Course:KIN355/2020 Projects/Trapping
Defining the Concept and Its Importance
Trapping is a manipulative fundamental motor skill (FMS) that involves controlling and applying force to an object, usually using an individual's limbs (Bredin, 2020). FMS manipulative skills involve handling and controlling an object, typically with their hands, feet, or an implement such as a racquet or bat (Barnett, Beurden, Morgan, Brooks & Beard, 2009). It is recommended to have children begin to explore FMS from the ages of zero to six-years-old to allow for opportunities to explore movements (Physical Literacy, 2019). Trapping is most commonly learnt in soccer and is the ability for a player to control the ball with their body parts in order to prepare for the next move such as dribbling, passing to a teammate, or shooting the ball (Heidorn, 2007). In soccer, it can be accomplished by controlling the ball with the inside, outside, and/or bottom of an individual's foot (Heidorn, 2007).
FMS stems from a child's innate reflexes and rudimental goal-directed movements and creates progressive movement patterns as a child engages more within their environment (Hulteen, Morgan, Barnett, Stodden & Lubans, 2018). It creates a broad base of skill competencies and the potential for more complex skill transferring. The best developmental potential to become proficient in motor skills is within the ages of six to seven, with the appropriate environment and guidance (Bredin, 2020). The underlying movement concepts of trapping include hand/eye coordination, balance, spatial and body awareness, sensory perception, and conceptual understanding of a series of events (Stodden & Goodway, 2007). For example, spatial and body awareness are essential in trapping, as the individual needs to understand their body position in the context of their environment to have the ability to perform the desired movement to control the object. The importance of learning trapping is not only beneficial within the context of sports, but also within a child's daily life, such as in writing (Stodden & Goodway, 2007).
It is important for children to engage in FMS at an early age because during childhood, the central nervous system matures at an accelerated rate. It is shown that there is a greater degree of neural plasticity in young children, therefore, they have the most to gain from increased physical activity such as enhancing executive functions, on-task behaviour, and better health and cognitive outcomes compared to less active peers (Zeng, Ayyub, Sun, Wen, Xiang & Gao, 2017). FMS has demonstrated numerous health benefits such as increased physical activity and fitness, low body mass index (BMI), and improved mental health outcomes (Bremer & Cairney, 2016). The manipulative skill of trapping is important to a child’s development of movement concepts and is optimal to learn due to the rate of neural plasticity during childhood.
Role in Childhood Development and Contemporary Considerations
The role of trapping in the healthy development of a child includes increasing physical activity for lifelong benefits and cognitive benefits in the context of academics.
FMS are significant to develop and master at a young age because they support lifelong active behaviours which will help in preventing negative health-related outcomes such as obesity and chronic conditions (Wick et al., 2017). Barnett et al. (2009), suggest that children proficient in object control skills such as trapping were more likely to become active adolescents and adults due to having a positive association with sport participation. Having a developed set of basic motor skills makes it easier to participate in different types of activities, which will produce greater spontaneous and regular participation in physical activity compared to those with motor difficulties that may avoid participating (Barnett et al., 2009). Children having greater skill competence can result in increased self-esteem, confidence, and enjoyment of sports and physical activities (Barnett et al., 2009). Despite the importance of learning trapping through physical engagement, 93% of children and youth are insufficiently active, which accounts for one-third of children being overweight/obese (Bremer & Cairney, 2016).
Furthermore, learning the role of trapping and utilizing the skill in physical activity has suggested beneficial effects on cognitive development in academic settings. Zeng et al. (2017), show benefits in academic performance through improved attention, working memory, classroom behaviour, and academic achievements. This is demonstrated by the common underlying process of learning motor and cognitive skills through sequencing, monitoring, and planning (Barnett et al., 2009). Even though the development of FMS is shown to improve cognitive development in academics, one-third of children are deemed "not ready for school" because of various delays like learning problems associated with gross motor skills (Bremer & Cairney, 2016).
The acquisition of FMS is not only achieved through natural development and maturation but also through continuous interaction with stimulating and supportive social and physical environments, which include sufficient space, equipment and professional instructional approaches from teachers, coaches, and early childhood educators.
Although most fundamental manipulative skills should be proficiently performed before elementary school, some children may exhibit immature and still developing levels of trapping for their age (Bredin, 2020). A contemporary issue for the reason a child may not properly acquire trapping skills is reflected in the physical education that is given to them, either within the school, extra-curricular activities or by their family and friends. In a school setting, teachers often overlook the importance of FMS development by not fully understanding the underlying components of the movement, which leads to children having minimal practice time before engaging in organized activities and sports (Heidorn, 2007). For example, an instructor may think that trapping is just stopping the ball, and they may fail to see the importance of stopping the ball to gain ball control which will allow a smooth transition into the next movement such as passing or shooting.
Performance cues that instructors should address when teaching trapping (Heidorn, 2007):
- Square shoulders to oncoming ball
- Keep foot near the ground
- Receive the ball softly
- "Give" with the ball (gradually move the foot backwards as contact is made with the ball)
- Shield the ball from opponents
- Firmly receive the ball
In addition, school environment and existing policies, like play break times, may influence a child's ability to develop FMS. Issues that may impact a child's development of trapping are aspects such as lack of open space, broken equipment and insufficient duration of outdoor play breaks like recess, lunch break, and after school (Cohen, Morgan, Plotnikoff, Callister & Lubans, 2014). These inadequate environmental factors also promote children's preference for spending time indoors using electronic entertainment, which decreases the window of opportunity for promoting physical activity (Cohen et al., 2014). Providing children with access to a variety of facilities, spaces, and equipment may encourage FMS development and foster physically active behaviours.
Practical Applications
Trapping can be applied to sport-related activities and games, especially ones that involve catching or controlling a ball with your feet. This is an important skill for children to learn and develop as it will enhance one's cognitive development, manipulative skills, and skill competence (Barnett et al., 2009). The games below provide opportunities for children to work on and develop their trapping abilities in different capacities, as it is a useful skill for multiple sports and life situations. As this skill can be done with multiple parts of the body, one game will look into trapping with the feet, while the other one will examine trapping with the hands. Both activities will outline modifications to ensure progression of the skill by the child.
Game 1: Pass and Run
Purpose: The purpose of this activity is for children or athletes to work on controlling a soccer ball with their feet and not letting the ball get away from them. This is a very important skill to have because in a game situation, you do not want to give up the ball because you were unable to trap the ball without losing control of it. While this skill takes time to develop and perfect, it can be worked on all throughout an individuals life and there can always be improvements made and development made to trapping the ball.
Target Age: 5-8
Equipment Needs: Soccer balls (appropriate size is a size 3 ball), cones to space out children (number of cones depends on amount of participants), gymnasium or field space.
Space Requirement: Gymnasium or field
Instructions: The set up is the same for on a field or in a gymnasium. Set up the cones 10 yards apart, enough for participants to work in pairs across from each other. Each pair should have one ball between the two of them, or three if needed. When the instructor says so, have the participants pass the ball with their partner to their dominant foot. When trapping the ball, the individual should cushion the ball with their foot while having their shoulders face their partner. To help the participants remember how to trap the ball, they can use the cues above by Heidorn (2017) to help with proper technique. One challenge that can be given to the students is to be the first pair to reach 10-15 trapped passes each. While this can be a fun challenge to put in, it is still important to work slowly and build up to a progression to allow the students to fully develop the trapping skill.
Modifications: As the student or athlete ages, the ball size can be increased, which may increase the difficulty. Another way to increase the difficulty is to play the ball in the air or give a hard pass to the individual, as this will make it more difficult for the individual to trap the ball and keep control of it. A ball played in the air could be trapped with the foot, thigh, chest, and head. These are all progressions of trapping and should be developed as the child ages and becomes more confident in their ability to trap the ball with their foot. Another modification that can be made is the distance between the participants. This will force them to play kick the ball harder and therefore generate a more challenging ball to trap for their peer. A regression that would allow the individual to develop the skill is to pass the ball against a wall and trap it themselves. This allows the child to gauge the strength needed, and pass the ball at their own pace. It will be easier for them because they will not have any outside factors such as peers that may distract them or give them a poor pass. A progression that could be made at an older age would be to change the size of the ball to a tennis ball. This will be very difficult to trap because there is less surface area for the foot to contact and the ball can bounce away from the individual. Using a tennis ball is very good for enhancing trapping at a high level.
Game 2: Ball Toss
Purpose: The purpose of this game is to develop children's ability to trap a ball without dropping it as many children may be unable to absorb and keep control of a ball when they are tossed a ball or object. This can be utilized in American football and rugby as these two sports involve a lot of catching and trapping a ball to be able to gain advantage during the game.
Target Age: 4-7 years old.
Equipment Needs: Soft dodge balls, gymnasium or field space, cones/spot markers to indicate where the participants will be standing (# depends on amount of participants).
Space Requirement: Gymnasium or field
Instructions: Set up the cones about 5-10 yards away. This set up is the same way within a gymnasium as it is on a field. Balls will be handed out to students in pairs or groups of three if needed. Students will stand on the cones closer together and start tossing between the two/three of them. The toss will be an underhand toss and should travel just above the head to allow their partner to trap the ball with their arms underneath the ball. They should be facing their partner, feet shoulder width apart and hands out ready to trap. Once the ball lands in their hands, the individual should cushion and absorb the ball, bending their knees slightly as needed. This is the same if they are tossing the ball against the wall. They will perform an underhand toss and trap the ball with their arms underneath the ball. Once the pairs have been able to trap the ball successfully without dropping it ten times each, have them each take a step back and continue the drill. They can continue to take a step back until they are unable to successfully trap the ball.
Modifications: Ways to challenge a child in their trapping ability is to change the size or shape of the ball. Changing the ball from a dodge ball to a smaller ball such as a tennis ball gives a challenge to the individual because this changes their perception of the ball and they may have to change their body mechanics to catch the smaller ball. Their hands will have to be closer together and they will have to absorb the ball more as it will be travelling at a faster speed. You can also change the shape of the ball to a rugby or football to increase the challenge. This will be challenging because upon trapping the ball, they will have to both absorb the ball and make any adjustments to their body position because the shape of the ball will make the ball move differently and could fall out of their hands easily if they trap it at an undesirable angle. A simplification to this game is to have the individual toss the ball against a wall, as this allows the child to toss the ball however they feel comfortable enough to trap the ball with their hands. This can also work as a progression if you use a football or rugby ball because once the ball hits the wall, it will bounce in any direction and the individual will have to shift their body to be able to trap the ball properly without dropping it.
Summary
Trapping is a manipulative fundamental motor skill where an object is handled and controlled, typically using limbs or equipment like a bat or racquet. Trapping contributes to both cognitive and physical development, including coordination, balance, spatial awareness, body awareness, and planning of movement sequences, and also acts as a foundation for progression towards more complex sport-specific skills. Like many other fundamental motor skills, trapping is threatened by contemporary issues like poor physical education and low physical activity levels of children. However, practicing activities like “pass and run” or “ball toss” may improve trapping skills and promote healthy motor development.
References
Barnett, L. M., Beurden, E. V., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2009). Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity. Journal of Adolescent Health, 44(3), 252-259. doi:10.1016/j.jadohealth.2008.07.004
Bredin, S. (2020). Module 4: Developing Fundamental Movements:4.2 An Overview of the Fundamentals of Human Movements, Kin 355 – Movement Experiences for Young Children, School of Kinesiology, University of British Columbia
Bremer, E., & Cairney, J. (2016). Fundamental Movement Skills and Health-Related Outcomes: A Narrative Review of Longitudinal and Intervention Studies Targeting Typically Developing Children. American Journal of Lifestyle Medicine, 12(2), 148-159. doi:10.1177/1559827616640196
Cohen, K. E., Morgan, P. J., Plotnikoff, R. C., Callister, R., & Lubans, D. R. (2014). Fundamental movement skills and physical activity among children living in low-income communities: A cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 49. doi:10.1186/1479-5868-11-49
Heidorn, B. (2007). Back to the Basics in Soccer: An Emphasis on Passing and Trapping. Strategies, 21(1), 8-14. doi:10.1080/08924562.2007.10590753
Hulteen, R. M., Morgan, P. J., Barnett, L. M., Stodden, D. F., & Lubans, D. R. (2018). Development of Foundational Movement Skills: A Conceptual Model for Physical Activity Across the Lifespan. Sports Medicine, 48(7), 1533-1540. doi:10.1007/s40279-018-0892-6
Physical Literacy. (2020). Homepage. Physical Literacy. Retrieved from https://physicalliteracy.ca/
Stodden, D & Goodway, J.D. (2007) The dynamic association between motor skill development and physical activity. Journal of Physical Education, Recreation & Dance, 78:8, 33-49, DOI: 10.1080/07303084.2007.10598077
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, 47(10), 2045-2068. doi:10.1007/s40279-017-0723-1
Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review. BioMed Research International, 2017, 1-13. doi:10.1155/2017/2760716