Course:KIN355/2020 Projects/Horizontal Jumping
Force creation and stability at the time of projection
Defining the Concept and Its Importance
Throughout the developmental stages in a child’s life new movement skills are acquired; their genetics, biomechanical, behavioural, environmental and neurological factors all interact, playing a role in the changes we observe (Chan-Viquez et al., 2020). In order to have successful movements throughout one’s active life, an important movement skill that should be focused on during this time period is known as locomotor skills. Locomotor skills are the basic motor skills that are required when individuals are transporting the body from one space to another; including the stage where the body is projected upwards (Bredin, 2020).
Horizontal jumping is an important local motor skill where both feet are propelled off the ground and an individual aim’s to land at a different location then their starting point. The skill of horizontal jumping begins to develop when a child combines the activation of multiple motor neurons of many muscles that are recruited for horizontal posture and required for walking with those motor neurons of many different muscles used for the vertical jump (Chan-Viquez et al., 2020). Acquired movement skills build off one another during the development of a child.
Horizontal jumping develops in a series of transformations. This requires the initial development of the skill in order to gain the characteristics needed to advance the skill to the next phase. The advancements and transition from one level to the next as a collective is known as a developmental sequence (Bredin, 2020). The developmental sequence consists of components such as movement of the arms being closer to the body with ninety-degree elbow flexion to engage in propelling a child a further distance (Bredin, 2020). Proper landing on the balls of a child’s feet help to absorb force and are also developed through practice. The developmental progression of a child within a motor sequence can be a result or learning experienced with days of practice (Savion-Lemieux et al., 2009).
Throughout a child’s development there are critical periods when they are increasingly susceptible to establishing and maturing a task. This task is very important to a child’s movement development within the early childhood period (0-6years) (Bredin, 2020). Because these skills do not automatically happen, it is important that we educate parents and early childhood educators on ways to include these movements and patterns into a child’s routine. Everything is a stepping stone and unless time has been taken to work with a child on walking and vertical jump we cannot expect a child to perform a horizontal jumping movement. There are certain environments in which children can experience more success when performing these types of sequences. Educators need to be aware of these environments, in order to promote the most advanced development. One way to promote these movements in a fun and interactive way could involve incorporating them in games
It is also critical that children are led through all stages of a sequence until they have mastered the movement to promote the most success in their active lifestyle and lay the foundation for future activities.
Role in Childhood Development and Contemporary Considerations
Movement within an individual is often something that appears so simple and natural yet we overlook the complex contributing pieces that go into being able to successfully perform a movement. This natural part of life is so critical when looking at the social cognitive and physical development of a child (Cools, Martelar, Samaey, & Andries, 2009). The development of fundamental motor skills (FMS) are critical stepping stones that are needed in order to successfully master more complex movement patterns later in life. Locomotor skills have been seen to have a positive association with physical activity levels in children (Hardy, King, Farrell, Macniven, & Howlett, 2010).
Many locomotor movements can present challenges. Challenges are common when teaching a child something new such as a horizontal jump. While many are aware that they have to take off and land on both feet, challenges come from other areas such as tying in the movement of arms thrusting downwards when landing. A struggle can stem from a challenge with postural control during jumping; which is a result in a large challenge for a developing child’s neuromuscular system to generate force to jump as they try to manage destabilizing forces that interfere with balance (Clark, 2007). The locomotor skill known as horizontal jumping creates the ground work for activities later in life such as high jump, hurdles and the long jump. As a child advances through the different stages in learning, their movements tie together all the different pieces in order to create a smooth and well executed jump that involves proper use of arms as well and efficient knee bends and generation of force. If taught these FMS children have been seen to apply basic motor skills to participate in different activities and sports that consist of more advanced movements throughout school and their life (Logan, Robinson, Wilson, & Lucas, 2011).
Everyone grows and develops at their own rate, and children are often presented with different opportunities and experiences based on their upbringing. Those children that are not taught and given the opportunity to master FMS have been recorded to experience more failure within the motor domain which decreases their likelihood of participating in sports and games throughout their childhood as well as adolescence (Hardy, King, Farrell, Macniven, & Howlett, 2010). Gagen & Getchell, (2006) found that while we have a large population of children that can learn to two foot jump by 2 years of age it is not uncommon that we will have a kindergarten student that cannot remove both feet off the ground at the same time due to struggles with strength and balance coordination. Therefore it is important when creating activities for children we have planned for a wide variety of skill levels in order to increase each child’s independent skills but leave no child out based on their capabilities at that time.
It is extremely important that early childhood educators, teachers and grassroot coaches are made aware as well as given the resources and education they need to help in the advancement and development of skills during this important period in a child’s life. Motor skill interventions need to have planned movements and activities that engage theses skills in a developmentally and instructionally appropriate way (Logan, Robinson, Wilson, & Lucas, 2011). Low levels of FMS have been reported in preschool aged children which are the critical years for this development to take place. Clark (2007) found that during the developmental period of a horizontal jump which can take many years to learn, children do not optimize their take-off angles, which means it is critical we teach them to how to coordinate their arms, legs and trunk before their take off-extension. Based off this knowledge we need to make the changes for those educating our children. Improvements may result from giving descriptive information on the acquisition and mastery of these movements; as well as a criteria for each locomotor skill to assist the planning needed and appropriate activity’s to engage and improve these skills in preschool aged children (Hardy, King, Farrell, Macniven, & Howlett, 2010).
If teachers and educators in the communities can provide structured times where they incorporated these movements in an educational setting it will benefit development. These movement skills may seem simple but they are not developed through casual free play. They need to be taught and in a correct way in order to provide the most success in future activities throughout a child’s life.
Practical Applications
Activity 1
Title: Jump the River
Purpose: The purpose of the activity is give children the necessary practice to develop the fundamental and locomotor skills that are needed to perform horizontal jumping. It focuses on key movements such as bending the knees, swinging the arms, and taking off on two feet to jump and land at a different location.
Ages: 4 to 6 year olds
Apparatus: Two skipping rope or two lines of tape
Environmental Space/Set-up: The game can be set-up in a place with a large area such as a gymnasium/multipurpose room or outside. Depending on what is available, two skipping ropes or two lines of tape will be placed on the floor with space in between. Children will be separated in two lines in which they will wait their turn to participate.
Instructions: The game is set-up by having two objects, in this case skipping ropes, with space in between. The space in between the ropes will represent the river. The goal of the game is to jump across by jumping off on two feet and successfully land on the other side of the river without getting their feet “wet”. The children that successfully make it across the river will have to cross another river that has a wider gap. Children that are unable to safely make it across the river and are “wet” need to start over before advancing to the next river. The game will end after the children are able to cross the river four times.
Modifications: For children that are continuously struggling to jump over the gap, the instructor can move the objects closer making the objective of the game easier. To make the game more difficult for children that are more proficient, increasing the gap between the objects can make the objective of the game more difficult. Moreover, introducing obstacles in between the gaps, such as stacked mats, can make the goal of the game more difficult by having the children needing to jump higher to cross the river.
Activity 2
Title: Alligator Alley
Purpose: The purpose of the activity is to have children jump in a targeted area while being in control and balanced. The children will need to understand their surroundings as they escape their pursuers. Children will need to make sure that they are able to generate enough power by bending their knees, swinging their arms, and jumping off on two feet to jump to the targeted area safely without getting caught. It provides children practice to work on their jumping and landing skills.
Ages: 6 to 8 year olds
Apparatus: Hula hoops and/or spot markers, cones, four foam balls
Environmental Space/Set-up: The game is set-up in a large area such as a gym/multipurpose room or outdoors. The cones are used to indicate the boundaries and end lines of the area. Depending on what is available, hula hoops or spot markers are placed on the ground for the children to jump to. The four foam balls are given to four children that will be the pursuers or “alligators''. The other children will be spread out along the end lines.
Instructions: The game is set-up by having hula hoops scattered around the floor. The boundaries and end lines will be indicated by cones. The goal of the game is for the children to make it from one end line to the other end line (indicated by the cones) by jumping off on two feet from one hula hoop to another without being tagged by the alligators who are the pursuers. The alligators will have foam balls that will be used to tag the children. The hula hoops are a safe zone and the children must have both their feet inside the hula hoop to be considered safe. Only one person is allowed in a hula hoop. Alligators are unable to tag someone if they have both their feet inside the hula hoop. However, if someone does not have both their feet inside the hula hoop, the alligators can tag them. When someone is tagged by the alligators, they must return to the beginning line and restart. Children earn a point each time they are able to get from one end line to the other.
Modifications: To make the game easier for children that are struggling with jumping from one hula hoop to another, moving the hula hoops closer together will help. Moreover, adding more hula hoops to the games will give children more areas to jump to. In addition, allowing more time in each hula hoop will allow children to focus on where they need to jump. To make the game more difficult for children that are more skilled, reducing the amount of hula hoops and increasing the number of pursuers will make the game more difficult. Moreover, increasing the gaps between the hula hoops will make it more difficult as the children will need to generate more power to jump from hula hoop to hula hoop. Furthermore, reducing the amount of time that a child can spend in a hula hoop will make it more difficult for them as they will have less time to recover and need to be more aware of their surroundings.
Summary
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References
Bredin, S (2020). Module 4: Developing Fundamental Movements. KIN 355 Movement Experiences for Young Children, School of Kinesiology, University of British Columbia
Chan-Viquez, D., Hasanbarani, F., Zhang, L., Anaby, D., Turpin, N. A., Lamontagne, A., Levin, M. F. (2020). Development of vertical and forward jumping skills in typically developing children in the context of referent control of motor actions. Developmental Psychobiology, 62(6), 711-722. doi:10.1001/dev.21949
Clark, J. E. (2007). On the Problem of Motor Skill Development. Journal of Physical Education, Recreation & Dance, 78(5), 39-44. doi:10.1080/07303084.2007.10598023
Cools, W., Martelaer, K. D., Samaey, C., & Andries, C. (2009). Movement skill assessment of typically developing preschool children: A review of seven movement skill assessment tools. Journal of Sports Science & Medicine, 8(2), 154-168
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
Hardy, L. L., King, L., Farrell, L., Macniven, R., & Howlett, S. (2010). Fundamental movement skills among Australian preschool children. Journal of Science and Medicine in Sport, 13(5), 503-508. doi:10.1016/j.jsams.2009.05.010
Logan, S. W., Robinson, L. E., Wilson, A. E., & Lucas, W. A. (2011). Getting the fundamentals of movement: A meta-analysis of the effectiveness of motor skill interventions in children. Child: Care, Health and Development, 38(3), 305-315. doi:10.1111/j.1365-2214.2011.01307.x
Savion-Lemieux, T., Bailey, J.A.& Penhune, V.B. Developmental contributions to motor sequence learning. Exp Brian Res 195, 293-306 (2009). https://doi-org.ezproxy.library.ubc.ca/10.1007/s00221-009-1786-5