Course:KIN355/2020 Projects/Catching
Defining the Concept and Its Importance
Fundamental motor skills (FMS) are the building blocks necessary for the development of more complex skills and motor patterns required for participation in sport and recreational activities (Balali, Parvinpour, & Shafizadeh, 2020). These complex skills and patterns can be observed in catching; a manipulative FMS that involves controlling an airborne object with the hands and arms (Butterfield & Loovis, 1993). Sports that involve object control, like basketball for example, require that the object (ball) must first be caught before it can be manipulated. It is for this reason that catching is a prerequisite for success in many team sports involving mature perceptual-motor skills and spatiotemporally coordinated actions (Parvinpour et al., 2020).
Although it is commonly observed, catching is considered to be one of the most difficult skills to develop and master (Drost, Brown, Wirth, & Greska, 2015). Unlike other movement patterns that involve only motor components, catching requires visual feedback and perception on top of motor coordination and movement (Licara et al., 2018). As described by Licara et al. (2018), catching relies on the ability to integrate visual spatial and temporal awareness in conjunction with executing gross and fine motor commands to intercept an approaching object at the right time. Further, children must predict an objects flight path, control their posture and positioning while organizing and initiating the movement of body segments to prepare for catching (Licara et al., 2018). Young children typically begin exhibiting this skill with two hands and slowly start to display coordination through multi-joint movement patterns and the ability to move in different directions (Balali, Parvinpour, & Shafizadeh, 2020).
Given the difficult nature of this skill and the fact that FMS development has been found to be the most sensitive during early childhood years (Parvinpour et al., 2020), it is imperative that young children are provided sufficient opportunities to blossom this manipulative skill. These early years should be a major focus point for instructors, as it has been reported that development of manipulative skills within primary school children is strongly associated with physical activity and organized sport in adolescent years (Balali, Parvinpour, & Shafizadeh, 2020). In addition, FMS mastery has been associated with a more active lifestyle, as well as physical, cognitive and social development during childhood (Parvinpour et al., 2020). Providing young children opportunities to develop motor skills like catching is critical for long-term health and well-being (Bredin, 2020).
In its purest and most preliminary phase, catching is witnessed in young children within many forms of play including social, physical, functional, outdoor and co-operative play (Bredin, 2020). While it is important to develop foundational skills that can provide the groundwork for sport specific skills demanded at an older age, these forms of play are crucial for fostering positive movement experiences within young children. It is clear that the ability to catch, even in its most basic form, allows young children to participate in an array of play forms and is a FMS that facilitates play across all ages.
Role in Childhood Development and Contemporary Considerations
Despite the fact that catching is a manipulative skill required for success within countless sports and recreational activities, it is still one of the most poorly developed FMS observed in children (Drost et al., 2015). This insufficient development differs across gender and age, as research conducted by Butterfield and Loovis (1993) found that mature catching patterns have been acquired by 60% of boys between the ages of 7.5-8, but only by 40% of the girls by that age. These differences in gender may be influenced by participation opportunities in sport and activities that can shape the development of specific skills like catching (Butterfield & Loovis, 1993).
Regardless of gender, it is difficult to distinguish one specific reason why children collectively struggle to acquire this skill. This lack of proficiency may be caused by under-developed gross and fine motor skills, as well as possible visuomotor deficits (the process of integrating visual information to direct and control movement) (Licara et al., 2018). Additionally, instructors typically try to teach catching and throwing alongside one another, which often results in insufficient development of both (Drost et al., 2015). Successful growth of FMS is believed to rely on a developed central nervous system (CNS), as it’s responsible for controlling movement in motor systems and contributes to balance and coordination (Balali, Parvinpour, & Shafizadeh, 2020), which has been an effective predictor to FMS achievement (Butterfield & Loovis, 1993).
If these impairments are not addressed at an early age, involvement in physical activity and sport may be gravely affected. Studies have shown that failure to develop FMS can act as a barrier preventing participation in individual and team sports later in life (Parvinpour et al., 2020). Moreover, the inability to execute essential motor skills like catching can have adverse effects on social and psychological well-being of children, contributing to the disinterest of sport and other forms of physical activity, as observed with children that suffer developmental coordination disorder (Licara et al., 2018). For these reasons, it is clear that establishing a strong foundation for catching early on is a vital component in children’s long-term sport participation.
To address any developmental delays or obstacles, developmental sequential steps must be clearly identified and recognized by health practitioners in order to correct technical errors and supply simple solutions to help children reach their next motor milestone.
Children in the emerging phase of catching are commonly observed using other body parts like the chest or head to aid in trapping an object. In addition, these individuals typically don’t move their feet toward the object, close their hands too early and turn their head away from the object with closed eyes (Kiddo, 2020). As the skill progresses and children move into the developing phase, they will start to demonstrate a wide base of support within their lower body, hands that adjust to the height of the object with elbows that are bent to absorb force and track the object during its entire flight phase (Kiddo, 2020).
Children that have reached the acquired skill phase begin moving to catch the object, start catching with one hand and catch objects at greater speed and distance with relaxed fingers and hands (Kiddo, 2020). As catching begins to mature to an accomplished skill status, children will exhibit relaxed and cupped hands to catch objects, have their feet move to line up the body and display more agility and confidence within their movements (Kiddo, 2020).
Unfortunately, maturation and mastery of skill doesn’t develop automatically and requires environments conducive to learning catching patterns (Bredin, 2020). Evidence indicates that FMS can take between 240-600 minutes of instruction to teach children the correct form (Physiopedia, 2020). As such, it is imperative that coaches, teachers and other practitioners are aware of the different developmental sequences’ children progress through – based off of age, gender and previous experiences – in order to adjust task constraints and environments to provide children a chance to thrive in their catching development (Bredin, 2020).
Since this intricate and beneficial skill can be difficult to master and develop at a young age, it's important instructors understand the significant correlation between catching and long-term healthy behaviours in children and ensure adequate time is allocated to teaching the foundations of catching.
Practical Applications
First, it is fundamental to understand where the majority of children you are working with are in their developmental stage of catching to ensure the games assigned are developmentally appropriate (Bredin, 2020). You may use age range as a reference, in order to choose games that promote further development of manipulative catching skills. Given that there are four stages of catching: emerging, developing, acquired, and accomplished phases, it is of great benefit to familiarize yourself with what differentiates these skills – as described above –before assigning games. Here are a few examples of games that target different developmental stages of catching to promote progression of the FMS.
Bouncy Ball Bananza
Purpose: To encourage young children to practice their emerging catching skills, setting the stage to enter into the developing phase. Children are encouraged to use two hands and familiarize themselves with catching while their eyes are open. The purpose of this game is to increase the time young children spend catching so they may familiarize themselves with the emerging manipulative task.
Ages: 3 to 4 years old
Apparatus: Multiple large bouncy balls, multipurpose space/gymnasium, cones, timer
Instructions: The game will be set up in the middle of the gymnasium with cones marking off a giant circle. This game can be played by up to thirty kids with allowance of space and equipment. All the children will be given a ball and will be instructed to stay within the cones and bounce and catch their own ball three times before they are allowed to leave the circle and sit on the outside edges of the cones. Children should be encouraged to bounce their ball vertically and catch their ball with two hands. After their three catches they should sit and wait for the rest of the kids to finish before the buzzer is up. Children will be given three minutes to complete the task, every round that the children complete their task and sit down before the buzzer, they must increase the number of bounces they need to complete, by one, in the next round, before they are allowed to sit down. The game is designed to start at the most basic level, allowing plenty of time for children of different experiences to catch the ball and sit down in the allotted time frame. This is designed so that all children feel included and not left out if they require more time than average in the task. The progression as an option, allows children who are more advanced the opportunity to spend more time catching. Whoever advances to the highest amount of catches within the three minute time period wins!
Modifications: Children who are having a hard time catching the ball, should be given a larger bouncy ball to work which increases surface area and makes it easier for the child to catch.
Wall Ball
Purpose: To encourage children to progress their catching skills from acquired to accomplished stages. This game requires more advanced catching skills; you must move your body towards the ball, cradle the ball to absorb the force, and at certain times it may be beneficial to catch the ball with one hand. The more advanced a child is within an acquired to accomplished catching phase, the greater chance they will have at winning the game.
Ages: 7 to 10 years old
Apparatus: tennis ball, an outside space with a wall
Instructions: This is a great game to encourage children to play during recess time. It ideally requires a minimum of three participants to a maximum of ten participants and is easy to set up as the equipment needed is minimal. Players must stand a minimum of three meters away from the wall. The players throw the ball at the wall and then they must catch the ball after it bounces back. If a player attempts to catch the ball or touches it and they miss, they must run and touch the wall before someone retrieves the ball and throws it back towards the wall. If the ball hits the wall before the player is able to touch the wall with their hand, they receive a strike. Three strikes and you will be eliminated from the game until the next game is played. Last player standing wins!
Modifications: If children are having a hard time playing the game smoothly, you may decrease the minimum distance from the wall they must stand. For example allowing them to stand two meters away instead of three meters. This decreases the amount of force required to throw the ball and the force to absorb as they catch.
Summary
Catching is a fundamental motor skill that is used in various sports. This skill is taught at a young age to help learn this multi-faceted movement. It is recommended that children practice this skill at a young age as it uses many moving body parts to execute the skill. Although there is great emphasis on this skill, it is one of the less practiced skills, which gives them more reason to practice it due to lack of physical activity. Games in the classroom that facilitate this movement are recommended, such as Wall Ball or Bouncy Ball Bonanza.
References
Ament, K., Mejia, A., Buhlman, R., Erklin, S., Caffo, B., Mostofsky, S., & Wodka, E. (2015). Evidence for specificity of motor impairments in catching and balance in children with autism. Journal of autism and developmental disorders, 45(3), 742-751.
Balali, M., Parvinpour, S., & Shafizadeh, M. (2020). Effect of motor development levels on kinematic synergies during two-hand catching in children. Motor Control, 1(aop), 1-15.
Bredin, S. (2020). Module 4: Developing fundamental movements. Kin 355 Movement Experiences for Young Children, School of Kinesiology, University of British Columbia
Butterfield, S. A., & Loovis, E. M. (1993). Influence of age, sex, balance, and sport participation on development of throwing by children in grades K-8. Perceptual and motor skills, 76(2), 459-464.
Catching. (2019). Retrieved October 20, 2020, from https://kiddo.edu.au/skills/catching
Drost, D. K., Brown, K., Wirth, C. K., & Greska, E. K. (2015). Teaching Elementary-age Youth Catching Skills Using Theoretically Based Motor-development Strategies. Journal of Physical Education, Recreation and Dance, 86(1), 30-35.
Fundamental Motor Skills and Sports Specific Skills. (2020). Retrieved October 20, 2020, from https://www.physio-pedia.com/Fundamental_Motor_Skills_and_Sports_Specific_Skills
Licari, M. K., Reynolds, J. E., Tidman, S., Ndiaye, S., Sekaran, S. N., Reid, S. L., & Lay, B. S. (2018). Visual tracking behaviour of two-handed catching in boys with developmental coordination disorder. Research in Developmental Disabilities, 83, 280-286.
Parvinpour, S., Shafizadeh, M., Balali, M., Abbasi, A., Wheat, J., & Davids, K. (2020). Effects of developmental task constraints on kinematic synergies during catching in children with developmental delays. Journal of motor behavior, 52(5), 527-543.