Course:KIN355/2020 Projects/Using Follow Through
Defining the Concept and Its Importance
The follow through phase of throwing is just one small component of the movement as it is simply how the throw is finished (Calabrese, 2013). However, throwing as a whole is considered to be one of the most important manipulative skills which is involved in many sports such as baseball, cricket, javelin, and tennis (Kasuyama et al., 2016). A key characteristic of beginner overarm throwing includes the child isolating the arm during their throw, without using trunk action (Kasuyama et al., 2016). As children develop, their skills should as well. This includes advancing their throwing by adding in a follow through at the end. In basic terms, a follow through involves continuing to move the arm across the opposite side of the body, after the object is released[1] (Duncan et al., 2019). It also involves rotation of the hips and shoulder towards that side (Duncan et al., 2019). Thus, the movement of throwing an object should not finish when the object is released.
There are many reasons as to why this movement is important in the context of childhood movement experiences. Fundamental motor skills are a classification of skills that are often split into two categories, locomotor skills and object control skills (Duncan et al., 2019). A proficiency in these skills has many positive outcomes such as various positive health implications, a predictor of long-term participation in sport and physical activity, and are used as the building blocks for many other movements (Eather, 2018). Fundamental movement skills are not innately learned as a child develops and matures (Duncan et al., 2019). Thus, educators such as teachers, parents, and coaches, play a very important role in teaching these skills. This can be done through implementing various appropriate activities, providing feedback, and giving plenty of opportunities to practice (Duncan et al., 2019). Throwing is classified under these fundamental motor skills, and specifically the follow through movement helps with the creation of force and therefore is an important developmental step (Cohen, 2011). In fact, the poorest performance for children in individual skills is overhand throwing (Duncan et al., 2019). In one study it was found that no children in Year 2 had mastered the overhand throw, and 87.7%, 64.3% and 61.5% of children in Years 2, 3, and 4 respectively were rated as ‘poor’ (Duncan et al., 2019). More specifically, a low level of proficiency was found in the follow through section of throwing (Duncan et al., 2019). This skill is very important due to the critical application of throwing with force and distance in sport (Cohen, 2011). The best way to mechanically increase the distance an object goes is to increase the rotation of the forearm, or in other terms ‘following through’ (Kasuyama et al., 2016). It is important that educators take this into account when they are teaching children the fundamental movement skills so that they develop these skills early on.
Role in Childhood Development and Contemporary Considerations
Throwing is one of the most important manipulative skills (Kasuyama et al., 2016). It falls under the category of fundamental movement skills and is therefore a building block for many future movements (Duncan et al., 2019). The final aspect of a throw is the follow through which creates more force by increasing the rotation of the forearm which in turn creates a proportional increase in the force on the object (Kasuyama et al., 2016). This is a vital aspect of being proficient in the performance of the movement. Without the follow through there is not the same amount of force on the object which means it will not travel a great distance (Kasuyama et al., 2016). If a child wants to play performance sports in the future, it is important to acquire a follow through early on so they can learn good habits and increase the probability of mastering throwing.
Early childhood educators, teachers, and grassroots coaches are the key to children learning the foundations of many movement skills. Therefore, it is very important that they are aware of the contemporary issues that surround this subject so that they can work on fixing those problems at the root. A follow through after throwing is an important aspect of the skill that demonstrates proficiency and leads to greater force and more strength. One of the main issues surrounding this skill is that globally, children are not meeting their capability (Eather, 2018). In one study less than 5% of children ages 4 to 12 demonstrated mastery or advanced skill in overhand throwing (Eather, 2018). This is despite the fact that most children are developmentally capable of mastering all fundamental movement skills by around 10 years of age (Eather, 2018). These results demonstrate that very few children are properly performing a follow through, even though they should technically be capable of doing so under the right circumstance. Other studies that looked at children in specific countries found similar low mastery of this skill. In Ireland only 11% of 12 to 13 year old children achieved either mastery or near mastery, in New Zealand less than 40% of children 5 to 13 years old mastered throwing, in Hong Kong less than 25% of children ages 6 to 9 achieved mastery of the skill, and in Singapore the majority of children ages 6 to 9 had below average or poor object control skills (Eather, 2018). This issue is clearly prevalent for both genders, however, another contemporary issue is that these low levels of proficiency are particularly high in girls (Eather, 2018). Boys are outperforming girls in all fundamental movement skills, in particular in skills that involve object control (Eather, 2018). In Australia, boys demonstrate 34% more advanced skill in throwing than girls (Eather, 2018). There is no clear explanation as to why this is, but researchers suggest that there are environmental and sociocultural factors that are playing a role (Eather, 2018).
These issues can have many negative impacts on childhood movement experiences. The activity patterns that will ultimately affect physical fitness in the future usually begin in early childhood (Davis, 2008). This means that it is important for children to learn these fundamental movement skills, including a follow through at a young age, which allows them to build on these skills in the future and have an active and healthy lifestyle. If children are not learning these skills they may also be missing out on the opportunity to participate in sport due to an inadequate level of skill to play (Eather, 2018). For example, if girls are lacking the ability to perform a follow through, then they will be less likely to participate in the future (Cohen, 2011). It is important that issues such as having a low global proficiency in fundamental motor skills as children, are addressed early on so that it won’t create a ripple effect into their future as a teenager or adult.
As a society, addressing the need to improve proficiency in fundamental motor skills begins with having kids get active and participate in sport at younger ages which allows them to build the baseline for motor skill development. One of the main ways that kids can get more active is through the education system during physical education class. It is important for an educator to ensure that kids are having fun during activities or games, because physical education is more enjoyable when it allows for opportunities for fun and enjoyment (Tannehill et al., 2013).
Practical Applications
When attempting to implement a game or activity for children who are in the developmental stage of skill acquisition including throwing, jumping, running, or kicking, it is crucial that the game or activity is developmentally appropriate for the audience (Bredin, 2020). The activity one chooses for children in the emerging stage may be the same activity they choose for a child of the same age who’s in the acquired stage, just with different modifications. Instead of tailoring the activity to a child’s age, it is important the activity is suited to their level of development. Picking an activity or game that is not fun for the kids will produce no benefits, therefore an emphasis should be placed on enjoyment. Some examples of games/activities that can be used for children who are working on using follow through while throwing is:
Monster Ball
Higher levels of developmental ability with following through on throws has been shown to increase the rotation of the forearm which then leads to an increase in force on the ball (Kasuyama et al., 2016). In a game such as monster ball, increased force on the “monster ball” is beneficial for the kids.
Target Age: 6-9 years old
Equipment Needed: Large exercise ball, small soft balls (the number is dependent on how many kids involved), 4 cones (mark out “monster ball” square), and a large gym space
Set Up: The children are divided up into 2 teams and sit on opposite walls of the gym facing each other. A square is then set up using the cones in the middle of the gym and the large exercise ball or “monster ball” is placed in the middle of the square. The small throwing balls are then evenly distributed along the centre line and around the “monster ball” square.
Instructions: On the blow of the whistle, students will run from the back wall and towards the middle where they will attempt to grab the small balls off the line and throw them at the “monster ball” in the middle of the square. The goal of the game is to have the “monster ball” roll out of the square and onto the opposing team’s side in order to score a point. The round is over once the “monster ball” leaves the square and the court is reset for the next round. The kids are allowed to run anywhere in the gym including on to the other team’s side of the court except no one is allowed to enter the square or touch the “monster ball.” Players who do touch the “monster ball” or enter the square may be subjected to a penalty. Examples of a penalty could include sitting out for the rest of the round or that child must play while hopping on one foot.
Modifications: As this is a very basic game in concept, modifications are going to be key in progressing a child's developmental level of using follow through. One of the variations one can use is expanding the “monster ball” square. This would require the children to be throwing from further away now which requires more force (one of the traits of using follow through) in order to hit the “monster ball” and practice the kids accuracy due to the increased distance required to throw. Having fewer amounts of the smaller balls on the court will also require the kids to be more careful or precise with throws as each ball is more valuable. A penalty that can be enforced that would be designed for the more advanced levels of follow through kids would be to use their weak hand for the rest of the round. This would only be beneficial for the kids who already have a proficient level of follow through as it can help develop their off-hand skills instead of their dominant hand skills.
As the kids are attempting to throw dodgeballs across the gym with the goal of their teammates catching it on the other side, having greater ability to create force will allow for easier time in making sure the ball can reach the other bench (Kasuyama et al., 2016).
Target Age: 8 and older
Equipment Needed: 2 gymnasium benches (if larger number of kids, 4 to line up 2 end-to-end on either side), dodgeballs and gymnasium
Set Up: Line up benches 1/3 up from the bottom of the basketball key (in typical school gymnasium, or 2 meters from the end line) with the dodgeballs evenly spread out along the centerline. Divide the kids up into two teams and have them sit with their backs against the wall on opposite ends of the gym, behind the benches. One player from each team will be chosen to go and stand on the opposing teams’ bench. The round starts when a whistle or signal is made, the teams may then run from their sitting position on the back wall and run to the center to retrieve dodgeballs.
Instructions: The objective of the game is to have your entire team standing on the bench at one time. First team to do that wins the round. To get onto your bench, one must throw a dodgeball and have a teammate catch it while on the bench or in the air before they hit the ground. If a receiver goes to catch a ball and falls off the bench without catching it, they must go back to the other side of the court and try to get on the bench again. Each team has to throw from their side of half. A team however can have people defending the other team’s dodgeballs as they attempt to throw them towards the bench. Defenders must stand at least 1 meter away from the bench while trying to defend. Defending can be done by catching the other team’s ball or knocking it out of the air with another ball. If a defender does go into the restricted zone, the person who threw the ball on the other team is allowed to go onto the bench.
Modifications: Modifications can be made for this game in a number of ways. To make the game easier for some kids who may not be as developed as others, having the benches closer to the centerline will allow for less force required when throwing the ball. Another way to make the game easier is to have the defenders stand further away from the bench, making it easier for teammates to catch a ball while on the bench as there is a larger target area to aim for. Ways to make the game more difficult is to allow throwing attempts on the basketball hoop (if in a gym where basketball hoops are present above the bench). When this rule is in place, a team who sinks a shot in the hoop from their own side of half forces everyone on the opposing bench to go back to their half (except the person who originally started on the bench). This requires a higher level of accuracy and force, levels which only more developmentally advanced kids may have.
Summary
The development of throwing proves to serve many positive outcomes for an individual’s future, including psychological well being, reduction of sedentary behaviour, and the promotion of an active lifestyle which reduces the chances of acquiring long-term health difficulties in the future (Olive et al., 2015). As such, the follow through phase of throwing allows for a holistic development and encourages the child to master the skill of throwing. An accurate acquisition of a follow through will provide children with the opportunity to maintain an active and healthy lifestyle throughout the lifespan.
References
Bredin, S. (2020). Module 4: Developing fundamental movements. Kin 355 Movement Experiences for Young Children, School of Kinesiology, University of British Columbia
Calabrese, G. J. (2013). Pitching mechanics, revisited. International journal of sports physical therapy, 8(5), 652-660.
Cohen, R. (2011). The effectiveness of aligned developmental feedback on the overhand throw in third-grade students. Physical education and sport pedagogy, 17(5), 525-541.
Davis, K. L. (2008). Validity and reliability of the medicine ball throw for kindergarten children. Journal of strength and conditioning research, 22(6), 1958-1964.
Duncan, M.J., Roscoe, C.M., Noon, M., Clark, C. C., O’Brien, W., Eyre, E. L. (2019). Run, jump, throw and catch : How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum? European physical education review, 26(4), 814-826.
Eather, N., Bull, A., Young, M. D., Barnes, A. T., Pollock, E. R., Morgan, P. J. (2018). Fundamental movement skills: Where do girls fall short? A novel investigation of object-control skill execution in primary-school aged girls. Preventive medicine reports, 11(1), 191-195.
Kasuyama, T., Mutou, I., Sasamoto, H. (2016). Development of overarm throwing technique reflects throwing ability during childhood. Physical therapy research, 19(1), 24-31.
Olive, L., Telford, R., Byrne, D. (2015). Physical literacy development in Australian youth: a current concern. Journal of Science and Medicine in Sport, 19 (1), 64.10.1016/j.jsams.2015.12.157
Tannehill, D., MacPhail, A., Walsh, J., & Woods, C. (2013). What young people say about physical activity: the Children’s Sport Participation and Physical Activity (CSPPA) study. Sport, Education and Society, 20(4), 442-462. doi: 10.1080/13573322.2013.784863