Course:KIN355/2020 Projects/Striking and Fielding Games

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Defining the Concept and Its Importance

Striking and fielding games are activities in which the players strike an object (ball) to score points and advancing to designated base areas, meanwhile the fielders are preventing the opponent team from scoring points by retrieving the object and returning it to a specified place to stop the game and get opponents out, demonstrating locomotor, non-locomotor, and manipulative skills (Ontario Physical and Health Education Association, n.d.). Baseball, softball, cricket, and kickball, just to name a few, are examples of striking and fielding games. Fundamental movement skills (FMS) are common motor activities that consist of specific movement patterns, they are considered the foundation of more advanced and sport-specific movements (Gabbard, 2018). These basic skills are not possessed naturally during the maturation process of a child, in fact, these skills can be taught and practiced in structured or non-structured games, thus teachers should integrate it into their curriculum (Karismanet al., 2020). A study has found that striking and fielding games have a significant effect on children’s fundamental movement skills, such as running speed, agility, balance, and hand-eye coordination (Karisman et al., 2020). Research verifies that girls with low FMS have a higher body mass index and higher percentage of body fat (Duncan et al., 2017; Kane, K.J., & Staples, K.L., 2016, as cited in Karisman et al., 2020). Fundamental movement phase occurs during early childhood, it is important to master these basic movement skills at a young age through practice before advancing onto sport skills, growth and refinement, and even peak performance phase (Gabbard, 2018). These basic skills are categorized into three categories; locomotor skills, such as walking, running, and jumping; non-locomotor skills, such as balance, bending, and swaying; and lastly, manipulative skills, such as throwing, catching, kicking, and striking (Gabbard, 2018). All three categories of FMS are all involved in striking and fielding games depending on your position in the game, which in turn facilitate a child’s improvement on these skills (Karisman et al., 2020). Striking and fielding games are important for a child’s motor development as it targets all aspects of FMS rather than just focusing on one movement pattern. Besides physical and motor development, during striking and fielding games, children are also engaged in cognitive and affective development as the game itself requires children to think about how they use skills, strategies, and tactics among team players to outsmart the opponent (Qualifications and Curriculum Authority, 2000). Tactical awareness is developed during these games as the child decides when to run or when to stay put on the base, how hard and in what direction to hit the object, and how to prevent the opponent from scoring (Ontario Physical and Health Education Association, n.d.). Overall, striking and fielding games have a significant effect on a child’s development.

Role in Childhood Development and Contemporary Considerations

Based on the Canadian Physical Activity Guidelines, it is recommended that children ages 5-17 get at least an hour of moderate to vigorous activities per day (CSEP, 2020). There are many activities with various levels under the category of striking and fielding games such as multi-ball baseball, kick it cricket, flying chicken baseball, and race to the base that qualify as vigorous intensity (Ontario Physical and Health Education and Association, 2014). Many children spend too much time on electronic devices, almost one-third of children are now overweight; the percentage has tripled in the last thirty years, nearly 50% of young people aged 12-21 are not active on a regular basis, the school physical education program is a powerful source for motor skills and physical fitness development (Gabbard, 2018). Therefore, to facilitate healthy development and motor behaviour and to promote active for life, it is important for childhood educators to consider developing a curriculum that qualify for moderate to vigorous activity during physical education. One way to enhance movement performance and proficiency is through practice and repetition of a movement pattern, by providing fun experiences such as striking and fielding games children are more likely to engage in that activity. According to a study, meaningful experiences draws attention to the quality of movement experiences, emphasizing on the joy and richness movement can bring to one’s life and sense of well being (Kretchmar, 2006, as cited in Beni et al., 2019). Problem being meaningful experiences are individualized and unique to that child which makes it difficult to come up with a universal definition of meaningful experiences (Beni et al., 2019). Based on a study, young people suggested that meaningful experience consists of positive social interaction with peer and their teachers, learning a task with appropriate level of challenge; providing opportunities for learning new motor skills or becoming more proficient at a previously learned skill, and experiences that are fun in the moment (Beni et al., 2019). There are various levels of striking and fielding games which allows childhood educators to design and conduct an activity appropriate for a certain age group of children, whether to make the game more complex or less complex depending on their motor development and movement experiences (Karisman et al., 2020). Every child progresses and develops motor skills at a different pace, some may not be as proficient in manipulative skills such as striking an object, childhood educators should consider the level of difficulty of a task in a game, performing a task that is not overly challenging can provide a sense of comfort, when a child feels comfortable with peers and teachers they are more willingly to learn a new skill (Beni et al., 2019). Most children ages 9-11 will be able to strike a bowled ball; use a range of fielding skills like catching, throwing, and intercepting gaining control and consistency over time; work collaboratively with peers; understand and implement tactics in games; and identify their own strengths and areas of improvement (Qualifications and Curriculum Authority, 2000). Some children may progress at a slower rate, they may need extra support when playing these games; hit a ball bowled sympathetically to them; play fielding roles with varying degrees of success; and recognize why some practices help to improve their play (Qualifications and Curriculum Authority, 2000). There will also be children who progressed further, they will be able to play games effectively by reading situations and reacting to it quickly; strike an object and play filed positions with control; using a range of tactics for attacking and defending depending on their role in the game; identify their own and their peers’ strengths; and come up with practices that lead to improvement (Qualifications and Curriculum Authority, 2000). Childhood educators should be aware of how students are engaging in an activity, making sure every child gets a turn to strike, some children who are better at striking may want to go more often than those who aren’t as good at it yet, and some may refuse to engage in an activity and refuse to take their turn in striking because they’re afraid of doing poorly on a task, therefore it is crucial to find a balance, a level of challenge that is adequate for strikers and fielders (Beni et al., 2019). An activity that is overly challenging or not challenging enough it does not create a fun environment, it’s discouraging for the child to engage in an activity and doesn’t provide meaningful experiences and thus impede their motor development.

Practical Applications

California Kickball

California Kickball is variation of kickball that children of all ages can participate in. The game is a simple and effective introduction to more complicated strike and field games such as baseball. (Rules of Sport, n.d.). The game requires the use fundamental movement skills such as locomotor, non-locomotor, and manipulative skills (Gabbard, 2018). Players can improve on their running, kicking, throwing, catching, hand-eye coordination and agility. The defense team (fielders) will be engaged in cognitive development as they decide whether it is better to run and tag the player out or throw the ball to the base. Quick decision making is needed to effectively out the players. The game can be adjusted to accommodate for different age groups and their development, as children vary in range of skills and development (Karisman et al., 2020). The game does not restrain a player to play a specific role throughout the whole game, as changes can be made to provide opportunity for players to try different roles. This allows children to attempt different rolls even though they may refuse to engage due to their lack of confidence (Beni et al., 2019).

The objective of the offence team (kickers) is to clear all the bases and return to home plate. A point is awarded to each player that returns to home base. To advance, the kicker must successfully kick the ball that is rolled by the pitcher. Then the kicker is to run in a counter-clockwise manner to each bases. The objective of the defense team (fielders) is to throw out the kicker. Once the defense team throws out three offence players, the teams switch from defense to offence and vice-versa.

Kickball positions
Target age

The target age for this game is for those aged 9-12 years but modifications can be made to make to cater to different age demographics.

Equipment and set-up
  • A ball (typically a rubber ball)
  • Set up a baseball diamond with 4 bases (15 feet apart)
  • Field positions: 3 players on base, 1 shortstop, 1 pitcher, 1 catcher, 3 outfielders
Instructions
  1. Pitcher rolls the ball to the kicker
  2. Kicker kicks the ball
  3. Kicker runs to first base, second base, third case, and home base
  4. Fielders will attempt to throw out the offense team as their players run through the bases
  5. A point is rewarded to each player that returns to home base

Ways to get out

  1. Defense throws the ball to a base before the runner arrives
  2. Tag the runner with the ball
  3. Catch the ball from the kick, prior to the ball touching the ground
Modifications
  • Dimensions of the baseball diamond can vary to change the difficulty. Distances between the bases can be shortened for children who are trying to develop their running (younger age demographic), or it can be lengthened for experienced runners (older age demographic)
  • Additional fielders can be added into the game to even out the teams. The more fielders there are, the shorter the distance for the ball to be thrown.
  • Have two pitchers alternate between each kicker, so there are more opportunities for people to play the role
  • For children who have better control of their throwing abilities, runners can be out if the ball is thrown and hits them, rather than only being tagged.
  • Teams can switch roles after the full line-up of kickers have kicked, rather than waiting for three outs

Chuck the Chicken

Chuck the Chicken provides and greater opportunity for children to develop their body awareness rather than their physical skills. The game requires the children to be aware of their bodies when sending/receiving the chicken and the relationship of how the body moves when playing with others. The children can better prepare how to receive the chicken when they are aware if they are receiving it from an overhand or underhand pass (Flying Chicken Baseball, n.d.). The game will assist in the cognitive and affective development of strike and field games as it will require the children to strategies with their team players to outsmart the opponents (Qualifications and Curriculum Authority, 2000). Children will understand and develop a strategy to throw the object into a space that makes it difficult for the fielders to get to or learn how to pass the chicken in a more efficient manner (eg. Pass/receive one-handed or two-handed or alternate hands). Through the repetition of over/under passes, children can develop a proficiency in locomotor and manipulative skills (Gabbard, 2018).

The objective of the offence team (runners) is to run as many laps possible around the circle. The objective of the defense team (fielders) is to decrease the time for the runners to run laps, by quickly passing the chicken to the back of the line. The winning team is decided based on the total number of lap they ran.

Target age

The game is intended for those aged 10-13 years old, because the game requires a sense of disciple to form into a single file line or circle.

Equipment and set up
  • Rubber chicken
  • Open field
Instructions
  1. Player 1 from the offense team (runners) will shout “chuck the chicken” and throw the rubber chicken into an open field.
  2. The offence team will form a circle and player 1 will run around the circle. A point is awarded for each lap.
  3. The defense team (fielders) collects the chicken and waits for the members to stand single file behind the player with the chicken.
  4. The chicken is passed to the back in an over/under pattern.
  5. Once the chicken reaches the end of the line, the player shouts “chuck the chicken.”
  6. The teams exchange roles until every player from both teams have thrown and run.
Modifications
  • Change the rubber chicken to a different object. This will adjust their grip when their throw and pass the item. A small ball may be easier to throw and pass versus a big ball.
  • Use different locomotion skills when travelling, such as jumping, hopping, crawling, or skipping.
  • Change the manipulation to kicking (but change the item as well)

Summary

Striking and fielding games develop the foundation of children’s locomotor, non-locomotor and manipulative skills as they grow. Baseball, softball, cricket, and kickball are just a few examples that demonstrate more advanced and sport-specific movements. These skills are primarily developed during the maturation period of childhood. Striking and advanced movement can be taught in structured or non-structured games; therefore, they are extremely beneficial for advanced functional movement for children’s growth and should be prioritized in school’s curriculum to advance physical literacy within children’s education.

References

Beni, S., Ní Chróinín, D., & Fletcher, T. (2019). A focus on the how of meaningful physical education in primary schools. Sport, Education and Society, 24(6), 624-637. doi:10.1080/13573322.2019.1612349

Canadian Society for Exercise Physiology. (2020). Canadian Physical Activity Guidelines. Retrieved October 19, 2020, from https://csep.ca/CMFiles/Guidelines/CSEP_PAGuidelines_0-65plus_en.pdf

Gabbard C.P. (2018). Lifelong Motor Development (7th ed.) Philadelphia, PA. Wolter Kluwer.

Flying Chicken Baseball. (n.d.). Retrieved from https://www.playsport.net/activity/flying-chicken-baseball

Karisman, V.A., Supriadi, D., & Tangkudung, J. (2020). The effect of striking and fielding games on fundamental movement skills. Atlantis Press: Advances in Health Sciences Research, 21, 103-105. https://doi.org/10.2991/ahsr.k.200214.029

Kickball Rules. (n.d.). Retrieved from https://www.rulesofsport.com/sports/kickball.html

Ontario Physical and Health Education Association. (2014). PlaySport. Retrieved October 19, 2020, from https://www.playsport.net/activity?field_grade=any&tgfu_category=753&glossary_category=any

Ontario Physical and Health Education Association. (n.d). Striking/Fielding Activities. Retrieved October 19, 2020, from https://teachingtools.ophea.net/supplements/learn-move/posters/movement-strategies/strikingfielding-activities

Qualifications and Curriculum Authority. (2000). Striking and fielding games – unit 2. Retrieved October 19, 2020, from http://pelicanschool.weebly.com/uploads/5/2/1/5/5215472/fieldstriking_unit2.pdf

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