Course:KIN355/2020 Projects/Galloping
Defining the Concept and Its Importance
Fundamental motor skills are a key factor in success when performing complex motor skills later in life (Jiménez, et al., 2015). As a fundamental motor skill, galloping (which can be described as “an exaggerated slide step composed of a step and a leap” (Bietz, 2011, para. 1) is an essential part of childhood movement development (Iivonen, et al., 2013). Creating an environment that is rich in opportunities for childhood movement experiences encourages the development of galloping and other fundamental motor skills that will be the base of further childhood movement experiences (Wick, et al., 2017). Early development of fundamental motor skills is important not only for physical development, but they also impact overall childhood development (Wick, et al., 2017).
Helping children develop their fundamental motor skills helps to set them up for further success (Wick, et al., 2017). Proficiency in fundamental motor skill is associated with physical activity levels in children (Engel, et al., 2018). Having strong fundamental motor skills provides opportunities for children to engage in physical activity more confidently, and pursue sports and other recreational activities (Engel, et al., 2018). The more physical activity a child engages in, the more they will be able to further their physical and overall development (Wick, et al., 2017). Opportunities to be physically active allow children to develop more complex motor skills, and improve their perceptual, cognitive, and social skills as well (Wick, et al., 2017).
Lack of proficiency in fundamental motor skills may result in lack of confidence when trying new sports or activities due to weaknesses in performance compared to peers with a better grasp of their fundamental motor skills (Jiménez, et al., 2015). Encouraging the development of fundamental motor skills at a young age can help to encourage participation in higher levels of physical activity later on in life (Jiménez, et al., 2015). Physical activity is also a key factor in a healthy lifestyle, so fundamental motor skills are not only important for childhood development, but for long term health as well (Engel, et al., 2018).
Role in Childhood Development and Contemporary Considerations
Without fundamental movement skills such as galloping, childhood development would be negatively affected (Ruiz-Esteban, et al., 2020). If gross motor skills are not mastered, children can experience lifelong difficulties in acquiring more complex motor skills (Ruiz-Esteban, et al., 2020). Not only does the acquisition of fundamental motor skills affect later physical development, they are also correlated with cognitive achievements later in life (Ruiz-Esteban, et al., 2020). Childhood movement experiences allow children to improve their perceptual, cognitive and social skills, as well as their motor skills (Wick, et al., 2017).
Contemporary issues surrounding the development of galloping and fundamental motor skills are mostly to do with environmental factors (Venetsanou, et al,. 2010). Low socioeconomic class negatively impacts the development of fundamental motor skills (Liu, et al., 2015;2017;). This is largely due to the fact that children raised in a low socioeconomic class environment have fewer opportunities for motor skill development (Liu, et al., 2015;2017;). Different activities promote different fundamental motor skills, so children that participate in a wide range of activities will have more opportunities to develop and improve their motor skills (Barnett, et al., 2013;2012).
This lack of opportunity is not confined just to low socioeconomic families (Venetsanou, et al,. 2010). The preschool a child attends (if any) can greatly increase or decrease the opportunities for physical activity and development of motor skills (Venetsanou, et al,. 2010). Preschools that don’t promote or provide a range of appropriate activities that enrich a child’s development can hinder a child’s motor skill acquisition (Venetsanou, et al,. 2010). Structured play has been found to be most beneficial to childhood development of motor skills, but if early childhood educators aren’t aware of this or don’t make it a priority, opportunities for development may be missed (Palma, et al., 2014).
Culture and upbringing can also negatively impact the development of a child's fundamental motor skills (Barnett, et al., 2013;2012). Children that are brought up in a very sheltered environment have less opportunities to develop their fundamental motor skills than children that learn how to do simple tasks by themselves (Barnett, et al., 2013;2012). By helping children to do simple tasks that are appropriate for their age, caregivers can actually be depriving their children of valuable opportunities for learning and development (Barnett, et al., 2013;2012). Cultural norms also affect childhood development (Venetsanou, et al,. 2010). In cultures where children are expected to be quiet, and work independently in learning environments, fundamental motor skills are typically found to be less developed than in cultures that allow loud rambunctious behaviour (Venetsanou, et al,. 2010). Western societies have an expectation that children should be quiet and reserved in learning environments (Venetsanou, et al,. 2010). Although this may benefit the teachers in the learning environment, it does not help to facilitate learning and development for children (Venetsanou, et al,. 2010). Cultures that accept and allow playful, active behaviour that is typical of children see more developed motor skills than cultures that don’t (Venetsanou, et al,. 2010).
Gender stereotypes also play a role in the development of fundamental motor skills (Venetsanou, et al,. 2010). Although there are exponentially more opportunities for girls to participate in sport and physical activity than there were 50 years ago, gender still has an effect on opportunities for motor skill development (Venetsanou, et al,. 2010). Women are typically conditioned from a young age to take on more subdued roles in society and this is still prevalent in society today (Venetsanou, et al,. 2010). Anticipated roles for males and females are projected from a young age and influence the upbringing and expectations for children based on their gender (Venetsanou, et al,. 2010). While there may be more equal opportunities in sport, the quality of those opportunities can still differ based on gender (Loovis, et al., 2003).
Practical Applications
Galloping is an important motor skill to learn because it is a fundamental motor skill that is required to increase the ability of more complex childhood movements. It can be combined with other motor skills to increase confidence in children and therefore be able to pursue sports and other physical activities. Lack of development of galloping in early childhood years can impact the ability of children to acquire more complex motor skills in the future. Listed below are practical recommendations to help develop galloping from initial learners to mature learners. These activities are intended to help childhood educators and grassroots coaches develop galloping in children.
Practical Recommendation 1:
Title: “Copy Cat”
Purpose statement: The purpose of this activity is to introduce the movement of galloping so that it can be combined with other motor skills. The learning of galloping will increase the ability and the participating of more complex physical activities in children. This game will also enhance the communication skill between the teacher and the child as the child can learn from the teacher in the form of demonstrating and feedback. The learning of how to gallop will build confidence so children will be more comfortable when doing complex movements.
Target age: 4-7 year olds. This activity is designed to introduce the skill of galloping to initial learners.
Apparatus/equipment needed and environmental space/set-up: No equipment is needed. A safe flat open space is required such as in the backyard or at the park. Preferably a space where the child has enough room to gallop around where there are no obstacles in the way. This activity is cheap and accessible as it eliminates an contemporary issue of socioeconomic families.
Instructions: The instructions for this game is very simple thus making this gaming very practical to childhood educators who use this information in the real world setting. The teacher will role play as the parent horse and the child will role play as a young horse. The game “Copy Cat” is an activity where children copy the movements of their teacher. The teacher will begin to gallop slowly in a straight line in the open space and the child will follow. At first, the teacher will teach the child how to gallop by demonstrating and will begin slowly using a rocking motion. As the child begins to get better at rocking, the teacher can then tell them to gallop. As soon as the child can gallop sufficiently with decent speed, some modification that are listed below can be implemented. This activity is to be repeated until the child can gallop consistently and with the modifications. After, the child is one step closer to participate in more complex movement activities that will help them in sport.
Modifications: When children are getting more comfortable with galloping in a straight line, you can ask them to change directions such as in a zig zag pattern or curved pattern. Also, you can also modify the speed how fast you can go to make the movement faster.
Practical Recommendation 2:
Title: “Horse and Rider”
Purpose statement: The purpose of this activity is to practice galloping so that it can be more practical in sports. This activity will incorporate movements such as stopping and starting, fast and slow, and include more agility and quicker movements. This will help children practice galloping so that they can use some of these skills in a real life sport scenario. Also, this activity will incorporate other skills important to childhood development such as balance, social skills and depth perception that will help children in future more complex movements.
Target age: 6-10 year olds. This activity is designed to practice galloping in mature learners who can consistently gallop.
Apparatus/equipment needed and environmental space/set-up: A rope or hula hoop is needed to wrap around the child’s waist. Objects are needed such as toys that are stationary to become obstacles. A large outdoor space is required to accommodate all the movement and to give the child enough room to go from one obstacle to another. Also, a stop watch is needed if the teacher wants to record how fast the child can complete the activity.
Instructions: First, obstacles need to be place around in the open space that are far enough away from each other for the child to have enough room the gallop. The teacher will attach the hula hoop or rope around the child’s waist and stand behind the child. The child will act as the horse and the teacher will act as the rider. The child will gallop around the open space going around obstacles directed by the rider. The rider will tell the child to gallop between obstacles that will focus on speed and agility just like in equestrian competition. As the child approaches each obstacle, they will pick the object up and then go to the next obstacle which is directed by the rider until all the obstacles are picked up. When are the all the obstacles are picked up, they will go back to their starting place and a time will be recorded. The child can repeat this to get the best time possible. The quicker the child picks up all the obstacles, the better the galloping will be.
Modifications: Once a child gets good at this, you can modify the course so that obstacles are tighter together so that it forces a more start and stop motion to make it harder. Also, adding more obstacles can improve endurance by prolonging the activity. Finally, the rider could add resistance on the hula hoop or the rope to make the child pull harder and thus improve lower body strength.
Summary
Insert video vignette...as per Section 4 requirements.
References
Barnett, L., Hinkley, T., Okely, A. D., & Salmon, J. (2013;2012;). Child, family and environmental correlates of children's motor skill proficiency. Journal of Science and Medicine in Sport, 16(4), 332-336. doi:10.1016/j.jsams.2012.08.011
Bietz, K. (2011, August 25). Activities on Galloping: Preschool Gross Motor Development. Retrieved October 17, 2020, from https://www.brighthubeducation.com/preschool-crafts-activities/123737-galloping-for-gross-motor-skill-development-activity-ideas/
Engel, A. C., Broderick, C. R., van Doorn, N., Hardy, L. L., & Parmenter, B. J. (2018). Exploring the relationship between fundamental motor skill interventions and physical activity levels in children: A systematic review and meta-analysis. Sports Medicine (Auckland), 48(8), 1845-1857. doi:10.1007/s40279-018-0923-3
Iivonen, K. S., Sääkslahti, A. K., Mehtälä, A., Villberg, J. J., Tammelin, T. H., Kulmala, J. S., & Poskiparta, M. (2013). Relationship between fundamental motor skills and physical activity in 4-year-old preschool children. Perceptual and Motor Skills, 117(2), 627-646. doi:10.2466/10.06.PMS.117x22z7
Jiménez Díaz, J., Salazar Rojas, W., & Morera, M. (2015). Age and gender differences in fundamental motor skills (original version in english). Pensar En Movimiento, 13(2), 1-16. doi:10.15517/pensarmov.v13i2.18327
Liu, T., Hoffmann, C., & Hamilton, M. (2015;2017;). Motor skill performance by low SES preschool and typically developing children on the PDMS-2. Early Childhood Education Journal, 45(1), 53-60. doi:10.1007/s10643-015-0755-9
Loovis, E. M., Butterfield, S. A., & Lee, J. (2003). Throwing development by children in grades K-8: A multicohort longitudinal study. (motor behavior). Research Quarterly for Exercise and Sport, 74(1), A-29.
Palma, M. S., Pereira, B. O., & Valentini, N. C. (2014). Guided play and free play in an enriched environment: Impact on motor development. Motriz : Revista De Educação Física. Unesp, 20(2), 177-185. doi:10.1590/S1980-65742014000200007
Ruiz-Esteban, C., Terry Andres, J., Mendez, I., & Morales, A. (2020). Analysis of motor intervention program on the development of gross motor skills in preschoolers. International Journal of Environmental Research and Public Health, 17(13), 4891. doi:10.3390/ijerph17134891
Venetsanou, F., Venetsanou, F., Kambas, A., & Kambas, A. (2010). Environmental factors affecting preschoolers’ motor development. Early Childhood Education Journal, 37(4), 319-327. doi:10.1007/s10643-009-0350-z
Wick, K., Leeger-Aschmann, C. S., Monn, N. D., Radtke, T., Ott, L. V., Rebholz, C. E., . . . Kriemler, S. (2017). Interventions to promote fundamental movement skills in childcare and kindergarten: A systematic review and meta-analysis. Sports Medicine (Auckland), 47(10), 2045-2068. doi:10.1007/s40279-017-0723-1