Course:KIN355/2020 Projects/Force Creation: Keeping Striking Position Firm

Defining the Concept and Its Importance

The basic concept of force creation refers to how force is produced through the transfer of energy (Bredin, 2020). In this case, through a striking movement. Along with learning how to strike, children need to develop a firm striking position. It is one of the movement patterns in the striking movement, which is when a body part or piece of equipment is used to hit an object (Gabbard, 2018). This specific concept is defined as a child’s ability to keep their position firm before striking an object (Bredin, 2020). There are several factors that can hinder kids from keeping their striking position firm like holding an object that may be too big, too large or too heavy for them to hold it in position (Gabbard, 2018).

One of the seven principles of force production is having a firm striking surface. By keeping the limbs firm that are performing the strike, it enables more force to be generated to that object (Bredin, 2020). This is crucial to decrease force absorption, which is when the force of impact is weakened (Bredin, 2020). The main purpose is to generate force, but with a bad striking position, not enough will be created to push the object far away. There are also three movement principles that occur: stability, production of force and force direction. Stability is when the feet are planted to act as a stable base and the knees are bent for a lower center of gravity (Surrey Schools, n.d). Production of force is when you fix your form to create maximum force on the object (Surrey Schools, n.d). Depending on where you hit the object, that force will result in the direction it will go. For example, if a ball is hit in the middle the force will direct it in a straight line (Bredin, 2020). These are all key principles to develop a firm striking position for sports that use implements like tennis and baseball.

This is important for children to learn because by not being exposed to this movement early, they will not be able to do harder and more complex tasks (State of Victoria, 2018). If a child will be using a bat to hit an object, they need to be able to have enough strength to hold the object. They also need to be holding it properly so the maximum amount of force can be placed upon the object at the strike. For instance, if a child is using a tennis racket and their wrist is loose and not firm, they cannot generate enough force to hit the ball over the net. By doing activities that involve holding a striking position, children will develop better hand-eye coordination by focusing on a single object (Sport Singapore, 2016). Through the aid of educators and coaches, and the time spent practicing a firm striking position, young children can effectively learn and develop advanced skills that build upon this basic foundation.

Role in Childhood Development and Contemporary Considerations

Being able to develop a firm striking position at a young age will be beneficial for some sports children play in. By knowing how to properly handle implements, kids will be able to make proficient strikes with a great amount of force, resulting in a qualitative change over time. Starting from the initial striking position and advancing to the mature stage. Buszard et al., (2016) found that by scaling the size of tennis rackets to fit children, it became easier for them to use and perform proper striking technique. Early childhood educators, teachers, or grassroots coaches should look into this study to allow an easier learning experience and better development for the kids. Teaching the proper biomechanics allows for efficient moves and can lower the risk of injury (Physiopedia, 2020). For example, by having too much wrist movement for backhand tennis swings, players can get extensor tendinopathy, or in layman's terms, tennis elbow (Physiopedia, 2020). Thus, observations by educators and coaches can ensure kids do not create bad techniques that will be harder to fix when they get older. However when teaching, they need to make sure they are not overstepping (Sport NZ, 2014). They should remember that all kids are different, some may already be advanced, while others will take some time (Sport NZ, 2014). Luckily, there are many activities that kids can do to better their striking position, starting with something more beginner like tee-ball, all the way to a full ball hockey scrimmage (Surrey Schools, n.d).

Unfortunately, there are some contemporary issues that get in the way of childhood development. Hewes (n.d) discusses the shift to prioritize academia, overprotective parents and the addictive nature of technology. The lack of exposure disadvantages them because there is a window of opportunity to learn basic fundamental motor skills. Creating multi-sport programs in early childhood centers can help stop this. If kids start late, they will not be performing the appropriate skills for their age. Barnett et al., (2009) found that kids who have proficient motor skills, are more likely to continue their physical activity throughout adolescence. By learning at a young age how to properly use implements, it may increase self-esteem to pursue certain sports based on their enjoyment and satisfaction of being able to complete that action. On the other hand, if a child has difficulty learning, they may deter from wanting to pursue it further, never reaching the mature stage. It is also important to note that the individual in charge of the children might not have experience teaching fundamental motor skills. Gagen & Getchell (2006) explained how educators need to be able to teach appropriate activities that enables kids to partake in different movements. The games need to allow kids to develop, be inclusive, as well as be enjoyable.

It is important that those in charge need to know how to teach children with intellectual disabilities. Westerndorp et al., (2011) found that the children had lower motor skill proficiency and struggled with complex movement sequences. The more limbs needed to perform the movement, the harder it was for them to execute. Educators should take their time with them and be supportive so the kids will not express frustration. However, the children did have high object-control skills, meaning their satisfaction with their skills may have had an effect in joining ball sports (Westerndorp et al., 2011). Therefore, giving extra training can help improve their development and hopefully result in continued physical activity as they grow. Accommodations should be made to facilitate inclusivity and safety. While it is good for kids to learn this position, another issue to be aware of is sport specialization. Specializing at a young age can cause negative effects like overuse injuries and burnout (Smucny et al., 2015). For example, by specializing in badminton or softball, kids will be repeating the same sport-specific skills instead of creating a large foundation of basic skills that can be used for all sports. When they are older, they will be limited to only a few recreational or competitive physical activities.

Lastly, it is important to bring up socioeconomic status. Those in lower income areas do not have the same access to physical activity as other kids. Whether it be a lack of resources or a dangerous environment, their fundamental skills will be minimal, affecting how their movement develops with age. If fundamental movement skills are like building blocks for movement, not having the opportunity can be detrimental (Cohen et al., 2014). This can lead to a sedentary lifestyle and obesity because of the lack of exposure and not knowing how to perform certain movements (Cohen et al., 2014).

Practical Applications

Creating force while in a striking position is integral to a child’s development and can be improved through different activities that children often engage in at younger ages. Two activities that an early childhood educator, elementary school teacher, grassroot coach, or physical education teacher could utilize to improve children’s ability to accurately produce force while in a striking position include Ready, Aim, Fire and Tee Hitting.

Ready, Aim, Fire is a game introduced to improve the participants’ aim when different targets are in play while practicing proper striking position. This activity is ideal for children between the ages of three and eight year olds ("Ready, Aim, Fire", n.d.). To play Ready, Aim, Fire, different markers to indicate targets such as cones and hoops are required, as well as different items for participants to throw such as beanbags or various balls. A large, outdoor or indoor space is ideal to ensure a variety of targets and that all participants are safe throughout the entirety of the game ("Ready, Aim, Fire", n.d.). To play, participants will first practice throwing their chosen object at the target with the coach reminding participants of proper striking position. After several practice throws, the participants will enter their “striking stations”, which are just areas where each participant will stand to throw, and prepare to throw. On the command “ready, step, & fire”, children will aim and fire at the target. Each participant will have several items to throw during one round, and then they will head out to recover their items at the end of the round ("Ready, Aim, Fire", n.d.). Modifications such as changing the object thrown to either lighter or heavier objects to change the difficulty as well as changing the size and distance of the targets to allow for different force control can be made to accommodate the participants ("Ready, Aim, Fire", n.d.).

Tee hitting originated as a drill used in tee-ball, which is understood as a simplified version of baseball (“Tee-Ball Rules”, n.d.). Tee-ball involves hitting a ball off a stationary tee, which therefore allows children to hit the ball more successfully while developing their striking skills (“Tee-Ball Rules”, n.d.). Tee-hitting allows participants to properly aim their bat at the ball, and practice their swing from the beginning to the follow through, which therefore, with practice, allows children to practice more control and a firmer position when striking and as a result, control their force generation (“Tee Ball Drills: Tee Hitting”, 2020). Because tee-ball is typically played by younger children, participants from four to six years old are the most suitable for this activity (“Tee Ball Drills: Tee Hitting”, 2020). To practice tee-hitting, tees, bats, and any small balls such as tee balls or baseballs, helmets and other appropriate clothing is required. The space required to facilitate this program includes a wide, open space so that participants have enough area to work and to ensure no injuries. To begin, participants will be split into different teams and will line up at different tees. They will then practice their half swings up until the moment they make contact with the ball to familiarize themselves with the striking action. After the participants are more aware of how their swing will feel, the proper hitting techniques will be reviewed by the coach with each child, including proper hand grip, the proper stance when striking, and other striking fundamentals. The child will then swing hard and hit the ball while remembering to watch the ball the whole time, which allows the child to practice proper control of their swing and therefore also control the force they exert onto the ball. Modifications include utilizing different balls to change the difficulty of the activity, as well as changing the environment, such as either hitting the ball into a net or fence so that the activity is more suitable for the participants and will allow the correct amount of difficulty for improvement.

Summary

Force creation refers to how force is produced through the transfer of energy (Bredin, 2020).By teaching a child to keep a striking position firm a child can more efficiently transfer and utilize force into an object. Firm limbs as well as a firm striking surface increase this success. To increase an efficient transfer of force when striking, a child requires an object that is an appropriate size and weight. When striking with a firm position a child will experience stability, production of force and control over the direction of force. These techniques can increase success in later sports and life.

References

Barnett, L. M., van Beurden, E., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2009). Childhood motor skill proficiency as a predictor of adolescent physical activity. Journal of Adolescent Health, 44, 252–259.

Bredin, S. (2020). Module 4: Developing fundamental movements. KIN 355 Movement Experiences for Young Children. School of Kinesiology, University of British Columbia.

Buszard, T., Reid, M., Masters, R. S., & Farrow, D. (2016). Scaling tennis racquets during PE in primary school to enhance motor skill acquisition. Research Quarterly for Exercise and Sport, 87(4), 414-420.

Cohen, K. E., Morgan, P. J., Plotnikoff, R. C., Callister, R., & Lubans, D. R. (2014). Fundamental movement skills and physical activity among children living in low-income communities: A cross-sectional study. The International Journal of Behavioral Nutrition and Physical Activity, 11(1), 49-49. doi:10.1186/1479-5868-11-49

Gabbard, Carl P. (2018). Lifelong Motor Development (7th ed.), Philadelphia, PA.: Wolters Kluwer

Gagen, L. M., & Getchell, N. (2006). Using ‘constraints’ to design developmentally appropriate movement activities for early childhood education. Early Childhood Education Journal, 34(3), 227-232. doi:10.1007/s10643-006-0135-6

Hewes, J. (n.d.). Let the children play: Nature's answer to early learning. Canadian Council on Learning. Located at: http://www.child-encyclopedia.com/sites/default/files/docs/suggestions/let-the-children-play_jane-hewes.pdf

Physiopedia. (2020, October 15) Biomechanics In sport. Retrieved October 18, 2020, from https://www.physio-pedia.com/index.php?title=Biomechanics_In_Sport&oldid=254369.

Ready, Aim, Fire (striking). (n.d.). Retrieved from https://kiddo.edu.au/activities/ready-aim-fire-striking

Smucny, M., Parikh, S. N., & Pandya, N. K. (2015). Consequences of single sport specialization in the pediatric and adolescent athlete. Orthopedic Clinics of North America, 46(2), 249-258. doi:10.1016/j.ocl.2014.11.004

Sport NZ. (May 18, 2014). Developing fundamental movement skills: Introduction. Retrieved October 15, 2020, from https://sportnz.org.nz/media/2052/developing-fundamental-movement-skills-manual-introduction.pdf

Sport Singapore. (2016, November 16). Two-handed sidearm striking. Retrieved October 15, 2020, from https://www.myactivesg.com/read/2016/11/object-control-skills.

Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(2), 209-217. doi:10.1007/s10803-009-0854-9

State of Victoria. (2018). Fundamental motor skills: An activities resource for classroom teachers. Retrieved October 15, 2020, from https://fusecontent.education.vic.gov.au/6f9265d9-afef-4a9a-9228-05a039225985/fmsactivityresource.pdf

Surrey Schools. (n.d.). Striking with an implement. Retrieved October 15, 2020, from https://www.surreyschools.ca/phe/FMS/Pages/default.aspx.

Tee Ball Drills: Tee Hitting. (2020). Retrieved from https://www.littleleague.org/university/articles/tee-ball-drills-tee-hitting/

Tee-Ball Rules. (n.d.). Retrieved from https://www.rulesofsport.com/sports/tee-ball.html

Westerndorp, M., Houwen, S., Hartman, E., & Visscher, C. (2011). Are gross motor skills and sports participation related in children with intellectual disabilities? Research in Developmental Disabilities, 32. 1147-1153. doi: doi:10.1016/j.ridd.2011.01.009