Course:KIN355/2020 Projects/Leaping
Defining the Concept and Its Importance
The importance of movement is often overlooked because it is such a natural part of human life. For young children, the locomotion of leaping allows the child the opportunity to be physically active and acquire other basic movement skills that can benefit their everyday life. Fundamental locomotor skills are the basis of movement skills which children take advantage of in their recreational activities and daily life. The acquisition of leaping is an important part of an individual’s health along with the development of skills related to daily life and improvement of mood and confidence (Fallah et al., 2015). The process of leaping involves the child's coordination and balance when moving in direct or indirect directions (Fallah et al., 2015). The most prevalent characteristic of leaping is that the child steps out from a one-footed takeoff (Hellebrandt et al., 1961). One foot is moved ahead to receive the body weight, then the other foot follows after (Hellebrandt et al., 1961). Leaping allows the child to explore the environment around them, as well as enhancing stability and rotational skills. During a leap, the child needs to maintain stability in the core, along with successfully transferring weight from one foot to the other. Failure to maintain stability may cause minor injuries, such as falling or ankle sprains. Furthermore, the acquisition of rotational skills allows for rotation around the longitudinal, lateral, or medial axes of the body (Fallah et al., 2015). As the propulsive power of the legs develop, the arms come into action increasingly as stabilizers (Hellebrandt et al., 1961). The integration of the arms with the lower extremities to add momentum to a purposive movement is a learned skill, which progresses leaping and will serve as advantages for the development of additional locomotor skills (Hellebrandt et al., 1961).
From an evolutionary perspective, leaping served survival benefits to anteceent generations. In their natural environments, leapers take off and land on branches and tree trunks, which allows them to use their hands for accessing various resources (Demes et al., 1995). Although leaping has proved to be an adaptive function for humans, it can be seen as a preferred movement across primates.The locomotion of leaping has developed in primates seen through long limbs with large excursions to reach above their head (Demes et al., 1995).These similarities of anatomical characteristics provide evidence that the acquisition of leaping serves both a functional and survival benefit.
Leaping is an important motor milestone for children that coaches, teachers, and parents should be aware of. The acquisition of leaping allows for the progression of many other locomotor skills— such as jumping. Although jumping is an innate ability, the process of projecting the body into the air is an ontogenetic acquirement which can be mastered only through leaping (Hellebrandt et al., 1961).
Role in Childhood Development and Contemporary Considerations
The acquisition of leaping during childhood is important for a multitude of reasons. As children physically develop, they acquire additional locomotor skills that rely on their ability to leap. In a study done by Hellebrandt et al. (1961), a child at fourteen month was asked to jump off a suitcase. Although the suitcase provided a stable foundation, upon with the request to jump, the child’s response was directed toward maintenance of balance (Hellebrandt et al., 1961). The child moved one foot ahead to receive body weight, and then carefully stepped off the suitcase (Hellebrandt et al., 1961). However, when asked to perform the same task again at twenty-one month, the child’s step had lengthened and they showed characteristics of leaping (Hellebrandt et al., 1961). The child will learn that other factors can impact the distance of the leap, such as stability and proplellation of the arms. Through environmental experiences, the child can learn the importance of stability during landing, as well as swinging the arms to exert force to gain distance. An example of the locomotor skill of leaping is through the children’s game—The Floor is Lava. In this game, children are required to leap from surface to surface, while avoiding the floor. As children physically develop, their mass and height increases. This suggests a larger need for force production as well as an increase in the momentum needed to create the forceful movement. Additionally, if the ‘surfaces’ are put further apart, the child will need more momentum when leaping the distance. Younger children usually play with closer distances between the surface in order to maintain balance. On the other hand, an older child is able to gain momentum through the body and rotate and/or stabilize the body accordingly in order to reach the other surface.
The lack of physical or motor skill often prevents children from joining in group games and other sports that encourage social interaction and personal growth (Williams & Monsma, 2017). In a 10-year longitudinal study done by Cantell et al. (1994), children who exhibited motor development problems at age five were still significantly poorer in performance of locomotion and motor skills at age fifteen. Problems associated with motor development are also positively correlated problems in cognition and sociality such as, less social interaction, less participation in teams, and lower academic ambitions (Cantell et al., 1994). Thus the inability to perform the basic motor skill of leaping can have long-term negative effects on the individual.
A late onset of motor development is also associated with various potentially serious health concerns such as childhood obesity and lack of integrity of neurological functioning (Cantell et al., 1994). These conditions may require medical and/or other special attention in an education and/or athletic setting if not identified early. The development of motor skills is a critical dimension of the overall development of a child, it is important for coaches, teachers, and parents to have information about the present level in order to establish a baseline to monitor and enhance the development of the child.
In an educational and/or athletic setting, the outcomes of leaping are particularly important for planning and developing appropriate strategies and experiences for a child. It may be beneficial for the educator or coach to have a previous assessment of the child’s locomotion skills in order to design games and drills that are best suited for the child’s capabilities. If an educator or coach is unaware of a child’s ability, it may lead to a declined sense of self-esteem and belonging.
An importance should be placed on the variance between every child, specifically correlating with Newell’s Model of Constraints (Bredin, 2020).The acquisition of leaping places a significant emphasis on balance, however a structural constraint can create difficulty in acquiring the skill. If a child has a higher center of gravity, due to longer relative leg length they may have a slight disadvantage in maintaining or performing balance tasks. Moreover, the presence of a functional constraint can impact the child’s interest and self-confidence. A child who has developed a lateral preference for one foot is likely to be more confident and successful when leaping is led with that specific foot. Lastly, it is also important to consider the properties or requirements of the task and how they relate to the characteristics of the child. By examining equipment; educators, teachers and coaches can better determine what equipment to select and how to structure a task so that the child demonstrates their true level of development.
Practical Applications
The basic movement of leaping can be implemented into a child’s life through numerous games, activities and sports, therefore it is essential for children to learn and engage in this movement by exposing it to them early on in their childhood in hopes to develop and build their locomotor skills/abilities for the future.
The Floor is Lava
Purpose: The purpose of this activity is for children to understand and develop the fundamentals and locomotor skills needed to leap by focusing on their lower body placement while including upper body engagement to get from point A to point B. In order to develop a leaping motion, children have to learn how to control their body movement with their height and weight as well as other mechanisms they may use such as their strength, inertia, momentum, force production, balance and spatial awareness.
Target Age: 5-10 years
Apparatus/Equipment: This activity requires 2+ children participating as well as any form of objects that allows kids to be able to move from point A to point B, while being completely off the ground (mats, furniture, ropes, etc).
Environmental Space/Set-Up: Prior to beginning the game, decide where the game is going to be played (in a gymnasium, on a playground, at home). Then gather a group of friends, classmates, students, family etc., to build a course using objects that can be stood on or held onto safely. This game is ideally played in a gymnasium, playground or a household with lots of furniture.
Instructions:
1. Gather a group of friends, classmates, or students to play the game
2. Once everyone is ready to play, one-person shouts “The floor is lava” and everyone has 5 seconds to get both of their feet off the ground in any way possible
3. From there, everyone playing has to maneuver their body amongst different objects in the room without touching the ground
4. If someone touches the ground with any part of their body during the game, they are considered out of the game
5. Everyone has to be continuously moving from object to object in order to have the full effect of the games desire
6. The game is to be played until one person is the last standing and has yet to not let any of their body touch the ground
Modifications: Children can participate in this game at various of ages, by modifying the objects distance and height to age difficulty, this will allow children to obtain the full effect of this activity. Using objects that are placed close together as well as closer to the ground will allow kids to safely participate and effectively execute the game (children around the ages of 5-7). For a more challenging version, objects can be placed further apart and or at different height levels to allow kids to experiment and think about how they will leap efficiently (children around the ages of 8-10).
PAC Man
Purpose: The purpose of this activity is for children to learn the movement of leaping from one point to another. By setting up target points on the ground, each child has to learn how to leap using their front foot and land on a specific target whilst trying to tag or escape the other participants. This game will teach children how to leap with their dominant foot, whilst adjusting and adapting to different distances and lengths. This activity will also teach children the importance of developing their locomotorskills such as strength, force production, inertia, momentum, balance, spatial awareness and the motion of leaping using one foot.
Target Age: 4-8 years
Apparatus/Equipment: This activity requires 4+ children and any object that can be used as a target landing area (hula-hoop, circle cones, colourful dots). This game is ideally played in a large and spacious area.
Environmental Space/Set-up: Prior to beginning the game, decide where the game is going to be played (ideally inside a gymnasium, outside on a field, that is large and spacious). Then place the circles, hula-hoops or any object of choice in different distances and lengths in the area (set circles closer for younger children, or place circles further distance to add difficulty for older children).
Instructions:
1. Gather a group of friends, classmates or students to play the game
2. Find an area that is large and spacious
3. Then the leader/instructor picks one child to be the “PAC Man”
4. On go, the “PAC Man” has to leap from hoop to hoop (foot target) trying to tag the other participants
5. The PAC Man and other participants can only move on the set points placed on the ground whilst trying to avoid landing on the non-targeted areas
6. The game is continued till PAC Man has tagged every player
Modifications: Children can participate in this game at various of age levels and can be modified by distancing the set target placements to land on. Placing the target objects closer together is ideal for younger children (4-5 years), because they are just starting to learn the leaping movement. For older children (6-8 years), you can place the target points on the ground at further distances, making it more difficult for the children to leap from point A to point B.
Summary
Leaping involves stepping forward from a one-footed takeoff and landing with the front foot bearing the weight while the back foot follows (Hellebrandt et al., 1961). Our ancestors used leap between trees to access resources but now it is used as a precursor to jumping (Demes et al., 1995; Hellebrandt et al., 1961). Leaping is developed over time for children (Hellebrandt et al., 1961). If a child does not develop the skills then they may struggle physically and mentally (Williams & Monsma, 2017). Different games such as Floor is Lava and PAC man can help them learn to leap.
References
Bredin, S. (2020) Newell’s Model of Constraints (1986), Personal Collection of Dr. Bredin, S., University of British Columbia, Vancouver, BC.
Cantell, M. H., Smyth, M. M., & Ahonen, T. P. (1994). Clumsiness in Adolescence: Educational, Motor, and Social Outcomes of Motor Delay Detected at 5 Years. Adapted Physical Activity Quarterly, 11(2), 115-129. doi:10.1123/apaq.11.2.115
Demes, B., Jungers, W. L., Gross, T. S., & Fleagle, J. G. (1995). Kinetics of leaping primates: Influence of substrate orientation and compliance. American Journal of Physical Anthropology, 96(4), 419-429. doi:10.1002/ajpa.1330960407
Fallah, E., Nourbakhsh, P., & Bagherly, J. (2015). The Effect of Eight Weeks of Gymnastics Exercises on the Development of Gross Motor Skills of Five to Six Years Old Girls. European Online Journal of Natural and Social Sciences, 4, 1st ser. Retrieved October 17, 2020.
Hellebrandt, F. A., Lawrence Raric, G., Glasso, R., & Carn, M. (1961). Physiological analysis of basic motor skills. I. Growth and development of jumping. American Journal of Physical Medicine, 40, 14-25. Retrieved October 17, 2020, from http://ovidsp.ovid.com/ovidweb.cgi
Williams, H. G., & Monsma, E. V. (2017). Assessment of Gross Motor Development. Psychoeducational Assessment of Preschool Children, 397-464. doi:10.4324/9781315089362-21