Course:KIN355/2020 Projects/Action-Reaction
Action-Reaction
Defining the Concept and Its Importance
Newton’s third law of motion states, “To every action there is an equal and opposite reaction” (Haywood & Getchell, 2009, p.34). Action-reaction, in the context of human movement and motor development is fundamental; a child experiences that when a force is exerted on an object, a reciprocal force is exerted, equal and opposite, back onto them (Haywood & Getchell, 2009). This concept may be applied at the earliest levels of locomotion; as a child learns to creep, they experience that the force exerted backwards, onto the ground by their limbs, creates an equal and opposite force that propels them forward (Haywood & Getchell, 2009). In this instance, the action is the production of force against the ground, and the reaction is the force that the ground exerts back onto the child – creating movement (Gagen & Getchell, 2008). Understanding this basic law of motion, provides context as to how a child develops motor skills as they explore and play in their “new” world. By garnering scientific knowledge, such as Newton’s third law, it helps early childhood educators teach in a conceptual approach that promotes greater understanding in a large variety of physical activities (Bredin, 2020).
The importance of action-reaction may be made clear in the development of fundamental motor skills, as a child progresses through emerging, developing, acquired, and accomplished stages of motor tasks (Bredin, 2020) because they acquire the use of reactive forces in the form of counter movements (Gagen & Getchell, 2008). For example, as the movement pattern of jumping develops, children learn that swinging the arms back, then up – as a jump occurs – results in higher or longer jump distances (Gagen & Getchell, 2008). In addition, as a child runs, pumping the arms in opposition to each other and the legs (contralateral), produces a faster running pattern (Gagen & Getchell, 2008). There is also the component of directionality that is founded upon action-reaction. Specifically, during the manipulation of a ball, if a ball is bounced vertically, the neutral force from the ground returns the ball approximately back to its original position; if the ball is bounced to the side at an angle, the ball may bounce sideways towards the other hand (Gagen & Getchell, 2008). These examples demonstrate how a greater understanding of action-reaction can facilitate greater movement competencies and why it is essential for early childhood educators to be aware of them (Bredin, 2020). With the development of movement skills and understanding basic concepts, children may learn to become proficient movers, providing a basis for a lifetime of physical activity (Bredin, 2020).
Role in Childhood Development and Contemporary Considerations
The best way to understand the role of Newton’s third law of motion – action-reaction – is through visualization (Haywood & Getchell, 2009). An aquatic environment provides an excellent opportunity for children to grasp the concept of action-reaction easily (Gagen & Getchell, 2008). In the picture depicted, the swimmer uses the action of generating force onto the wall, through his feet, to utilize the reactive force from the wall; accelerating in the right direction. This visualization provides a clear example as to how equal and opposite forces are created and this may aid in the translation of how these concepts pave motor development.
In order for a child to develop proficient locomotor skills, they must generate force in the opposite direction, relying on reactive forces to propel themselves in their desired path (Gagen & Getchell, 2008). Locomotion is described as a pivotal point in an infant’s life, especially for perceptual-motor coordination and spatial cognition (Anderson et al., 2013). Locomotion leads the way to the development of fundamental movement skills, that are an organized series of basic movement patterns, involving an orchestra of muscles, which establish a basis for high levels of motor competence, athletic excellence, and overall health (Wick et al., 2017).
A contemporary issue that educators should be aware of, is that as children move they do not automatically use the correct force, direction and balance (Gagen & Getchell, 2008), therefore, children should not be treated as “miniature adults” because they are still developing (Higgs et al., 2020). The fundamental movement skills do not come all at once, each child must go through different developmental stages and should be encouraged to perform the most mature version of the skill that is possible for them (Higgs et al., 2020). They should not be pushed to perform the skill in the same way a fully developed adult would, as this could cause distress (Higgs et al., 2020). Children gain more mass as they continue to grow, which increases the force requirement to move their body and also creates a greater ability to produce force (Gagen & Getchell, 2008). Furthermore, children continually adapt to the forces that their larger bodies become able to generate and it may take them time to adapt to their new limitations (Higgs et al., 2020).
Early childhood educators should understand and be able to explain scientific roots of movement, like Newton’s third law, and connect these concepts to children’s physical education tasks (Gagen & Getchell, 2008). Explaining these force concepts has proven to be difficult, however, as documented by Savinainen (2005). Traditionally, Newton's third law and force dynamic concepts have been quite arduous for children to grasp and understand (Savinainen et al., 2005). With this in mind, educators should focus on using language and examples that children can easily understand and apply to their everyday life. This may be done best through sport and movement experience, which can act a vessel to bridge the gap between scientific principles and understanding their role in body and object movement (Donaldson & Hammrich, 2016). By utilizing play and sport as a way to demonstrate action-reaction principles, educators can illustrate these mechanics in a manner children understand, which may provide children a better chance at recognizing body and environmental mechanics at an early age (Donaldson & Hammrich, 2016). Action-reaction, when understood and applied, allows children to move in a safer and more efficient manner to improve fundamental movement skills (Gagen & Getchell, 2008) which can lead to increased sport proficiency later in life (Donaldson & Hammrich, 2016).
Practical Applications
Historically speaking, research has found that Newton’s third law has been difficult for children to grasp and educators to teach. This is rather ironic as children have been experiencing action-reaction principles throughout their entire lives, unaware these scientific and mathematical principles are intertwined in many of the activities they already know and enjoy. As such, practical applications of action-reaction should be developed around body-based directed learning (Donaldson & Hammrich, 2016) and guided movement exploration that allows children to experience Newton’s third law first-hand in an environment and context they understand. Using sport and game as a mechanism to learn, early childhood educators, coaches and physical activity leaders alike are administering and fostering a child-friendly environment conducive to learning (Donaldson & Hammrich, 2016).
The two activities presented below seek to supply educators with an age-appropriate, physical-activity centered approach to educating children on action-reaction principles. This method of instruction affords children the opportunity to acquire the knowledge of force principles involved in and essential to motor skill attainment, movement proficiency, and ultimately, sport competency.
Activity #1: “Newton’s Bounce”
Purpose:
The game “Newton’s Bounce” was developed to provide children aged 6-10+ years an opportunity to learn the principles of action-reaction through object manipulation. In this game, the force of the ball applied against the ground is the action, and the equal and opposite force of the ground generated against the ball is the reaction, with the combined effect of action-reaction resulting in a bounce. In this setting, children can understand by doing and watching - the greater force they generate and exercise on a ball, the larger and/or farther the bounce they will produce. Here, children can physically feel the force being generated and visually see the production and resulting action-reaction through ball bouncing. This game also integrates elements of directionality (bouncing the ball from a variety of angles results in different heights and distances produced), and force production through counter movements (swinging the arms back and then down results in greater force production observed in ball height/distance).
Age: 6-10+ years
Equipment: 5+ Hula Hoops & 5-10 Balls (basketballs, volleyballs or dodgeballs)
Instructions:
- The game can be played on any hard surface where there is adequate room, like a gymnasium or schoolyard court
- The hula hoops are to be laid on the ground a sufficient distance in front of where the children will be standing
- To decide where the hoops should be laid, have the children bounce 2-3 balls in front of them for distance trials
- After one bounce, where the ball lands on the second bounce is roughly where the hoops should be placed
- The hoops can be staggered and spread out in a variety of shapes
- Kids can try a W formation to start, with a hoop laid for each point of the W
- Children can be placed in pairs or small groups to ensure they have optimal participation time and limited wait times
- The goal of the game is to have children bounce the ball on the ground and have it land inside one of the hoops when it lands the second time
- Focus will be on aiming the ball in the right direction, as well as applying enough force to get the ball to bounce high and far enough it will land in a hoop
- Children will throw one ball at a time, waiting for it to land before bouncing the next one
Modifications:
- Children in the earlier developmental phases of bouncing may be struggling to generate enough force to get the ball to land in a hoop after one bounce
- These kids can:
- Implement two bounces instead of one
- Bring the hoops closer to them so there is less distance to travel
- Place the hoops closely together, in a flower shape, providing a bigger target and increase likelihood of success
- Children who have shown skill proficiency and are looking for a challenge should be provided adaptations to keep them interested and enhance their skills
- They can play against their friends:
- Children can stand opposite and across from one another or play against each other on the same side
- Each child will set up 5 hoops in an arrangement they like and their friend try to get their ball to land in one of their friends hoop
- The goal of this is to bounce your ball into your friends’ hoop, collecting points for each ball that lands inside
Activity #2: "Action-Reaction Through Water-Splashin'"
Purpose:
Action-reaction can be difficult for children to understand as physical laws that govern earth can be hard to visualize. Even when walking, it can be hard for children to understand the force they are applying against the ground is in return being applied equally and oppositely back at them by the ground, enabling locomotion. In water, however, children are able to see the results of action-reaction. Here, water acts as a medium where newton’s third law can be physically felt – as children apply force against water from their limbs (action), the water produces an equal and opposite force against them (reaction), resulting in movement. The purpose of this guided-movement activity is to permit children an opportunity to experience action-reaction through body-based learning and acquire foundational knowledge of action-reaction in a physical context.
Age: 6-10+ years
Equipment: N/A - see Modifications section
Environment: Aquatic Centre
Instructions:
- To showcase action-reaction, the physical activity instructor will guide children through a series of movements in the water
- Instructors will have a small group of children, roughly 5 per group, to ensure all children can be watched at the same time
- Children will be in a body of water deep enough & with sufficient space around them in order to:
- Move without bumping into one another
- Allow children to go under water without touching the ground immediately
- The instructor will ask children to do the following while treading water
Arms to the Sky!
- Instructor will demonstrate bringing the arms up from their sides, with palms facing the sky + arms slightly bent
- Arms will come all the way up above the head
- Action: Upward force generated by arms on water
- Reaction: Equal + opposite (downward) force of water on arms
- Result: Child moves downwards submerging under the water
Flap Like a Bird!
- The instructor will demonstrate flapping like a bird:
- Arms start at shoulder height and are brought forcefully down towards their feet (underwater)
- Hands are facing downwards
- Action: Downward force generated by arms on the water
- Reaction: Equal + Opposite (upwards) force of water on arms
- Result: Child is propelled upwards
Clap Your hands!
- The instructor will demonstrate bringing their arms forward in front of them to clap their hands together
- Hands will be positioned thumbs up with arms extended out laterally to their side (underwater)
- Out-stretched arms will be brought forcefully forward and hands will be brought together to clap (remaining underwater)
- Action: Force production from the arms on the water
- Reaction: Force of the water applied back on to the arms
- Result: Child is propelled backwards
Rocket Ship Push!
- The instructor will demonstrate pushing against the wall with their legs like a rocket ship launching off
- Floating on their backs, children will have their:
- Feet pressed flat against the wall with ankles slightly bent
- Knees bent to start with slight bend in the hips
- Children will push off as hard as they can from the wall
- Action: Force production from the legs against the wall
- Reaction: Force of the wall applied back on the legs
- Result: Propelling children in the opposite direction of the wall
Modifications:
Not all children will demonstrate strong swimming proficiency but this does not limit their ability to experience action-reaction. Many modifications can be applied to allow children of all skill levels an equal opportunity to participate. A few modifications that can be applied are:
- Pool Noodles, Floaties & Kick Boards
- These devices will aid in helping children remain buoyant in deeper water, providing added confidence
- Kick boards are great support for children learning to kick off the wall
- Pool noodles and floaties can be supplied to add deep-water confidence while still permitting movement experience
- Move to shallow water
- Children can still practice kicking off the wall & experience action-reaction in an environment they feel safe and confident
- Children can jump in shallow water:
- Action: Generating force from the legs onto the ground
- Reaction: Force of the ground applied back on the legs
- Result: Projecting upwards from the ground
Summary
Action-reaction states that every action has an equal and opposite reaction. This concept is applicable to aspects of movement/motor development, such as locomotion, where children observe the force they exert on the ground returning an equal reactive force back onto them, thus creating movement. Understanding this law is important for both children and childhood educators, as they learn about the reactive forces fundamental to the development of motor skills. However, educators must note that children do not impulsively move with correct forces, thus when explaining this complex concept, it is important to simplify and progress through each developmental stage.
References
Anderson, D. I., Campos, J. J., Witherington, D. C., Dahl, A., Rivera, M., He, M., ... & Barbu-Roth, M. (2013). The role of locomotion in psychological development. Frontiers in psychology, 4, 440. https://doi.org/10.3389/fpsyg.2013.00440
Bredin, S. (2020). Module 4: Developing fundamental movements. Kin 355 Movement Experiences for Young Children, School of Kinesiology, University of British Columbia
Donaldson, J. P., & Hammrich, P. L. (2016). Sports as a Creative Way to Teach Science. International Journal of Curriculum and Instruction, 8(2), 64-72.
Gagen, L., & Getchell, N. (2008). Applying Newton's apple to elementary physical education: An interdisciplinary approach. Journal of Physical Education, Recreation & Dance, 79(8), 43-51. https://doi.org/10.1080/07303084.2008.10598231
Haywood, K., & Getchell, N. (2009). Moving against gravity: Action and reaction. A Life Span Motor Development (5th Edition), 34-35.
Higgs, C., Balyi, I., Way, R., Cardinal, C., Norris, S., & Bluechardt, M., (2020). Developing physical literacy: A guide for children ages 0 to 12. Sport for Life, 1-40. https://sportforlife.ca/portfolio-view/developing-physical-literacy-a-guide-for-parents-of-children-ages-0-to-12/
Savinainen, A., Scott, P., & Viiri, J. (2005). Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating an instructional sequence for Newton's third law. Science Education, 89(2), 175-195.
Wick, K., Leeger-Aschmann, C. S., Monn, N. D., Radtke, T., Ott, L. V., Rebholz, C. E., ... & Munsch, S. (2017). Interventions to promote fundamental movement skills in childcare and kindergarten: a systematic review and meta-analysis. Sports Medicine, 47(10), 2045-2068. https://doi.org/10.1007/s40279-017-0723-1