Course:KIN355/2020 Projects/Punting
Defining the Concept and Its Importance
The manipulative skill of punting a ball is the act of “striking an airborne ball with the foot” (Payne & Isaacs, 2007). Punting is an advanced progression of the manipulative skill of kicking a ball and requires a high level of control (Saskatchewan Physical Education, n.d.). To initiate a punt, the ball can be held stationary and released, bounced on the ground or tossed upwards. With the first method of punting, the ball is held by both hands in a comfortable “handshake” grip—a grip that resembles shaking a hand. The arms are extended in front of the trunk. The ball is then released and dropped in a position where the designated punting foot—the foot that contacts the ball—can strike it in the air and propel the ball to a target (Nunome, Drust, & Dawson, 2013). The second method involves bouncing the ball on the ground to begin the punt. The punting foot then strikes the airborne ball after it contacts the ground. Lastly, the third punting method requires an upwards toss of the ball. Similar to the previous two methods, the punting foot strikes the ball mid-air. For all three methods of punting, the punting leg has a flexed knee before developing into a forceful swing while the trunk leans back. The top of the foot strikes the ball. To follow through with the punt, the punting leg extends and straightens after ball contact. This is known as the “force production” phase of a punt (Goodway, Ozmun, & Gallahue, 1982). Though both kicking and punting involve propelling the ball in a forward direction for distance, punting typically brings the ball in an upward direction for height as well.
Punting is a fundamental movement skill that can be considered a “precursor pattern” to more complex skills in games, sports and recreational activities (Education Department of Western Australia, 2013). For example, the skill of punting itself is used in many sports, such as soccer, rugby and American football. Due to the complexity of the skill, it is important for early childhood educators, teachers and coaches to understand the prerequisites that are necessary before the child is able to achieve skill acquisition and skill proficiency, such as eye-hand-foot coordination, balance and body and space awareness (Goodway, Ozmun, & Gallahue, 1982). Nevertheless, as fundamental movement skills are acquired in a sequential manner in developmentally-appropriate environments, it is advised for children to be given the opportunity to be introduced to the skill of punting in their early primary school years of kindergarten to year 5 (Department of Education and Training Victoria, 1996). More specifically, there is strong evidence to suggest punting to be introduced in year 2 for the child to achieve mastery in year 4 (Department of Education and Training Victoria, 1996). Achieving mastery in punting would allow for optimal development for more advanced, higher-level motor and sport-specific skills and prevent children from encountering a sport skill proficiency barrier that may hinder their desire to participate in lifelong physical activity (Department of Education and Training Victoria, 1996).
Role in Childhood Development and Contemporary Considerations
The skill of punting falls under the category of object manipulation/manipulative fundamental movement skills. Object manipulation/manipulative fundamental movement skills require the child to control or manipulate an object, such as a ball, by a body part as part of the movement (Broomfield, 2011). These skills can be either gross or fine motor skills and are considered foundational to the development of sports skills. If a child is unable to acquire competency in a skill such as punting—whether that be due to their lack of eye-hand-foot coordination or lack of body awareness— they may encounter a sport skill proficiency barrier that can prevent them from further developing advanced sport skills. This can, in turn, affect their engagement and participation in sports and physical activity as they may experience less success and enjoyment at that specific skill and sport. In essence, without a developmentally-appropriate environment for children to learn, develop and acquire certain fundamental movement skills, there may be developmental delays which can lead to frustration, additional challenges in learning more advanced sport skills and a reduction in motivation to engage in activities and lead an active and healthy lifestyle (Mukherjee, 2019). In other words, skill competency for object manipulation/manipulative fundamental movement skills are associated with a child’s self-efficacy and self-competence in sports and physical activity and can positively or negatively influence whether a child participates in the future (Balali, VaezMousavi, Ghasemi, & Parvinpour, 2017). As a result, this has created a need for early childhood educators, teachers and coaches to include physical activity intervention programs that target fundamental movement skills, especially object manipulation/manipulative fundamental movement skills, to help improve physical activity behaviour in children (Mazzardo, 2008). The urgency in better understanding the importance of developing fundamental movement skills in children stems from the increase in sedentary behaviour and obesity levels in children (Mazzardo, 2008).
Nevertheless, object manipulation/manipulative fundamental movement skills such as punting play an integral role in the development of children across various domains, such as a child’s cognitive and social domains (MacDonald et al., 2016). The skill of punting can be used in games, sports and recreational activities that would allow children to participate in physical play and social play, where children can be physically active and expend energy while engaging in interpersonal interaction and socialization between other children (MacDonald et al., 2016). Punting is a skill and tactic in sports such as soccer, rugby and American football. These organized games involve interacting with active teammates and opponents, which can positively affect the development of social behaviours such as “self-control, cooperation and emotion regulation” (MacDonald et al., 2016). Similarly, object manipulation/manipulative fundamental movement skills can positively affect the development of a child’s cognitive functioning such as “visual attention, decision-making and reaction time” (Hicheur, Chauvin, Chassot, Cheneviere, & Taube, 2017).
As the skill of punting is a progression from the skill of kicking, it is most effective that a child is competent in kicking prior to advancing to punting. The logical progression from an easier and simpler skill to a more complex and advanced skill allows for children to develop fundamental movement skills in a manner that is developmentally appropriate and in an optimally challenging learning environment (Department of Education and Training Victoria, 1996). Additionally, early childhood educators, teachers and coaches can create progressions within the skill of punting by modifying the skill, the equipment used or the environment. For example, this can include changing the distance of the target, changing the size or weight of the ball used or adding external factors to the environment such as opponents (Department of Education and Training Victoria, 1996). Progressions from simple to complex ensure that the tasks are developmentally appropriate and safe for the child while also fostering success and engagement in physical activity.
Practical Applications
Punt Bowling
Purpose:
The purpose of this game is to knock over as many sections of cones as possible while working on improving motor skills related to punting and aiming.
Target Age:
This game could be played by people of all ages who have the ability to kick and who are working on different stages of their punting skills. Ideally though this is best suited for those in the developing and acquired stages of their learning. This would most likely include children aged 7+.
Materials and Space Required:
For this game, one requires small athletic cones that can be knocked over by a child kicking a ball. The appropriate type of ball used, weight, size, or type, is up to the discretion of the leader to determine, depending on the skill level and sport the participants are training for. There is a variable amount of space required depending on how far apart and how far back cones are separated. However, an open area is required so that there are no obstructions between the participant and the cones.
Instructions:
The first set of cones are placed closest to the participants. Then each set of cones proceeding are set up in a staggered formation so that there is an increasing distance between the participant and each new set of cones. The participant extends their arms using a “handshake” style grip holding the ball and then proceeds to drop, bounce or toss it upwards to initiate the kick. The top of the participant's foot should make contact with the ball to propel it towards the target. The participant starts by attempting to punt the ball and knock over the first set of cones at the first distance interval. After they then move to the next set of cones and attempt to knock over the individual cones. As they make their way though the different intervals of cones the participant must work on controlling their aim and force with increasing care. (This is explained further below in a diagram depicting the game.)
Modifications:
This can be modified depending on the skill level of the participant. The ball can be dropped, bounced, or tossed to change the difficulty of the skill. The ball's the weight, size and type can be switched out to make the task easier or harder. The spacing and number of cones can also be altered to change the difficulty of the task. The cones be set up differently for varied skill levels. Closer cones with easier parameters would be best suited for younger emerging and developing athletes. However, this game could be used for older athletes with an acquired or accomplished skill set if cones spaced farther apart with more difficult modifications. If one does not have cones you can use a variety of other objects, it is just required to have something light enough to be knocked over. The game can be made into a competition between teammates by having them compete against each other in their ability to complete the task timely and or precisely. For example, how long they take to complete the task and or how many tries it takes them to knock down a cone.
Diagram:
Step by step instructions for the diagram: In step one the cones are set up and the participant is standing at the start in front of the cones. In step two you can see the participant punt the ball at the first set of targets. Once these are knocked over in step 3 you can see the participant punting to the second set of targets. This is repeated until all cones are knocked over. Cones can be set up similarly to bowling pins or set up as they are in the diagram above.
Punting golf
Purpose:
The purpose of this game is to kick a ball and hit different targets throughout a course set up very similarly to golf while working on skills related to punting and aiming.
Target Age:
This game is for children aged 7 years and up. It is best suited for younger children in the emerging and developing stages of their learning.
Materials and Space Required:
One will need a ball and something to be used for targets such as hula hoops or cones. This game does require an area of large open area to allow participants to kick a ball without obstruction and for space to set up a course.
Instructions:
The leader sets up the starting points and targets similar to that of a golf course so that participants will follow an order and move through the different targets to reach the end of the course. The leader sets up the course containing a set of starting points and targets, or "holes", with varying distances and or target sizes. The participant extends their arms using a “handshake” style grip and then proceeds to drop, bounce or toss it upwards to initiate the kick. The leader should define which version of kick initiation they would like for players to use throughout the game. Using the top of their foot to make contact with the ball the participant propels the ball forwards in attempt to hit the target. They do not move on to the next "hole" until the one prior has been hit. They then repeat this through out the course for each "hole". Participants can keep track of how many kicks it takes them to complete the course and how accurately they hit the targets, much like one would in a game of golf. (This is explained further below in a diagram depicting the game.)
Modifications:
Leaders can use and set up varying distances, target sizes, weight and or size of the ball to create modified levels of difficulty for different age groups and skill levels. The targets can be modified to different objects depending on what the leader has available to them. If a large open space is not available make sure that the path between the start and target is not obstructed. If there are unavoidable obstructions the course can be set up around said obstructions.
Diagram:
Step by step instructions for the diagram: In step one the “holes” or starting points and targets are set up for the participant with them standing at the beginning of the course. as seen in step 2 the participant starts at the first starting point and aims to hit target one. The participant goes back to the starting point of each "hole" for each attempted punt at the respective "hole's" target. After hitting target one the participant moves on to the second "hole" to hit that target. This is repeated for each "hole" after until they complete the course.
Summary
Consequently, punting is an advanced progression of the manipulative skill of kicking. The chronological developmental age period of this movement action is children within early primary school years of kindergarten to fifth grade. Proficiency in eye-hand-foot coordination, balance and body awareness are essential to successfully acquiring the skill of punting. This movement skill is a precursor pattern to developing more complex skills in different games, sports and recreational activities. Notably, punting facilitates object manipulation skills, cognitive development and social development. Two examples of practical applications to develop this movement skill is punt bowling and punt golfing.
References
Balali, M., VaezMousavi, M., Ghasemi, A., & Parvinpour, S. (2017). Effects of challenging games on manipulative motor skills of 4–6 years old children: an application of challenge point framework. Early Child Development and Care, 189, 697-706. doi:10.1080/03004430.2017.1339276
Broomfield, L. (2011). Complete guide to primary gymnastics. Windsor, ON: Human Kinetics. Department of Education and Training Victoria. (1996). Fundamental motor skills: A manual for classroom teachers [Brochure]. Retrieved from https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/physed/fmsteacher.pdf
Education Department of Western Australia. (2013). Fundamental movement skills: Learning, teaching and assessment. Perth, WA: Education Department of Western Australia.
Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (1982). Understanding motor development: Infants, children, adolescents, adult. Burlington, MA: Jones & Bartlett Learning.
Hicheur, H., Chauvin, A., Chassot, S., Cheneviere, X., & Taube, W. (2017). Effects of age on the soccer-specific cognitive-motor performance of elite young soccer players: Comparison between objective measurements and coaches’ evaluation. PLOS One, 12, 18-54. doi:10.1371/journal.pone.0185460
MacDonald, M., Lipscomb, S., McClelland, M. M., Duncan, R., Becker, D., Anderson, K., & Kile, M. (2016). Relations of preschoolers’ visual motor and object manipulation skills with executive function and social behaviour. Research Quarterly for Exercise and Sport, 87, 396-407. doi:10.1080/02701367.2016.1229862
Mazzardo, O. (2008). The relationship of fundamental movement skills and level of physical activity in second grade children (Master’s thesis). Retrieved from https://core.ac.uk/download/pdf/12207565.pdf
Mukherjee, S. (2019). Developing fundamental movement skills in children: Should coaches adopt an isolated or an integrated approach [Brochure]. Retrieved from www.sportsingapore.gov.sg› Conference›14-Oct-2019
Nunome, H., Drust, B., & Dawson, B. (2013). Science and football VII: The proceedings of the seventh world congress on science and football. Abingdon, UK: Routledge & CRC Press.
Payne, V. G., & Isaacs, L. (2007). Human motor development: A lifespan. Toronto, ON: McGraw-Hill Humanities/Social Sciences/Languages.
Saskatchewan Physical Education. (n.d.). Fundamental movement skills [Brochure]. Retrieved from http://growingyoungmovers.com/+pub/document/FMS%20Initiative/Movement%20skills%20one%20page%20reference.pdf