New Junior School Gym = Next Level Physical Education

Written by MIS Communications | Oct 11, 2024 10:58:10 AM

Research confirms that compared to 30 years ago, children today receive far less outdoor (unstructured) play. This reduction in play has resulted in students being less well-rounded in their motor development. While some students still receive ample playtime as they grow up, the average has unfortunately decreased. Personal, Social, and Physical Education (PSPE) is a subject for all students—an inclusive subject for all movers. The focus is on progress, not just on the most talented child in this area.

With respect for all learners and in light of the need for a resurgence of importance on PSPE, MIS is proud of our new gym designed specifically for Early Childhood and Junior School learerns. Head of Department, Lieke Burghout explains that, "MIS places our learners at the heart of the process and focus on the learning journey rather than the outcome. As children grow, mature, develop, and learn at individual rates, we must offer activities that allow all learners to be successful".

The difference between a standard gym's design and MIS's new Junior School gym is striking. The purposefully designed floor in the Junior School will exploit the principles of movement transferability. Without the standard basketball, volleyball, and badminton lines, students will have more opportunities to be creative with their environment. Indeed, 2nd-grader Odessa explains that floor is special "because we can make up our own games with the shapes and colors on the floor."

A creative play experience enables children to test their skills, try new ideas, and seek challenges. Students will become more adaptable to different playing situations and can transfer what they learn from one play activity to the next. Our aim is to support learning through a process of discovering, exploring, and improving movement skills.

PSPE Early Childhood and Junior School teacher Samantha Mitchell confirms that "the Athletic Skills Model floor has been a game-changer in my teaching, significantly improving the efficiency of my lessons and the overall student experience. Instead of spending valuable time setting up multiple areas for different activities, the pre-designed layout of the floor allows me to jump straight into lessons. The use of lines, colours, and zones clearly defines the playing areas, so students immediately know where their designated space is without the need to lay out countless cones. This not only streamlines the setup process but also helps keep the gym organised and easier to manage".

Beyond the practical benefits of the floor design, the inclusion of shapes, lines, and letters on the floor plays an important role in reinforcing classroom learning, particularly in subjects like math and literacy. "I'm a strong advocate for integrating academic skills into physical education, and this floor provides the perfect platform to support cross-curricular learning in a fun and engaging way" explains Mrs. Mitchell.

Students have responded incredibly well to this new environment. "They seem noticeably more motivated, and through conversations with them, it's clear that they really enjoy their new space. They appreciate the clear structure that the floor provides, which helps them feel more confident and engaged during lessons" continues Mrs. Mitchell.

Overall, the Athletic Skills Model floor has created a dynamic and interactive space that enhances both physical education and academic development, making it a valuable addition to the learning experience.

What to know more about the innovative origins of this model? Continue reading the below research and insights from Head of Department, Lieke Burghout:

When researching for my master’s degree in athletic administration, I focused on the topic: “Physical Development Improves School Readiness.” As an experienced Physical Health Educator and a mother of a one-year-old, I became intrigued by the idea that young children learn through physical interaction with their environment. Through research, I gained a better understanding of the positive relationship between the development of motor skills and academic readiness. Research suggests that children can raise their achievement levels, increase motivation, heighten understanding, accelerate their learning timeline, and expand creativity through motor skills, music, and proper nutrition.

Young children should be exposed to developmentally appropriate activities that enhance the growth of their locomotor, non-locomotor, and manipulative patterns. They should be given opportunities to develop movement skills that serve as a foundation for the future. Additionally, instilling a joy for movement at an early age will encourage children to remain active as they grow older.

The Athletic Skills Model (ASM) is based on extensive research in the areas of movement and sports science. Focused on 10 movement concepts, the lessons vary and provide appropriate learning opportunities and challenges for all students. Gone are the days when the entire class would line up to jump over a buck. The focus of the lessons is play-based. Through the concept of deliberate play, students sample different movement patterns and activities. The outcome is that students will improve their physical literacy. They will become motivated, confident, and physically competent movers who, with their knowledge and understanding, will remain physically active throughout their lifetime. Additionally, by adding more variety to their movement experiences, they will lower their chances of injury.

Unlike 30 years ago, our focus is for students to acquire basic movement skills and become versatile, competent movers. We aim to create an environment that sparks curiosity and encourages students to confidently try new movements. It is well understood and widely suggested that sampling various movements is beneficial not only for physical and social reasons but also for aiding the development of a target sport of their choice. By focusing on overall athletic development, we lay the foundation for children to easily pick up a target sport when they reach puberty. The similarities between sampling sports and target sports are often much greater than the differences.

Terminology Explained:

Locomotor skills: Crawling, skipping, walking, hopping, jumping, running, leaping, galloping.
Non-locomotor skills: Pushing, pulling, twisting, turning, wiggling.
Manipulative movement: Controlled use of hands and feet, such as waving, throwing, catching, grasping.