Lessons
Level 1, Lesson 1: Where Are We Today?
Topic 1: Overview
Topic 2: What to expect & What is Big Body Play?
Topic 3: The State of Our Health Today
Topic 4: What is Going on?
Topic 5: How Does Play Impact Kids?
Topic 6: The Connection Between Movement and Learning
Topic 7: Wrap-Up, A Story from Kindergarten
Level 1 Lesson 1: Reading assignments & References
Level 1, Lesson 1 Foundations Quiz
Level 1, Lesson 2: Literacy, What's Physical About It?
Topic 1: Review and Introduction
Topic 2: Parents and Schools
Topic 3: Defining Physical Literacy
Topic 4: Children Love to Move
Topic 5: Putting It All Together
Topic 6: Adult Role Models and Conclusion
Topic 7: Reading Material & References
Level 1, Lesson 2: Literacy, What's Physical About It? Quiz
Level 1, Lesson 3: Did You Bring Your Six-Pack? Core Strength and a Child's Success
Level 1, Lesson 3, Topic 1: Introduction
Level 1, Lesson 3, Topic 2: The Pivot to Play Learning Pyramid
Level 1, Lesson 3, Topic 3: What is the Core to a Child?
Level 1, Lesson 3, Topic 4: A Little History & Some Engineering
Level 1, Lesson 3, Topic 5: What Does Core Strength Look Like in Kids Today?
Level 1, Lesson 3, Topic 6: What Does This Mean For Classroom Success?
Level 1, Lesson 3 Topic 7: Wrap -Up
Level 1, Lesson 3: Reading Material and References
Level 1, Lesson 3: Quiz
Level 1, Lesson 4: Running on Empty: Aerobic Movement and the Brain
Topic 1: Introduction
Topic 2: Let's Start By Talking About the Brain
Topic 3: So How Does a Brain Develop?
Topic 4: What Happens to Children When They Exercise Aerobically?
Topic 5: Aerobic Movement, Behavior and Self-Control
Topic 6: What is Happening in the Brain When We Move Aerobically?
Topic 7: Reading Material and References
Level 1, Lesson 4 Quiz
Level 1, Lesson 5: Let's Spin Some Success with a Powerful Vestibular System
Topic 1: Introduction
Topic 2: What is the Vestibular System?
Topic 3: What Do a Well-Developed and a Poorly Developed Vestibular System look like?
Topic 4: How Does this Impact Classroom Success?
Topic 5: What Can Be Done to Support the Vestibular System
Topic 6: What More Can We Do?
Topic 7: Reading Material and References
Level 1, Lesson 5 Quiz
Level 1, Lesson 6: Jump, Push and Pull the Proprioceptive System into Our Tool Box
Topic 1: Introduction
Topic 2: What Is Proprioception? How Does It Work?
Topic 3: How Is It Transferred to the Classroom, Social Skills and Development?
Topic 4: How Do We Strengthen It?
Topic 5: Putting It All Together
Topic 6: Reading and References
Level 1, Lesson 6 Quiz
Level 1, Lesson 7: Tips and Tricks: Starting Your Business & Classroom Management
Topic 1: Introduction
Topic 2: Consider the Big Picture
Topic 3: It's Not All About the Games!
Topic 4: Modeling and Communication
Topic 5: Your Lesson Plans and How to Use Them
Topic 6: Safety and the Environment in Which You Will Conduct Your Program
Topic 7: Seeing is Believing & References
Level 1, Lesson 7 Quiz
Level 1, Lesson 8: Games to Support these Strengths & Skills
Level 1 Lesson Plans: Group 1
Level 1 Lesson Plans: Group 2

Topic 6: Safety and the Environment in Which You Will Conduct Your Program

 

Safety is the most important factor in your program and when working with kids. When we discussed communication, we talked about the importance of outlining safety expectations with the children. But there is more, the environment in which you are teaching can pose a safety concern as well. Be sure to take note of hazards in the space including:

  • columns
  • moldings
  • tables
  • folding tables or chairs
  • racks holding equipment
  • divots or sinkholes in outdoor space
  • slippery, tacky or uneven surface
  • anything that could tempt the children to climb
  • places under which balls could roll tempting the children to climb under

Distractions can also be a challenge, particularly if you are in a space the children have not used before. Their curiosity will get the best of them and they will want to explore, touch and use anything that is new. For example, if you have been asked to conduct your program in a classroom that the group of children have never been in before then they will be exposed to new and exciting things they will want to experience. If you conduct your program on a playground, then children will want to climb and play on the equipment. If you conduct your program in a group exercise studio, children will want to climb on the pile of mats or the benches. These are distractions and sometimes hazards as well. So what can you do with these challenges?

  • can you remove the unsafe or distracting item? (we have dragged plenty of rolling, folding tables out of classrooms)
  • can you cover the unsafe or distracting item? (we have covered play indoor slides with a sheet)
  • can you turn it a different direction? (for example, we have turned play kitchens around and they aren’t as interesting)
  • can you raise, pad or block dangerous corners? (we have put cones near corners, we have used cut up pool noodles to cover molding corners)

The American Council on Exercise* checklist for a safe and successful youth fitness program should be considered in planning for every program:

  • “Is the environment hazard free?
  • Is the activity appropriate for children?
  • Can all participants be successful and at the same time be challenged?
  • Does the activity provide for maximal participation?
  • Can professionals emphasize the ‘learnable’ piece during the activity?
  • Is the game or activity fun?”

*Faigenbaum, A, Wescott, W. ACE Youth Fitness Manual. American Council on Exercise San Diego, 2013 p116