How can you help your child acquire ball skills?

Being able to throw and catch balls and other objects is a fundamental movement skill that is considered an important milestone in a child’s early years. This is because they form the foundation for other, more complicated physical activities.

In recent years, researchers have been commenting on a noticeable decline in children’s throwing and catching skills. Stuart Evans and Kane Middleton, writing for The Conversation, discuss this and suggest ways for parents to help their children develop these important skills.

Why is it so important to be able to throw and catch?

Not all children will become ‘sporty’ and shine in one or more sporting activities. Yet it is important they develop fundamental movement skills, including throwing and catching, running, skipping and balancing.

These skills are seen as “fundamental” because they are needed to engage in physical activities effectively and confidently. These also form the basis of skills in all other sports. Without these skills, it is difficulty to remain active and healthy throughout life, which is so important to our physical and mental health.

Children need help to learn

By the time a child is about five, they should be able to throw using a coordinated movement of the throwing arm and opposite leg stepping forward. They should be able to catch using their hands only.

A common misconception is that children learn skills such as throwing and catching automatically. But research in Australia and elsewhere shows that an increasing number of children are not developing adequate basic skills, nor playing as much sport as they used to.

How can you help your child’s throwing and catching skills?

Early childhood education includes fundamental movement skills in their programmes. Guidelines note it takes between 240 and 600 minutes of teaching time for a child to become proficient in one fundamental movement skill.

But research suggests parents can also help their kids at home and you can start building these skills from about the age of two. Here are some tips:

Start slowly

When you’re helping your child, start with larger balls or balloons and work on overarm throwing, underarm throwing and two-handed passes. These can include chest passes and bounce passes like you see in netball and basketball.

As your child gets older, you can make the balls smaller and distances greater. And you can introduce challenges, such as “show me a different way of throwing or catching.”

Have formal and informal sessions

Research shows it’s important for children to get both unstructured play and structured practice to learn these skills.

This gives them specific tips and a chance to experiment and develop their skills.

Vary the activities

Repeatedly practicing the same skill under the same conditions can lead to rapid gains in skill development. But it does not teach children how to apply this skill.

Research suggests children should practice skills in a variety of ways.

If a task is unpredictable, it will create a more “game-like” environment so children are challenged to find solutions.

For example, you could have a game that involves throwing to a target. You could have changing targets (instead of just throwing at the same target over and over).

Keep it fun

While you may be “practicing” or “working” on a skill, try and make it enjoyable. Perhaps it forms part of a trip to the park or it involves a favourite toy. Maybe it involves different equipment or a game where the ball is a character.

If you have concerns about how your child‘s fundamental movement skills are developing, talk to their teacher or consult a professional to help.

Provided by The Conversation

Image provided by Freepik

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Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy. Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this interesting age.

Provided by The Conversation.

Image supplied by Freepik.