Course:KIN355/2020 Projects/Climbing
Defining the Concept
Climbing can be defined as moving oneself upwards with the use of your hands and feet (Climb, n.d.). It is a gross motor skill as it requires the use and coordination of multiple large body parts (Tomchek & Schneck, 2006). Climbing is one of the fundamental movement skills that all children should learn to master.
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Cognitive and Locomotor Skills:
It is a locomotor skill as well because it focuses on movement of your own body across a surface rather than manipulating an object (Vameghi, Shams, & Dehkordi, 2013). It is gained by progressing up to crawling and then to walking. Climbing is a crucial skill for all those working with children to understand. It aids in developing sensory-motor, fine- motor, gross motor, and cognitive skills (BabySparks, 2019). Climbing requires a child to have good balance and coordination, as they must use multiple body parts simultaneously in order to perform the skill successfully. They must also be able to balance on some body parts while moving others. For instance, this could require the child to be able to stand on one leg which works on their developing their balance (Strickland, 2020). In this sense, climbing will help to develop these skills for all kinds of activities.
Locomotor Examples: Balance skills, increased pulling and gripping strength, coordination of large muscle groups, simultaneous (and opposite) movement patterns, etc.
Cognitive Examples: Spatial awareness, risk stratification, critical thinking, problem solving, etc.
Climbing also helps children to develop cognitive skills such as spatial awareness and problem solving (University of North Florida, 2015). These are important skills that are used in every day life. A study done at the University o North Florida found that participating in climbing activities improves a child’s working memory (2015). Since climbing is a gross motor skill, it helps children to develop many large muscle groups. For instance, pulling oneself upwards with your arms builds upper body strength in arms, shoulders, and hands (Strickland, 2020). Also, stepping up with your legs builds lower body strength. Climbing is a part of the physical education curriculum in many schools which proves that educators believe it is important for the physical and mental development of children. Schools use climbing activities to facilitate muscular strength development in students (Health and Physical Education, 2019). It is also used in physical education classes to develop muscular endurance (Prince Edward Island Department of Education and Early Childhood Development, 2011). Many types of climbing could be classified as risky play such as climbing trees, rocks, fences, or ladders. In a study done by Gull, Goldenstein, and Rosengarten, it was found that climbing trees had many positive affects on children (2018). They found that children resiliency had a positive correlation with tree climbing.Those children that climbed trees gained critical thinking skills, perseverance, and confidence. A survey done in the study found that 85% of parents stated that climbing trees had a moderate or high effect on these categories (Gull, Goldenstein, & Rosengarten, 2018). Climbing is important for developing the physical, mental, and emotional health of children and it is critical that all those working with children are successfully facilitating the acquisition of it from the earliest stages onwards.
Role in Childhood Development and Contemporary Considerations
Climbing is an important fundamental movement skill for children to develop. It plays a critical role in the development of the child both physical and mentally. Children will progress from crawling up stairs, to climbing up stairs on two feet, to eventually climbing ladders and other vertical structures. This progression occurs in the early stages of childhood and should be developed properly in order for children to gain muscular strength and coordination. As it is a gross motor skill, climbing is helps children to understand and perform bigger movements more effectively.
Early childhood educators should be aware of the progressions towards being proficient at climbing and should provide activities to facilitate them(see activities below for examples).
Climbing allows children to be proficient at performing bilateral movements. This will help them become better at every day movements such as walking up and down stairs, or even running on flat ground. It is a skill that allows for the development of coordination and balance. Climbing also develops the muscular strength of children. In one study, it was shown that children who participated in a climbing program had a significant increase in upper body strength over the course of a few weeks (Balas et. al., 2018). It was also concluded that participating in climbing led the children to improve their grip strength and muscular endurance. For school aged children, climbing activities should be facilitated in physical education classes in order to not only develop it as an individual skill, but to also allow the children to gain the other physical benefits it provides. For instance, in many provinces climbing is included in their curriculum as a way to improve muscular strength and endurance in children. As climbing can be quite tiring, learning how to complete the movements proficiently and efficiently is very important. Through climbing, children will learn how to move their body in the most effective way in order to minimize energy expenditure.
Climbing has been shown to provide mental development as well. Studies have shown that children who climb objects will see an improvement in their cognitive abilities. Specifically, a study done by the University of North Florida found that due to the unpredictability of climbing different objects and the adaptability that is required in order to be successful, climbing improves the working memory of children (2015). Participating in climbing develops confidence and emotional stability in children, both of which are crucial things that will benefit them throughout their lives.
One of the contemporary issues that may impact a child’s ability to participate in climbing activities is the fact that it could often be considered risky play. Children who may not be as adventurous or who’s parents may be a little more protective might not have opportunities to engage in this type of play. A study done by Gull, Goldenstein, and Rosengarten investigated whether or not the risks associated with climbing trees outweighed the rewards (2018). They found that it overwhelming did, but that it was important for parents, educators, or whoever is supervising the child to provide some guidelines or support to the children in order to minimize risks (Gull, Goldenstein, & Rosengarten, 2018). For instance, telling the child to maintain three points of contact will lessen their chance of falling. Another issue is the lack of access to natural climbing structures. Many parks and schools have rules in place that prohibit children from climbing trees, so these children must have access to some sort of playground structure if they are going to develop this skill. Children who do not have access to natural climbing structures such as trees, may miss out on some of the benefits that can be gained from climbing (Fjørtoft, 2004). For instance, there may not be as much cognitive development happening when climbing on a ladder at a playground because there isn’t much unpredictability. In order to combat this, playgrounds should include climbing structures such as rock walls which have more variability, or parents and teachers should allow for children to climb natural objects. A study done by Fjørtoft also concluded that children that played in a natural environment showed a significant increase in fitness levels when compared to those playing in playgrounds (2004). One main impact of this is that depending on where they live and what they have access to, some children might not be able to become as proficient in climbing as others. This is important for coaches and educators to understand so that they can attempt to provide these environments or experiences to children at an early age.
Practical Applications
Due to the considerations of risky play there may be some incentive for individuals to take precautions when training in this way. It may be helpful to "train" for climbing in ways that do not involve as many environmental risk factors; it is still possible to simulate many of the same movement patterns and use the climbing specific muscle groups in other activities.
For example here are two games that could train many of the same muscle groups, and increase cognitive load the way climbing does.
Game #1: Flip It!
The purpose of this activity is to facilitate critical thinking and quick cognition during activity; Climbing demands full attention from our brains and we do lots of problem solving and split second decision making during a climb. Thus this game is set up to re-create some of those settings but in a new and less risky way.
Target ages: 7 - 15
Equipment needed
- 2-3 different colors of tape
- A large space, at least 2 x 6 meters
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Facilitator instructions: Using 3 variations of tape markers, create a map of “hand and foot holds” along the ground along which your participants will have to crawl on all 4 limbs. In order to create the Map, it would be helpful to use indoor Bouldering and Climbing wall layouts as a reference. (We are "flipping" the climbing course from the vertical wall to the horizontal ground, that's why we call this game Flip It!)
- Be sure to lead a warm up for the participants so that their shoulder and hip joints are ready to move!
Participant instructions: Move across the Map as fast as you can without touching any other areas (only touching your assigned tape color the whole way across)
- Warm up the shoulders and hips.
- Start in a Downward Dog position then Crawl! (with all 4 limbs being used to crawl)
- You can only place your feet and hands on the tape color that is assigned to you.
Modifications
For those with shoulder injury or those without the strength to crawl; Hopping from on “hold” to the next is a good way to still get some exercise in while practicing our rapid cognition and decision making! In other words; Hop across the map while “The floor is Lava, the tape is safe space”.
Rationale
This game is designed to facilitate both physical strengthening and cognitive practice in rapid decision making. Due to the body positioning of the activity the participant will work their shoulders, back, hips, lower legs, and neck throughout the entire game. As for cognition the participant (just like in real climbing) is choosing their own path from a series of possible options; they are practicing small but fast decision making. All of the skills practiced here in this game directly translate to better climbing capability for participants.
Game #2: A-Maze-Bars Challenge
The purpose of this game is to encourage rapid decision making as well as increasing grip and upper body strength. This game was particularly designed for facilitators that have access to a playground in their area (teachers, coaches, after-school programmers, parents, etc.)
Target age: 5-10
Equipment needed:
- Monkey bars on a playground, some open area near the playground
Facilitator instructions: Using cones or tape, create 1-2 small Maze type obstacle courses for the participants that lead into the entrance to the monkey bars on the playground.
- Be sure to have participants warm up their legs and shoulders before starting.
Participant instructions: Race through the maze course and then swing across the monkey bars; Find the best route possible and get across the course!
Modifications: For those who cannot complete the monkey bars portion are challenged to simply do a static hang from the bars for as long as possible; with the goal of increasing muscular strength over time. For the Maze portion, participants should be encouraged to find the optimal path and then try to do it as fast as possible. In both cases the outcomes are still in line with the goals of our activity; namely to increase muscular strength and to practice rapid cognition in an activity setting.
Rationale: This game was designed to be very accessible to many facilitators and parents. This game facilitates both physical strengthening and cognitive practice in rapid decision making. Due to the body positioning of the activity the participant will work their forearms, shoulders and upper back as well as the biceps and abdominals to a large extent. As for cognition the participant (just like in real climbing) is choosing their own path from a series of possible options; they are practicing small but fast decision making. All of the skills practiced here in this game directly translate to better climbing capability for participants.
Summary
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References
BabySparks. (2019, May 22). Climbing: Why this Impressive Skill is Good for Your Child. Retrieved October 17, 2020, from https://babysparks.com/2019/05/22/climbing-why-this-impressive-skill-is-so-good-for-children/
Baláš, J.,Strejcová, B., Maly, T., Malá, L. &Martin, A.J. (2009). Changes in Upper Body Strength and Body Composition after 8 Weeks Indoor Climbing in Youth. Journal of Isokinetics and Exercise Science, 17 (3), 173 – 179.
Climb. (n.d.). Retrieved October 17, 2020, from https://www.dictionary.com/browse/climb?s=t
Fjørtoft, I. (2004). Landscape as Playscape: The Effects of Natural Environments on Children's Play and Motor Development. Children, Youth and Environments, 14(2), 21-44. Retrieved October 18, 2020, from http://www.jstor.org/stable/10.7721/chilyoutenvi.14.2.0021
Gull, C., Goldenstein, S., & Rosengarten, T. (2018). Benefits and Risks of Tree Climbing on Child Development and Resiliency. International Journal of Early Childhood Environmental Education, 5(2), 10-29
Health and Physical Education. (2019). Ontario: Queen’s Printer for Ontario. Retrieved October 17, 2020, from http://www.edu.gov.on.ca/eng/curriculum/elementary/2019-health-physical-education-grades-1to8.pdf
Prince Edward Island Department of Education and Early Childhood Development. (2011). Prince Edward Island Physical Education Curriculum. Retrieved from http://www.gov.pe.ca/photos/original/eecd_physed_k-6.pdf
Scott D. Tomchek, Colleen M. Schneck, in Hand Function in the Child (Second Edition), 2006
Strickland, E. (2020). Physical Development: Swing, Slide, & Climb! Retrieved October 17, 2020, from https://www.scholastic.com/teachers/articles/teaching-content/physical-development-swing-slide-climb/
University of North Florida. (2015, July 29). Climbing a tree can improve cognitive skills, researchers say. ScienceDaily. Retrieved October 18, 2020 from www.sciencedaily.com/releases/2015/07/150729102407.htm
Vameghi, R., Shams, A., & Shamsipour Dehkordi, P. (2013). The effect of age, sex and obesity on fundamental motor skills among 4 to 6 years-old children. Pakistan journal of medical sciences, 29(2), 586–589. https://doi.org/10.12669/pjms.292.3069