How to Teach a Child a Forward Roll - Term Paper Example

How to Teach a Child a Forward Roll 1.0 Introduction A forward roll is basically an acquired gymnastic skill that looks more like a graceful somersault. Basically this skill begins from a standing position the gymnast places hands apart so that they do not get in contact with one another, they then stretches the hands forth, crunches downwards and finally the rolling begins. Teaching a child a forward roll is never as easy as most people would think of it. This is because it involves engaging the child and grabbing their attention through induced interest. We shall find out more lately in the study. The main aim of this study lies on how to teach a child a forward role. Before achieving this objective there is quite a lot to be learnt by the teacher about the child's ability to retain whatever they are toughs. However, with adults and bigger schooling children it is much easier to offer the teaching. Teaching a child a forward roll is something procedural and we will also cover all the necessary methods involved in the teaching process. 2.0 Hypothesis Provision of instructions, demonstration, practice, and patience when applied in the teaching process can induce effective learning. Teaching a child a forward roll contributes to their development. 3.0 Literature Review Forward roll is not just all about gymnastics; it has a wide range of functions out of the gym. For instance, it helps children be able to learn coordination and agility (Rifkin 1999-2015). Most people sprawl in forward fall especially children and that call for the reason to teach them forward roll and make them practice it quite often so that they may change this kind of reaction. Therefore one of the necessities of learning forward roll is to reduce the impact of forward fall as presented by Harell (2005). Some of the necessary requirements for teaching children forward roll is a clean spacious environment, gymnastic costumes and probable company from other eager children. Rifkin (1999-2015) stipulates that in order to maximize the child's learning experience there has to be patience and demonstrations. The learner has also to be taken through clear instructions and plenty of practices as children normally learn through effective repetition. Censoring Pica (2008), it is quite evident that that there are two categories of both advantages and disadvantages that come with the teaching styles in teaching a child a forward roll. These are the advantages and disadvantages of direct style and advantages and disadvantages of indirect style. For instance the author reveals that an advantage of direct style is that a child learns to follow directions while an advantage of indirect style is that a child's critical and creative thinking are enhanced. Pica further stipulates that precautions have to be taken while teaching a child a forward roll because the young children keep bumping into each other and they also fail to behave just as mature people are expected to behave. Due to these, therefore, the children must be kept away from walls and guided so that they keep space from one another or from objects in order to get rid of injury cases. The assumption that the child is likely to learn whatever it is that they are taught is also essential for the teacher because it acts as a driving force (Wetton 2013). According to Wetton, before the actual teaching kicks off, the child should be asked the type of roll they prefer. It therefore lies within the teacher to be able to decide the manner in which the child will be persuaded for a forward roll. This is there for an implication that while teaching a child a forward roll as a teacher you do not just force the child into what they are not interested in. At the same time Wetton also implies to us that when the child does not borrow your idea no teachings will occur. This is thus a weakness in attempts to achieve the purpose of our subject matter. To many students rolling forward is normally considered as a game of fun and this explains why many a times it is always easy to teach the skill (Pickup & Price 2007). Teaching children the physical education is much easier in a group as most children would consider in fun when leaning together. 4.0 Methods 4.1 Participants This study recognized teachers and children as the major participants given that the subject matter under study is on 'how to teach a child a forward roll'. The teacher in this case was a gymnastics teacher back at school where the child learns. Of course it would be much appropriate for a child to be taught by an adult who probably has a family and therefore understands children quite well, just as the case was. The teacher was an adult with family who was thought to possess the ability to respond to children. The learner (who was definitely a child) on the other hand was aged between 4 to about 10 years given that this is the age that matches most of the descriptions in this study such as precautions. The child had to be in good state of health and in good mood geared for the teaching. Likewise, the physical size of the child was never a major deal in the teaching aspect. However, weight and gender drew a bit of concern. For instance in the study, a thicker mat was used as the learner was much weighty. 4.2 Equipment Teaching a child how to roll forward, equipment as measurement scale, mat, and probably a cam corder are necessary for the teaching. A mat was used as it is a basis requirement for the teaching, but it was also evident that in the absence of a mat or when the population being dealt with outnumbers the available mats the teaching is normally conducted on soft grass out in the field. A measurement scale was used to determine the progress in the child's performance. The whole activity was recorded using a video recorder. 4.3 Protocol The training took a couple of sessions. First there was psychological involvement of the child into the activity. Before the actual teaching the child was asked whether he could roll and allowed to do so in his own way. Another session was for teaching the child why it is important that he should know how to roll forward. Before the actual teaching the child was advised and guided on various body posture required before the actual rolling. The sessions after this involved the actual teaching, after which sessions of repletion’s followed. The child was taught to roll again and again until he managed to do it with absolutely no guidance. The main rolling activity was conducted in the following manner: The child was let to stand on an inclined mat in a spacious room. In order to get in a starting position, the child was made to place his feet together and get to a squatting posture with knees bent and hands at shoulder width. The child was then directed so that his chin dropped between the legs before rolling forward. Before the rolling there had to be a push over onto the upper back. The teacher ensured that in all the rolling sessions the child's legs were kept straight and toes pointed. At the end of the roll the child was taught to stand without supporting himself with the hands. This was achieved through placing of feet flat on the floor while gaining an upright posture. 4.4 Data Performance Variable As part of problem solving process, variable data was used. This was basically measurement information that helped determine the learner's progress in performance. The statistical ratios indicated that the child was picking up most of what he was taught and therefore performing just well. The child seemed quite capable. The table below shows the child’s progress in the entire training with all the results discussed in the qualitative section. Training Progress Training % Success Progress Final Results in % Phase I Time 9.00 am – 9.20 am 9.30 – 9.50 am 9.00 am – 10.00 am Psychological Preparation 30 70 70 Phase II Time 10.00 am – 10.20 am 10.30 – 10.50 am 10.00 am -11.00 am Theoretical Teaching 60 80 80 Phase III Time 11.20am – 11.40 am 11.50 am – 12.10 pm 2.00 pm – 2.20 pm 2.30 pm – 2.50 pm 11.20 am -3.00 pm Physical Training 20 45 70 95 95 5.0 Results 5.1 Quantitative The quantitative results in record show the variables that can be used to assess all improvement levels. This can also be viewed from the recorded videos indicating the entire training time span. On average there were about 3 failures in every 20 minutes of training. Training here means all the levels of training that the child got subjected to. The successful progresses started increasing in number at the later level of training compared to the start. This can be related to a study by Werner et al (2011) which stipulates that a child's response to teaching is normally positive towards the end of the activity after several iterations. Which proves that children learn through repetition as already presented earlier in this study. The table in the data performance variable section indicates the child’s progress in the entire training activity from 9.00 am to 3.00 pm. The table has three phases of training. The first phase is about psychological preparation to set the child ready for the actual training trough engaging his thoughts and grabbing his attention and interest in the process. The second phase is all about giving the child some theoretical tips that will help in understanding what he is require of to learn. The third phase talks about the actual physical training which has twice as much session as phase one and two as it is the main thing that the child has to know at the end of the day. All training sessions have got 10 minutes break for assessment and 20 minutes for the training. It is also evident that at the beginning of every session the child performed poor than at the end. This could be due to factors as fear, forgetfulness and limited knowledge on the forward roll agenda. Here is a graphical representation of the same: 5.2 Qualitative The techniques used in the teaching were quite involving; this is to mean that to a great extent there was physical contact between the child and the teacher which lead to quick positive results. The fact that the child made few failures in every half an hour turns out to be an implication that good methods were used. They could also mean that the teacher was experienced enough to coordinate the child. This study therefore does prove that provision of instructions, demonstration, practice, and patience when applied in the teaching process can induce effective learning. 6.0 Discussion All the equipment for the teaching had some purpose to play. The thick mat for instance was selected so that it would reduce the severity of impact in case the child fell forward in an inappropriate manner. These are also one factor that contributed to the positive results; the availability of all the necessities required for the training. Based on Werner et al (2011) you cannot just decide one day that you want to teach a child forward roll and then get on with the practical part of it. How the entire activity is conducted matters a lot. In this case therefore, the beginning should be composing of knowledge of skill components as one way to prepare the child for the rolling lesson. The protocol used however portrayed certain limitations as observed in the child's response to some teaching stages. The child found it hard to grasp some of the basic concepts. “The hard part of the teacher is to be able to give useful feedback to children who are making different responses to the movement problem” (Tinning 2009). Almost a similar occurrence was experienced during the teaching. Probably this is one of the biggest challenges faced by teachers when it comes to teaching children a forward roll. In order to improve the teaching process it would therefore be prudent to borrow the idea of teaching not only one child at a time but teaching several children together at the same time in an open place. This would be able to induce some sort of excitement the puts the children in the mood of wanting to learn more and eager to prove to their age-mates of how better they are in the activity. The protocol also seemed a bit serious as it was aimed at making the child know how to roll forward in just one continuous lesson in one day. It would be better to make the teaching gradual so that the impatient children may not get bored and tire out. Dean (2003) brings out this context clearly as he describes better ways to improve childcare’s learning. 7.0 Conclusion and Recommendations In this study we have explored most of the necessities that must be taken into account before teaching a child how to roll forward. It has been put clear that teachers must first understand the children before getting on with the teaching as this enhances quick learning. We have also explored the major steps that are undertaken in the actual teaching process. However, the methods are not only limited to children but can also be followed by adults who wish to lean the skin. The only difference is that that while applying the procedures to children a lot of caution and concern must be considered. It is therefore worth recommending that children teaching must be closely looked into and caution taken during the teaching as children are always vulnerable. References Dean, J., (2003). Improving Children's Learning: Effective Teaching in the Primary School. Education. Routledge: Boston. Harell, R. (2005). The Forward Roll. The Crossfit Journal Articles. Issue-38. Pica, R. (2008). Physical Education for Young Children: Movement ABCs for the Little Ones. Boston: Human Kinetics. Pickup, I., & Price, L., (2007). Teaching Physical Education in the Primary School: A Developmental Approach. A&C Black: Intl. Rafkin, B. (1999-2015). How to Teach a Child a Forward Roll. Ehow. Last updated: December, 2014. Retrieved from: http://www.ehow.com/how_2041172_child-forward-roll.html Tinning, R., (2009). Pedagogy and Human Movement: Theory, Practice, Research. Boston: Routledge. Werner, P., Williams, L., Williams, L., & Hall, T., (2011). Teaching Children Gymnastics. New York, NY: Human Kinetics. Wetton, P. (2013). Physical Education in the Early Years. Education. Boston: Routledge. Read More