Kelvin Giles

sports coach UK

The Quest for Physical Literacy

Kelvin B. Giles MA CertEd The Big All-Day Breakfast Conference 2012

Kelvin Giles

Context:
Running, Sprinting, Agility, Throwing, Jumping, Manipulative Skills are a COMPLEX MOTOR SKILLS High neuromuscular demand Whatever the age
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....and each level of the maturation journey brings completely different needs, plans and strategies to the table.

One size does not fit all.

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Optimising & stabilising forces at the inter- and intra-muscular level...

In the right direction... ...at the right time ...all the time
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Get them mechanically efficient...

... then get them mechanically

consistent resilient

...then get them mechanically

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Physical Literacy

What is it?

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The neuro-muscular process that puts the body parts in the right position, at the right time, all the time so it can efficiently: Produce, Reduce and Stabilise all the forces required for: Sitting, standing, walking, jogging, running, bending, twisting, lifting, Running, jumping, throwing, kicking, catching and striking.
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The individual is perceptive in reading all aspects of the physical environment, anticipating movement needs or possibilities and responding appropriately to these, with intelligence and imagination. Physical literacy can be described as the ability and motivation to capitalise on our movement potential to make a significant contribution to the quality of life.
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Simply repeating a skill without this physical competence may not only slow skill acquisition down but may see the development of unwanted compensatory movements as the body struggles to find the physical answers to the task.

At a glance it often looks like all is well...

Movement Dynamics

It takes great core-strength to do this . . .

. . . but if you think you will create great corestrength by doing this, you might destroy body parts before you make the team.
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Tennis We dont need all this athletic stuff she will improve physically by spending time on the court

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Where are we now?

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Sandercock, et children under Lack of Physical Literacy the age of 14olds One out of 6 al, 2011 Assessed 315 10 year 1998 and 309 10 year olds in 2008. cant swim. Sedentary lifestyle iPod X- Box In the 1998 group 5% could not hold their weight generation One in 10 cant ride a bike. when hanging from a bar.

2008 this had doubled Curriculum 33% never owned a bike; 79% owned a In Biased National PE to 10% games console In Lack of appropriate Primary School same period arm strength fell by 26% PE Grip strength by 7% One in 4 have never run more than 400m. Sit Ups by 27% Little after school spontaneous play Increasing injury frequency 9-19 years

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Research shows that young people spend an average of: 1.7 hours online per day 1.5 hours playing games / consoles per day 2.7 hours watching TV per day
Dunford, 2010

Movement Dynamics

Context:
Community Well-Being High Performance Sport

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They are part of the same equation High Performance Sport depends on:

What has gone before

....as it journeys towards: What is yet to come.

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The starting point for all this?

Poor parenting leaves half of children unprepared for school.
Its alarming to see the proportion of children with immature motor skills. 48 % of Primary School first years still had baby motor skills. 35% of fourth years displayed baby motor skills.

Family

Schools

88% of seven and eight year olds still had motor problems.
Blythe, 2011
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The Role of Schools

national Sporting and Well-Being plans

THE critical component of all

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Dual Responsibilities
Participation Recreation Talent Development to High Performance

Long Term Community Health & Well-Being

Domestic and International Sporting success

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An intemperate look at PE

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We are not very good at teaching the games; not very good at Biased National PE Curriculum in teaching the kids values and good secondary schools attitude; not very good at teaching decision-making and most Lack of appropriate Primary certainly impossibly hopeless at School PE teaching fundamental movements. Little after school spontaneous
Summary at PE Convention, Scotland, 2002 play

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OBSTACLES:

Physical Education has been forced to accept second-class status in our school systems.

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A Competitive Games based curriculum sees a concentration on sports-specific postures and actions... ....unmindful of the need for a movement vocabulary to actually do them efficiently and consistently.
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Group Results Sept 09 Primary School - 9 years of Age

Lack of Physical Literacy Lack of PHYSICAL in PE

5.0 4.0 3.0 2.0 1.0 0.0
Push Ups

Lunge Fwd & Back x 5 Each Leg

Lateral Bridge - Forearm

(L)

10x Bwt Squat Hands at Neck

Lateral Bridge - Forearm (R)

60 Sit Up

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Primary School, Birmingham 2011

Group Average
Lateral Bridge - Forearm (L) 5 Push Ups 4 3 2 1 Lunge F&B (Consist) 0 60 Sit Up Lateral Bridge - Forearm (R)

Lunge F&B (Efficient)

10x Bwt Squat Hands Ahead (Efficient) 10x Bwt Squat Hands Ahead (Consistent)

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Secondary School Entry Screening Australia

Thomas1(L) Sit & Reach (Straight) Sit & Reach (Slump) Trunk Rotation (R)

5 4 3 2 1

Thomas 1 (R) Thomas2(L)

MB Wall Throws Shoulder3 Shoulder2

5 4 3 2 1

Squat 1 Squat 2 Squat 50% Bwt OHd Squat 1

Thomas2(R) Shoulder1 Thomas3(L) Wall Stance 3 Thomas3(R) Wall Stance 2

OHd Squat 2

Trunk Rotation (L)

Walk Lunge 1

Ankle R

Walk Lunge 2

Ankle L Wall Adductor (R)

Gluteus(L) Gluteus(R)

Wall Stance 1

Walk Lunge 3
Static A 1 (L) Static A 1 (R)

Wall Adductor (L)

Ham Dorsi (R)

Ham Dorsi (L)

31

32

335

Static A 2 (R) Static A 2 (L)

4 5 6 7 8 9 10 11 12 13

30 29 28 27 26 25 24 23 22 21 20

4 3 2 1

19 Kelvin 17 16 18 Giles

15

14

Club Structure

National Development Strategies

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Do we get the basics right in these expensive National Development Strategies?

Movement Dynamics

What they got...

Group Average Physical Competence Assessment

Front Bridge 4P Hands Vertical Horizontal Pulls straight leg 5 Side Bridge L Hand Chin ups over grasp Side Bridge R Hand 4 Dips Push up Over head Squat Upper body Lateral Hop and Stick R Lateral Hop and Stick L Forward hop and stick R Forward hop and stick L 3 2 1 0 Over head Squat Lower Double Leg Squat Body weigh Single leg Squat L Single leg squat R Walking Lunge Standing long jump Back extension Static

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Australian U/15 Womens Hockey Squad

Physical Competency Assessment Group Average
Front Bridge 4P Hands Vertical MB Rotation 4kg 5 Side Bridge L Hand Chin ups over grasp Side Bridge R Hand Push up Straight Leg DeadLift Legs Straight Leg DeadLift Trunk Over head Squat Upper body Over head Squat Lower Lateral Hop and Stick R

4 3 2 1 0

60 Sit up Wall A Drill - Level 2 legs Wall A Drill - Level 2 trunk Double Leg Squat 50% Body weight Single leg Squat L Single leg squat R

Lateral Hop and Stick L Walking Lunge Forward hop and stick Standing long jump R Forward hop and stick L

6.12.10

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Lateral Bridge - Forearm (L) Thigh Ext Rotation (R) Thigh Ext Rotation (L)

5 4 3 2 1 0

Lateral Bridge - Forearm (R) Double Leg Squat Hands Ahead 1 Double Leg Squat Hands Ahead 2

Ankle

(R)

Ankle

(L)

SL Squat (L)

Gluteus (R)

SL Squat (R)

Gluteus (L) Thomas2 (R)

Thomas1 (L) Thomas 1 (R)

Thomas2 (L)

100m 9.99, World Championship Silver (4x100m)

Successive injuries since 2005
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If young athletes fail to develop fundamental skills (i.e. Motor literacy before becoming involved in sports specific) future attainment will be limited.
Payne & Isaacs, 1995; Oakley, Booth & Patterson, 2001

Movement Dynamics

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Investment in a broad range of movements requires adjustments to be made in motor control and motor creativity which encourages adaptability.
(Baker, 2003)

Movement Dynamics

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This diversification is thought to assist in decision-making ability in a reactive setting (Schmidt & Wrisberg, 2000)

Movement Dynamics

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The establishment of a fundamental movement competence cannot be overemphasised... ...as it allows children to pass through a proficiency barrier when attempting to develop the simple activities of early childhood to the more complex activities of later years.
Jess, 2004

Movement Dynamics

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Fundamental movement skills (FMS) provide the foundation for all athletic maturity and are seen as the building blocks from which sports-specific skills are developed.
Youth Sports Trust

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Zig-zag run, Shuttle run Agility ladder, spot tasks Footwork patterns

Turn & throw/ kick/ Run, send & receive receive/control Dribbling Twist & throw/ kick/ Run & bounce receive / control Run & throw / kick/ Throw & receive on one leg receive/ control Bounce & pivot / turn

Run, Hop, Skip, Jump, Gallop

Throw, Catch, Control, Bounce

Twist, Turn, Balance, Pivot, Stretch

(Locomotor; Non Locomotor; Manipulative)

FOUNDATION MOVEMENTS
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Want to Run, Hop, Skip, Jump, Gallop?

What basic movement tools do you need to do these? Squat (one and two legs) Lunge Brace
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A brief look at one aspect of the Maturation Journey

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How they Learn to Move

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...the individual's capacity to produce and control a wide range of movements bears a direct relationship to the scope of his or her problem solving capacity. Higgins, 1991

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The point is that neither skill, nor strategy, nor movement can be imposed - they are derived and evolve as a function of experience by an active participant.

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The learner discovers relationships between biomechanical, anatomical physiological, and environmental variables by the application of existing resources (movement vocabulary).

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...cyclic process of discovery, mastery and re-application. Whitehead, 1967; Ellis, 1976

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Gain insight into the task Gain insight into the force problem to be solved Fit the force problem to the movement Progressively refine and gain control or mastery
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 Kelvin Giles

INVESTMENT Arrived at by persevering with the previous stages

SPECIALISING Refinement of technique in a smaller number of sports SAMPLING Solving movement puzzles to create a movement vocabulary. Creates Athleticism, Diversity and Motivation
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Questions... How are you coaching them?

To discover?
...or Robotic?
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Are all coaches of the development stage athletes educated and experienced enough to...

...react to maturation
...build the athlete from the ground up ...consistently apply these training principles?
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What do we often see? ...thats if we are actually looking

Movement Dynamics

Criterion-based Progression
They must earn the physical right to progress. Adaptation must be consistent and permanent.

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Is the movement efficient?

Prior assessment?
Physical Competency Assessment Group Average
Front Bridge 4P Hands Vertical MB Rotation 4kg 5 Side Bridge L Hand Chin ups over grasp Side Bridge R Hand Push up Straight Leg DeadLift Legs Straight Leg DeadLift Trunk Over head Squat Upper body Over head Squat Lower Lateral Hop and Stick R

4 3 2 1 0

60 Sit up Wall A Drill - Level 2 legs Wall A Drill - Level 2 trunk Double Leg Squat 50% Body weight Single leg Squat L Single leg squat R

Lateral Hop and Stick L Walking Lunge Forward hop and stick Standing long jump R Forward hop and stick L

6.12.10

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Is the movement resilient?

External Load Fatigue Speed Pressure

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What kind of athletes do we want? Optimal Balance

Sports-specific Skill / Tactical.

Functional Skill Buffer Functional Performance Buffer Movement efficiency / consistency / resilience
Multi-Joint Directional Plane movement Speed, Strength, Power e.g. Vert Jump, 10/20m speed

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The Squat The Lunge Back parallel entry? Lunge to correctly? Can they hinge Shins? Ankle, Knee, Hip aligned? Lunge landing? Heels down? The Clean movement Correct movement pattern?

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Are these Foundation Movements difficult to do?

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WARM UP
Prep for what is yet to come...and Movement Development Sports Specific Movement Development Sports Specific Movement Development

Using time effectively

Sports Specific
Movement Development

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Sports Specific

Agility e.g. Hurdling Basic Actions

Land Hop Jump

Foundation

Movement

Squat, Lunge, Brace

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Thank You for listening

kbgiles@gmail.com +44 7792 307619 www.movementdynamics.com

Kelvin Giles