue, heat or stress. As such, although dizziness during or after exercise should not be ignored, it may still occur even in healthy young people. 5. Diabetes » If yes, [Type 1 or Type 2] have you/the young person had any trouble controlling blood glucose in the last 3 months? » Is a diabetes management plan in place? » Do you monitor your blood glucose pre- or post-activity? Trouble controlling glucose refers to suffering from hyperglycaemia (high blood sugar levels) or hypoglycaemia (low blood sugar levels). Abnormal blood sugar levels may impede the individual’s ability to exercise safely. Exercise should not be commenced if blood sugar levels are below 3.9 mmol/L (hypoglycaemia), or above 13.9 mmol/L with the presence of ketones. Vigorous exercise should not be undertaken when blood sugar levels are greater than 16.7 mmol/L. » Do you have an insulin pump? An insulin pump is a small battery-operated electronic device that holds a reservoir of insulin. It is about the size of a mobile phone and is worn 24 hours a day. The pump is programmed to deliver insulin into the body through thin plastic tubing known as the infusion set or giving set. The pump is worn outside the body, in a pouch or on your belt. Basal rates will need to be adjusted one or two hours per exercising, and there are no hard and fast rules for diabetics for adjusting their insulin therapy to their chosen sport; it is all individual. Therefore, blood sugar should be monitored before and after exercise, and discussed with their GP/endocrinologist. In some cases (e.g. swimming, contact sports) insulin pumps may need to be removed, but should only be done in consultation with a medical professional. 6. An asthma attack requiring immediate medical attention at any time over the last 12 months » If yes, is an asthma management plan in place? » Does the young person carry a reliever at all times? » Are you/does the young person take a preventer regularly? Medical attention refers to GP or hospital visits following an asthma attack. It does not include the self-administration of Ventolin, Becotide or any other inhalant. 7.. Anaphylactic reactions If yes, is an anaphylaxis management plan in place? » What do they react to, and how severe (e.g. time course, symptoms)? » Does the young person carry an EpiPen? Anaphylaxis is a potentially life-threatening severe allergic reaction, that requires immediate treatment with adrenaline (epinephrine), which can save lives. Young people who experience anaphylactic reactions should always carry their EpiPen (an epinephrine autoinjector for injecting a measured dose). 8. Had surgery in the last month » What surgery and when? » Were any restrictions placed on activity or exercise? » Including dental surgery or tonsillectomy This question is focused on relatively acute post-surgical reactions that may be exacerbated by exercise. For example, exercise post-dental or tonsil surgery (which are often overlooked) increases the risk of post-surgical bleeds and activity restrictions are often in place for ~1 month. 9. Any other conditions that may require special consideration to exercise » Any other medical information (current or previously) you would like to share? Examples include young personhood cancer, cystic fibrosis, cerebral palsy, eating disorder, mitochondrial disease, neuromuscular disease, musculoskeletal injury or disorder (hypermobility spectrum disorder, juvenile arthritis), high blood pressure. STAGE 2 (RECOMMENDED) Does the young person take any regular medications? » Has your doctor indicated any restrictions or potential impact of exercise? The information should be used to help determine: If further screening is needed. If the client needs to be referred to an allied health or medical professional for additional assessments. A basis for further questioning to help in the design of the client’s exercise program. Does the young person have any current health or medical management plans including an anaphylaxis management plan? » If yes, is the young person compliant with the management plan? Is the plan current? » Does the young person carry or have access to their medication at all times? » Are you/does the young person take a preventer regularly? Does the young person have a history of heat-related illness? » Did they require hospitalisation? » If so, how many episodes of heat-related illness, and did they require medical treatment/intervention? History of heat-related illness increases the risk of future events. Has the young person spent time in hospital (including day admission) for any medical condition/illness/injury during the last 12 months? » Has the doctor or medical team indicated any restrictions or potential impact of exercise? The information should be used to help determine: If further screening is needed. If the client needs to be referred to an allied health or medical professional for additional assessments. A basis for further questioning to help in the design of the client’s exercise program. Does the young person have any muscle, bone or joint problems and/or pain that could be made worse by participating in physical activity? The information should be used to help determine: If further screening is needed. If the client needs to be referred to an allied health or medical professional for additional assessments. A basis for further questioning to help in the design of the client’s exercise program. In the last month has the young person suffered an episode of concussion? Not all concussions are obvious – if there is a suspicion or diagnosis of concussion symptoms may continue post initial event. Ongoing symptoms of concussion include poor concentration, headache and loss of balance and these may impact on the ability to exercise. Exercise may also exacerbate these symptoms, so medical clearance should occur prior to returning to exercise/sport. Describe your current physical activity/exercise, sedentary behaviour and sleep patterns. For optimal health benefits, young people and young people (aged 5–17 years) should achieve the recommended balance of high levels of physical activity, low levels of sedentary behaviour, and sufficient sleep each day. A healthy 24 hours includes: Accumulating 60 minutes or more of moderate to vigorous physical activity per day involving mainly aerobic activities. Several hours of a variety of light physical activities. Limiting sedentary recreational screen time to no more than 2 hours per day. Breaking up long periods of sitting as often as possible. An uninterrupted 9 to 11 hours of sleep per night for those aged 5–13 years and 8 to 10 hours per night for those aged 14–17 years. Consistent bed and wake-up times. Activities that are vigorous, as well as those that strengthen muscle and bone, should be incorporated at least 3 days per week. For greater health benefits, replace sedentary time with additional moderate to vigorous physical activity, while preserving sufficient sleep. STAGE 2 (OPTIONAL QUESTION) Is the young person pregnant or have they given birth within the last 12 months? Legal requirements Registered businesses and exercise professionals must adhere to regulations including (but not limited to): WH&S legislation Civil Liability law Privacy law Consumer law Anti-discrimination law Criminal law Instructors working with children are bound by legal and ethical requirements to ensure the safety, well-being, and proper development of the children under their care. Here are some key legal and ethical considerations for Instructors who work with children: Background Checks: Instructors working with children may be required to undergo background checks to ensure they have no history of criminal activity or misconduct that could potentially harm children. Certifications and Qualifications: Instructors should hold appropriate certifications and qualifications in child fitness instruction, CPR, and first aid to demonstrate their competency in working with children. Safety Protocols: Instructors must implement and enforce safety protocols to minimize the risk of injury during physical activities. This includes proper supervision, equipment maintenance, and instruction on safe exercise techniques. Informed Consent: Instructors should obtain informed consent from parents or guardians before allowing children to participate in fitness programs. This includes providing information about the activities involved, potential risks, and safety precautions. Age-Appropriate Programming: Instructors should design programs and activities that are suitable for the age, developmental stage, and abilities of the children they are working with. Activities should be challenging yet safe and enjoyable for children. Professional Boundaries: Instructors must maintain professional boundaries with children and avoid behaviours or interactions that could be perceived as inappropriate or harmful. This includes refraining from physical contact beyond what is necessary for instruction and providing positive reinforcement and encouragement. Confidentiality: Instructors should respect the privacy and confidentiality of children and their families, refraining from disclosing personal information without consent. Mandatory Reporting: Instructors are mandatory reporters and are required by law to report any suspicions or evidence of child abuse or neglect to the appropriate authorities. Continuing Education: Instructors should stay informed about best practices, safety guidelines, and advancements in the field of child fitness through continuing education and professional development. Code of Ethics: Instructors should adhere to a code of ethics that outlines principles of integrity, professionalism, respect, and responsibility in their interactions with children and their families. Risk Management Duty of Care All registered exercise professionals have a duty of care to prevent harm which could reasonably be expected to occur in the course of providing advice or instruction to clients. Professional standards and guidelines developed by AUSactive will assist registered exercise professionals in mitigating risk and exercising their duty of care. Duty of Care means promoting and practising safety, support, and exercise methodology to enhance the life of their clients. Instructors must prevent any harm that might occur while providing instruction to clients. Working with Young people Pre-employment screening of adults and volunteers who have contact with young people under the age of 18 is mandatory and legislated across most states and territories in Australia. Registered exercise professionals must follow their respective state or territory legal requirements regarding working with young people. See the Working with Young people Guidelines for specific requirements. Informed Consent The screening process must be undertaken in conjunction with the young person’s parent or guardian and their informed written consent for the young person’s participation in the exercise service is required. It is essential that this includes an acknowledgement signed by the parent or guardian, to confirm that: The information they provide regarding their young person’s health is correct, to the best of their knowledge They will inform the registered exercise professional of any changes to their young person’s health immediately They have been informed and understand the service that is to be provided and give permission for their young person to commence the exercise program Both personal and emergency contact details are to be recorded. Access, prepare and check environment to meet session requirements. Below are the steps to effectively prepare a group movement environment: Define Objectives and Requirements: Clearly define the objectives of the sport and recreation activities planned for the environment. Consider the specific needs and preferences of participants, as well as the type of activities to be conducted. Safety Inspection: Conduct a thorough safety inspection of the environment to identify potential hazards or risks. Check for uneven surfaces, obstacles, sharp edges, slippery areas, inadequate lighting, and other safety concerns that may pose a threat to participants. Accessibility: Assess the accessibility of the environment for participants with diverse abilities. Ensure that the space is wheelchair-friendly, has appropriate ramps or pathways, and provides accommodations for individuals with mobility impairments or other disabilities. Space and Layout: Evaluate the size and layout of the environment to determine if it can accommodate the planned activities effectively. Consider factors such as the availability of sufficient space for movement, acoustics, clear visibility for supervision, and designated areas for different activities. Equipment and Facilities: Check the availability and condition of equipment and facilities required for the activities. Ensure that equipment is in good working order, properly maintained, and meets safety standards. Assess the adequacy of facilities such as changing rooms, restrooms, and water fountains. Environmental Factors: Consider environmental factors such as weather conditions, temperature, humidity, and sunlight exposure. Evaluate whether the environment provides suitable conditions for the planned activities and if any adjustments or precautions are needed to mitigate environmental risks. Amenities and Services: Assess the availability of amenities and services that enhance the overall experience for participants. This may include seating areas, shade structures, first aid facilities, refreshment options, and nearby parking or public transportation. Regulatory Compliance: Ensure that the environment complies with relevant regulations, permits, and codes of conduct for sport and recreation activities. Check for any legal requirements or restrictions related to the use of the space and ensure compliance with local laws and regulations. Community and Stakeholder Considerations: Consider the needs and concerns of the local community and other stakeholders who may be affected by the use of the environment for sport and recreation activities. Seek input and feedback from stakeholders to address any potential conflicts or issues. User Feedback: Solicit feedback from participants who have used the environment previously. Ask about their experiences, any challenges encountered, and suggestions for improvement. Use this feedback to inform your assessment and identify areas for enhancement. Risk Management Plan: Develop a risk management plan based on the findings of your assessment to address identified hazards or risks. Implement measures to mitigate risks, establish emergency procedures, and ensure the safety of participants during activities. Regular Monitoring and Review: Continuously monitor and review the suitability of the sport and recreation environment over time. Regularly reassess the environment to identify any changes or improvements needed based on evolving needs, usage patterns, or feedback from participants. Prepare and check required equipment for safety and serviceability. Equipment The use of appropriate and properly fitted equipment is essential to reduce the risk of injuries. All equipment used should meet Australian Standards and be: suited to the size and ability of the participant regularly checked and maintained replaced when inadequate for its purpose sufficient in number padded as appropriate properly erected/constructed used by senior members and other role models as an example of good safety to juniors required at all times - training as well as competition easily and safely lifted or moved to the field of play sport specific Equipment Selection Below are examples of equipment that can be used with young people and how you could use them: Equipment How to Use Ladder Fast Feet Hop through using one leg Jump through Jump over bean bags Step in and out Hop scotch Skipping ropes Normal Fast 1 & 2 legs Backwards Cross overs Aerobic step Step up Jump on/off or side to side Push ups Dips Ezywalk Balls & Tennis balls Soccer Bounce (1 or 2 hands) Throw and catch Kick ball against a wall Bounce ball around body Bounce ball fast/slow or high/low Bean bags Balance Run and replace (relay) Throw and catch Own body Star jumps Push ups Sit ups Tricep dips Squats Running/jogging Skipping Hopping Jumping Walking Some commonly used protective equipment includes: mouthguards helmets footwear gloves protective padding, e.g. shin guards eyewear strapping and taping Preparing and checking sport and recreation equipment for safety and serviceability is crucial to ensure the well-being of participants and the longevity of the equipment. When undertaking your preparation ensure you: Know the Equipment Understand the specific safety requirements and service guidelines for each type of equipment you'll be dealing with. This includes sports gear such as balls, bats, helmets, pads, etc., as well as recreational equipment like bicycles, skateboards, and playground equipment. Visual Inspection Begin by visually inspecting each piece of equipment. Look for signs of wear and tear, cracks, dents, or any other damage that could compromise safety. Pay attention to straps, buckles, fasteners, and other components that may be prone to damage. Functional Testing Test the functionality of the equipment. For example, with bicycles, check brakes, gears, and tire pressure. For sports gear, ensure that mechanisms such as locking mechanisms on helmets or padding in protective gear are working correctly. Cleaning and Maintenance Clean the equipment regularly to remove dirt, sweat, or other contaminants that can affect performance or cause deterioration. Follow manufacturer guidelines for cleaning and maintenance procedures. Lubricate moving parts as necessary to ensure smooth operation. Check for Recalls or Safety Bulletins Stay informed about any recalls or safety bulletins issued by manufacturers for the equipment you are responsible for. Address any recalls promptly to prevent accidents or injuries. Documentation Keep detailed records of inspections, maintenance, and repairs. Note any issues identified and actions taken to address them. This documentation can serve as evidence of compliance with safety regulations and help identify patterns of wear or recurring issues. Training Staff Ensure that staff members responsible for equipment inspection and maintenance are adequately trained. Provide them with proper training on equipment handling, safety protocols, and maintenance procedures. Replacement of Worn-Out Parts Replace any worn-out or damaged parts promptly with genuine replacement parts recommended by the manufacturer. Avoid makeshift repairs that could compromise safety. Regular Inspections Schedule regular inspections of all equipment, preferably before each use. Establish a checklist to ensure thorough inspection of all components and document any findings. User Education Educate users on proper equipment use and safety guidelines. Provide instructions on how to use equipment correctly and what to do in case of emergencies. Storage Store equipment properly when not in use. This may involve storing it in a dry, climate-controlled environment to prevent rust or corrosion, or securing it to prevent theft or vandalism. Compliance with Regulations Ensure that all equipment meets relevant safety standards and regulations. Stay updated on any changes to regulations that may affect the use or maintenance of sports and recreation equipment. Inform children, parents or carers about activities and safety rules, check their understanding. Informing children, parents, or carers about activities and safety rules and ensuring their understanding, is crucial for promoting a safe and enjoyable group movement sessions. This can be accomplished by: Pre-Session Communication Send out pre-session communication to parents or carers detailing the activities planned for the session, safety rules, and any equipment or attire required. Provide information about the location, schedule, and any specific instructions or guidelines. Informational Handouts or Flyers Provide written handouts or flyers with key information about the movement session, including safety rules, expectations, and contact information. Distribute these materials to parents or carers in advance and encourage them to review them with their children. Orientation or Information Session Conduct an orientation or information session before the first movement session to introduce parents, carers, and children to the program. Review safety rules, activity guidelines, and expectations, and provide an opportunity for questions and clarification. Visual Aids and Demonstrations Use visual aids, such as posters, charts, or diagrams, to illustrate safety rules and demonstrate proper technique for activities. Incorporate demonstrations or role-playing exercises to reinforce key concepts and engage participants. Interactive Discussions Facilitate interactive discussions with children, parents, or carers about safety rules and expectations. Encourage questions, comments, and scenarios to promote understanding and address any concerns or misconceptions. Checklists or Agreements Use checklists or agreements for parents or carers to acknowledge that they have reviewed and understood the safety rules and guidelines for the movement session. Encourage them to discuss these rules with their children and reinforce them at home. Safety Briefing at the Beginning of Each Session Conduct a safety briefing at the beginning of each movement session to review key safety rules and expectations with children and parents or carers. Emphasize the importance of following instructions, staying within designated areas, and respecting others. Demonstrations and Practice Demonstrate proper technique and safety procedures for activities before children participate. Allow time for children to practice movements and ask questions to ensure they understand and feel confident in their ability to perform them safely. Monitoring and Feedback Monitor children's behaviour and adherence to safety rules throughout the session. Provide feedback and reinforcement as needed to correct any unsafe behaviours and reinforce positive practices. Post-Session Recap and Reflection Conduct a post-session recap and reflection with children, parents, or carers to review what was covered during the session and reinforce key safety messages. Encourage feedback and suggestions for improvement to enhance future sessions. Instruct Children’s Movement Sessions When conducting a sport and recreation session for children, it's essential to keep the activities engaging, fun, and inclusive. Here are some group instructional techniques tailored for such sessions: Follow predesigned session structure and timings. Organizing a children's group movement session requires careful planning to ensure engagement, safety, and effectiveness. Below sets out a suggested structure: Introduction (5 minutes): Gather the children and introduce yourself if necessary. Explain the objectives of the session in simple terms. Warmly welcome the children and encourage participation. Warm-up (10-15 minutes): Start with gentle stretches to prepare muscles and joints. Include fun movements like marching in place, arm circles, or reaching for the sky. Incorporate some interactive games or activities to energize the group. Main Activities (30-40 minutes): Plan a variety of movement-based activities suited to the age group and interests of the children. Include activities that promote coordination, balance, flexibility, and strength. Break the session into segments with different focuses, such as dance, yoga, or sports-inspired games. Keep activities engaging and interactive to maintain interest and participation. Cool-down (5-10 minutes): Slowly transition from high-energy activities to more calming movements. Include gentle stretches or yoga poses to help the children relax their muscles. Encourage deep breathing or mindfulness exercises to promote relaxation and focus. Wrap-up (5 minutes): Gather the children together for a brief recap of the session. Ask for feedback or thoughts on what they enjoyed or learned. Offer encouragement and praise for their participation and effort. Provide any necessary reminders or announcements for future sessions. Use voice projection techniques suited to environment, nature of activity and children’s characteristics. Voice projection is crucial when leading a group movement session for children, as it helps maintain their attention and ensures clear communication. Here are some voice projection techniques you can use: Techniques How they work Use a Clear and Confident Tone Speak clearly and confidently to command attention and convey authority. Avoid mumbling or speaking too softly, especially in a group setting where background noise may be present. Project from the Diaphragm Instead of relying solely on your throat or vocal cords, project your voice from your diaphragm. Take deep breaths to support your voice, allowing it to carry better without straining Practice Proper Posture Stand tall with your shoulders back and your chest open to allow for better airflow and projection. Avoid slouching or leaning, as this can restrict your ability to project your voice effectively. Articulate Each Word Clearly Enunciate each word distinctly to ensure clarity, especially when giving instructions or explanations. Pay attention to pronunciation and avoid speaking too quickly, which can cause words to become jumbled. Vary Your Volume and Intonation Adjust your volume based on the size of the group and the level of background noise. Use changes in volume and intonation to emphasize key points or commands, keeping the children engaged and attentive. Use Gestures and Visual Cues Supplement your verbal instructions with appropriate gestures and visual cues to reinforce your message. Pointing, gesturing, or using props can help clarify instructions and capture the children's interest. Maintain Eye Contact Make eye contact with the children as you speak to establish a connection and encourage engagement. Scan the group periodically to ensure that everyone is paying attention and following along. Practice Vocal Warm-Ups Before the session, warm up your voice with vocal exercises or simple humming to loosen up your vocal cords and prepare for projection. Practice speaking loudly and clearly in different pitches and tones to improve vocal flexibility Use Positive Reinforcement Encourage the children with positive reinforcement when they respond or participate. Praise their efforts and achievements to create a supportive and motivating atmosphere. Provide and combine clear verbal instruction and demonstration to support children’s understanding. Communication Skills Communication skills are vital in a good instructor. When dealing with young people you need to consider the special communication skills and situations you will be faced with. Consider the following points in relation to young people: Group tasks Class control Class organisation Verbal and visual instruction Kids communication Safety and education Techniques for dealing with parents, careers and fitness centre managers There are three types of instructional techniques for learning: Verbal Visual Tactile Technique Definition Verbal A verbal learner is great with words; heard and spoken. To get the best out of your session verbally explain each exercise in their program to them. Visual Visual learners have the ability to understand and manipulate large-scale pictures, patterns of wide space, graphs and charts. The best way for these clients to learn is by demonstration Tactile A tactile learner is those who learn best by physical touch or by trying to do something themselves. Demonstrate the exercise then give your client a chance to perform the exercise themselves Optimum positioning of the Instructor In a children's group movement session, the optimum positioning of the instructor depends on several factors, including the size and layout of the space, the number of children in the group, and the specific activities being conducted. Below are some general guidelines for positioning the instructor effectively: Central Location Position yourself in a central location within the activity space where you can easily see and be seen by all the children. This allows you to maintain control over the session and ensures that all children have a clear view of you. Visibility Choose a spot where you have a clear line of sight to all areas of the room or activity space. Avoid standing behind obstacles or in areas where your view may be obstructed. Accessibility Position yourself close enough to the children that you can interact with them easily and provide guidance or assistance as needed. Avoid standing too far away, as this can make it difficult for children to hear you or follow your instructions. Movement Be prepared to move around the space as needed to engage with different groups of children or to demonstrate activities from different angles. This helps keep the session dynamic and ensures that all children feel included and supported. Safety Consider safety when choosing your positioning, especially if the session involves activities that require supervision or spotting. Position yourself in a way that allows you to monitor the children's movements and intervene quickly if necessary. Engagement Position yourself at a level that allows you to maintain eye contact with the children and connect with them on their level. Kneeling or sitting down can be effective for engaging with younger children, while standing may be more appropriate for older children or larger groups. Accessibility of Equipment If the session involves equipment or props, position yourself in a location where you have easy access to them and can distribute them to the children efficiently. Consideration of Environment Consider any environmental factors such as lighting, noise, or distractions that may affect your positioning or visibility within the space. Physical formation of group The best physical formation of children in a group movement session will depend on factors such as: the space available, the number of children, the nature of the activities, and the instructional goals. Here are some common formations that can work well for group movement sessions: Movement Breakdown and Movement Combinations Movement breakdown and movement combinations are valuable techniques used in group instructional settings. They help children learn and master various movement skills, such as dance routines, gymnastics sequences, or sports techniques. Movement Breakdown Identifying Key Components: The instructor breaks down a complex movement or sequence into its individual components or steps. For example, in a dance routine, this might involve breaking down a series of steps into basic movements like steps, hops, turns, and arm gestures. Demonstration and Explanation: Each component is demonstrated and explained clearly to the children, emphasizing proper technique, form, and alignment. Visual aids such as diagrams, videos, or live demonstrations may be used to enhance understanding. Repetition and Practice: Children are given opportunities to practice each component separately, focusing on mastering the movement before moving on to the next step. Repetition helps reinforce muscle memory and build confidence in performing the movement accurately. Progressive Learning: Once children have mastered the individual components, they gradually integrate them into a cohesive sequence or routine. The progression allows children to build upon their skills incrementally, gradually increasing the complexity of the movements as they become more proficient. Movement Combinations Integration of Skills: Once children have mastered individual movements or components, they begin to combine them into longer sequences or combinations. For example, in gymnastics, this might involve combining basic skills like jumps, rolls, and balances into a floor routine. Creativity and Expression: Children are encouraged to explore different ways of combining movements to create their sequences or variations. This fosters creativity, self-expression, and ownership of the movements. Choreography and Routine Building: Children work collaboratively to choreograph group routines or performances, combining their individual skills and creativity to create cohesive and engaging presentations. Performance and Feedback: Children have opportunities to perform their combinations or routines for the group, receiving feedback and encouragement from the instructor and peers. Performance experiences help build confidence, teamwork, and stage presence. By incorporating movement breakdown and combinations instructors can effectively teach children complex movement skills while fostering creativity, confidence, and teamwork. Combining Explanation and Demonstration Combining explanation and demonstration is a powerful strategy in group instructional techniques, as it caters to different learning styles and enhances understanding. Below is a summary on how you can effectively integrate both: Preparation Plan your explanation and demonstration in advance, ensuring clarity and coherence. Identify key points you want to convey and determine the best way to demonstrate them visually. Explanation Start by providing a clear and concise explanation of the concept or skill you're teaching. Use simple language appropriate for the children's age and comprehension level. Break down the information into digestible chunks, highlighting important details and steps. Provide context or real-life examples to help children understand the relevance of what they're learning. Demonstration Demonstrate the concept or skill visually, showing children how it's done. Model proper technique, form, and execution, emphasizing key points you explained. Use gestures, facial expressions, and body language to enhance clarity and engagement. Perform the demonstration at a pace that allows children to follow along and observe carefully. Interaction and Engagement Encourage children to actively engage with the demonstration by asking questions and soliciting feedback. Invite children to participate in the demonstration, either by mirroring your movements or practicing alongside you. Provide opportunities for hands-on exploration and experimentation to reinforce learning. Repetition and Reinforcement Repeat the explanation and demonstration as needed to reinforce understanding. Break down complex concepts or skills into smaller components, demonstrating each part separately before combining them into a cohesive whole. Provide feedback and corrections during and after the demonstration to help children improve their understanding and execution. Variety and Adaptation Use a variety of demonstration techniques, such as live demonstrations, videos, or visual aids, to cater to different learning preferences. Adapt your explanation and demonstration to accommodate the diverse needs and abilities of the children in the group. Be flexible and willing to modify your approach based on children's responses and feedback. Closure and Recap Summarize key points and takeaways from the explanation and demonstration to reinforce learning. Provide opportunities for children to ask questions or share their thoughts about what they've learned. End the session with a recap or review of the main concepts or skills covered, ensuring that children leave with a clear understanding of the material. Verbal and Visual Cueing Verbal and visual cueing are essential components of group instructional techniques as they help reinforce learning, guide behaviour, and enhance engagement. Here's how these cues are used effectively: Use communication techniques that promote physical activity and encourage an enjoyable, interactive and inclusive experience. Facilitating effective group interaction is crucial for maintaining control, engagement, and safety during children's activities. Here are some strategies to achieve this: Establish Clear Expectations Set clear and consistent expectations for behaviour, participation, and safety at the beginning of each session. Communicate rules and guidelines in a positive and age-appropriate manner, emphasizing the importance of respect, cooperation, and following instructions.2. Use Positive Reinforcement Reinforce positive behaviours and efforts with praise, encouragement, and rewards. Acknowledge and celebrate achievements, cooperation, and good sportsmanship to motivate children and reinforce desired behaviours. Provide Structure and Routine Establish a structured routine for activities, transitions, and breaks to provide a sense of predictability and stability. Use visual cues, timers, or signals to indicate when transitions will occur and what is expected during each phase of the session. Incorporate Cooperative Activities Include cooperative activities and team-building exercises that encourage children to work together, communicate effectively, and support each other. Foster a sense of camaraderie and belonging within the group to promote positive peer interactions. Encourage Active Participation Engage children in activities that promote active participation, problem-solving, and decision-making. Offer choices, challenges, and opportunities for children to contribute their ideas and preferences, empowering them to take ownership of their learning and experiences. Use Varied Instructional Techniques Utilize a variety of instructional techniques to maintain engagement and cater to different learning styles and preferences. Incorporate interactive games, challenges, demonstrations, discussions, and hands-on activities to keep children motivated and attentive. Model and Teach Social Skills Model positive social behaviours and communication skills, such as listening, taking turns, sharing, and resolving conflicts peacefully. Provide opportunities for children to practice these skills in structured activities and role-playing scenarios. Monitor and Redirect Behaviour Monitor children's behaviour closely and intervene promptly to address any disruptions, conflicts, or safety concerns. Use redirection, reminders of expectations, and positive reinforcement to guide children back on track and maintain a positive and focused atmosphere. Promote Inclusivity and Support Create an inclusive environment where all children feel valued, respected, and supported. Encourage collaboration, empathy, and acceptance of differences among peers, and intervene to address any instances of exclusion, teasing, or bullying. Build Trust and Rapport Foster positive relationships and trust between children and instructors by showing genuine interest, care, and respect for each child. Take the time to get to know children individually, listen to their concerns, and provide personalized support and encouragement. Monitor children’s technique and safety and provide positive feedback, encouragement and corrective instruction based on observations. Monitoring groups of young children in a movement session requires careful attention to ensure their safety, engagement, and overall well-being. Here are the key considerations for effectively monitoring the session: Facilitate effective group interaction to maintain group control, engagement and safety. Group instructional techniques are effective ways to engage and educate children in a group setting. Here are some techniques commonly used with children, along with explanations of how they can be applied: Demonstration By incorporating these group instructional techniques into group movement programs instructors can create dynamic and engaging learning environments that support children's development of movement skills, physical fitness, and social interaction. Top of Form Observe individual children, respond to difficulties and modify their activities to suit needs and to ensure engagement and comfort. Catering to individual differences within a group of children during exercise instruction is crucial for ensuring that each child can participate, progress, and enjoy the experience. Here are some effective ways to vary exercise instruction to accommodate individual differences: Fitness Assessments Conduct fitness assessments at the beginning of the program to identify individual strengths, weaknesses, and fitness levels. Use this information to tailor instruction and set personalized goals for each child. Differentiated Exercises Offer a variety of exercises and modifications to accommodate different fitness levels, abilities, and needs within the group. Provide options for increasing or decreasing intensity, adjusting repetitions or resistance, or selecting alternative exercises. Progressive Challenges Gradually increase the difficulty or intensity of exercises and activities over time to challenge children as they improve their fitness levels and abilities. Provide opportunities for children to set and achieve personal fitness goals, fostering a sense of accomplishment and motivation. Small Group Instruction Divide the group into smaller subgroups based on fitness level or interest, allowing for targeted instruction and support. Rotate groups periodically to provide opportunities for children to work with different peers and instructors. Individualized Attention Provide individualized attention and feedback to each child during instruction, offering guidance, corrections, and encouragement based on their performance and needs. Address specific strengths and areas for improvement to support ongoing progress. Choice and Autonomy Offer children opportunities to make choices and decisions about their fitness activities and goals. Allow them to select exercises, set personal challenges, or participate in activities that align with their interests and preferences. Goal Setting Work with each child to establish personalized fitness goals based on their abilities and aspirations. Monitor progress regularly and celebrate achievements to promote motivation and engagement. Inclusive Activities Incorporate activities that are inclusive and accessible to children of all abilities, ensuring that everyone can participate and experience success. Provide adaptations, modifications, or alternative exercises to accommodate diverse needs and challenges. Peer Support and Collaboration Encourage peer support and collaboration by pairing children with different abilities or strengths together. Assign more experienced children as mentors or leaders to assist and motivate their peers, fostering a sense of teamwork and camaraderie. Positive Reinforcement Use positive reinforcement, praise, and rewards to recognize effort, improvement, and achievements during fitness activities. Create a supportive and encouraging environment where children feel valued and motivated to participate. By implementing these strategies, Instructors can create inclusive and effective programs that cater to individual differences within a group of children, promote participation, progress and enjoyment for all participants. Evaluate Children’s Movement Programs Seek and acknowledge feedback from children, and their parents or carers Seeking and acknowledging feedback is crucial for continuous improvement and ensures that the program meets the needs and expectations of all stakeholders. Strategies to effectively undertake this include: Evaluate own performance and identify areas for improvement. 2. Solicit Feedback from Observers Ask parents, carers, mentors, or supervisors to observe your sessions and provide constructive feedback. They may offer valuable insights from an outside perspective and identify areas for improvement that you may not have noticed. 3. Review Session Objectives Reflect on whether the session objectives were clearly defined and whether they were achieved. Assess whether the activities chosen effectively contributed to meeting these objectives. 4. Evaluate Participant Engagement Observe how engaged the children were during the session. Consider factors such as their level of participation, enthusiasm, and understanding of instructions. Identify any moments where attention waned or engagement could be improved. 5. Assess Safety Practices Evaluate your adherence to safety protocols and procedures throughout the session. Consider whether equipment was used correctly, potential hazards were mitigated, and appropriate supervision was maintained. 6. Review Communication Skills Reflect on your communication with participants, ensuring that instructions were clear, concise, and age-appropriate. Assess your ability to provide feedback, encouragement, and corrections effectively. 7. Monitor Time Management Evaluate how well you managed the timing of activities within the session. Consider whether transitions between activities were smooth, and whether you allowed sufficient time for warm-up, main activities, cool-down, and breaks. 8. Consider Adaptability Reflect on your ability to adapt to unexpected challenges or changes during the session. Assess whether you were flexible in adjusting activities or strategies to accommodate the needs of the participants or address unforeseen circumstances. 9. Assess Professional Conduct Evaluate your professionalism throughout the session, considering factors such as punctuality, organization, and rapport with participants and colleagues. Identify any areas where your conduct could be improved. 10. Seek Participant Feedback Ask the children for feedback on the session. Encourage them to share their thoughts on what they enjoyed, what they found challenging, and any su