Kids' Athletics
Athletics Australia – Kids' Athletics
Program Details | |
|---|---|
Overview | This program aims to build the foundational skills, techniques and knowledge around how to move the body. |
Deliverers | Athletics Australia delivers with support from teachers |
Training and Resources | Coaches completed online and face-to-face training provided by Athletics Australia. Additional training was provided around the Physical Literacy Framework. |
Duration | 1 x 60 minute session/week x 8 weeks |
Age | 5 – 12 years |
Description | Primary school students in the school setting |
Physical literacy outcomes
Athletics Australia – Kids' Athletics helped children develop across all four domains of physical literacy – physical, psychological, social and cognitive.
PHYSICAL
- Movement skills – running and jumping were focussed on to help develop skills that could assist the ability for long term participation.
- Object manipulation - games were designed to be non-competitive and included modified equipment to ensure all students could participate and build their ability and confidence in throwing skills.
PSYCHOLOGICAL
- Self-regulation (emotions) - students reported nervousness decreased across the time of the program through individual support provided by the coaches
- Self-regulation (emotions) - coaches used a variety of techniques to manage student emotions such as verbal discussions focussing on a positive aspect e.g. “I can see that you are frustrated, it’s ok to make mistakes, but what you are doing really well is…’
- Self-perception - teachers commented that the coach reinforcement of trying to improve themselves was positive, “the children now have more self-perception of their own abilities and what they need to do to maximise to ensure they are being successful”.
- Enjoyment & engagement - students reported they enjoyed the coach’s individual feedback as it allowed them to stay engaged in the activity and improve their performance.
SOCIAL
Relationships, collaboration and ethics were developed in the program by:
- Identifying what was important through a pre-program survey completed by students that identified they wanted to build relationships and collaboration with others in a safe learning environment to learn.
- Coaches designed games to create a supportive environment where the students could interact with each other. Students reported that ‘games are the best when they are with friends’.
- Coaches focussed on developing relationships with students, earning their trust, and understanding their individual learning needs.
COGNITIVE
- Content knowledge - correct terminology around technique was used by coaches to develop students’ content knowledge of Athletics and support their learning and improvement in performance.
- Reasoning - through learning correct techniques, and why they are important for successful outcomes, students were able to reflect on performance and identify how they could improve.
Key findings
1
Having fun was key.
2
Students enjoyed activities when they were with their friends as they provided a socially supportive environment.
3
Coach’s language was important to create a safe, trusting space where children could engage, learn and improve. For example, when a student said, “I am not good at throwing” the coach responded, “You either haven’t learnt how to do it yet, or you are still working on it, it’s just practice”.
4
Students were encouraged to better their own performance through learning and practice.
5
Collaboration between coaches and teachers ensured a good understanding of the children and the school environment.
6
Teachers benefited from observing a qualified coach create an engaging and safe learning environment. They also increased their capacity to deliver physical literacy outcomes.