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← Recreation Leadership

REC3060 Ever Active Kids Leadership

Advanced · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students learn principles of Ever Active leadership with children and youth in recreation settings in the community. Ever Active Kids leaders endeavour to develop proficient and expressive movers who have a comfort and joy in using their bodies for both goal-directed and aesthetic purposes. Students learn the importance of evidence-based practices related to Fundamental Movement Skills from the Canadian Sport for Life Model; physical literacy, child and youth development, exercise, activity adoption and motivation theories; and physical activity patterns of children and youth.
Prerequisite
HCS2020: First Aid/CPR with AED REC2060: Leadership in Recreation & Sport
Parameters
Access to recreation programs for youth in the school or community and to instruction from an individual who has met the training requirements of Fitness Alberta. Note: This course is listed within a credentialed pathway. Please refer to the CTS Credentialed Pathways document on the Alberta Education website for more information.
Supporting courses
HSS1030: Communication Skills for Health Professionals HSS2020: Nurturing Children

Outcomes The student will:

  • 1 evaluate the roles, responsibilities and practice of an Ever Active Kids leader

    • 1.1 outline the qualities of an effective Ever Active Kids leader, including considerations for reflective practice

    • 1.2 justify a holistic view of children and youth in recreation settings by:

      • 1.2.1 evaluating past personal experiences in relation to a holistic model

      • 1.2.2 describing the importance of using a holistic model to guide practice

    • 1.3 apply the Ever Active Kids model by:

      • 1.3.1 justifying how individual differences will influence a child’s perception of and affective response to a recreation activity

      • 1.3.2 developing scenarios that illustrate the application of the model based on individual differences

      • 1.3.3 justifying how a child’s perception influences a leader’s planning and implementation of a program

      • 1.3.4 differentiating between adult programs that focus on fitness (FITT or frequency, intensity, time, type) and children’s programs that focus on developing a physically active lifestyle (FICC or fun, intrinsic motivation, competence, confidence)

    • 1.4 describe key elements of theories of motivation, including:

      • 1.4.1 the need for autonomy

      • 1.4.2 the need for challenge

      • 1.4.3 the opportunity to demonstrate competence

      • 1.4.4 the opportunity to attain social acceptance

      • 1.4.5 the need for fun and enjoyment

    • 1.5 explain components of a mastery motivational climate using examples, including a description of the strategies noted in the acronym TARGET:

      • 1.5.1 Task

      • 1.5.2 Authority

      • 1.5.3 Recognition

      • 1.5.4 Grouping

      • 1.5.5 Evaluation

      • 1.5.6 Time

    • 1.6 compare the theory regarding mastery motivational climate to cognitive evaluation theory and competence motivation theory

    • 1.7 describe the Ever Active Kids program’s strategies for maximizing motivation of children and youth during physical activity

    • 1.8 evaluate leadership principles for physical activity based on research of effective teaching practices for physical education in schools, being sure to:

      • 1.8.1 list several recommendations for leading physical activities

      • 1.8.2 recommend practices that help children develop self-esteem

      • 1.8.3 list examples of practices for leaders to avoid that decrease self-esteem

      • 1.8.4 list practices specific to children aged 5 to 12 and adolescents that improve self-esteem

      • 1.8.5 list practices that help reduce gender bias

    • 1.9 analyze research related to coaching effectiveness and self-esteem of children participating in sport, including:

      • 1.9.1 comparing a professional sports model to a developmental model

      • 1.9.2 comparing coaching to win and coaching that reinforces encouragement and developmental play

      • 1.9.3 developing strategies for a supportive, cohesive team

      • 1.9.4 involving athletes in team decisions and rules for conduct on the team

      • 1.9.5 implementing strategies to improve coaching effectiveness over time

    • 1.10 define three approaches to behaviour management

    • 1.11 list strategies to manage behaviour positively

    • 1.12 list considerations for handling misbehaviour effectively

  • 2 evaluate stages of development in childhood and adolescence as they apply to recreation planning as an Ever Active leader using the Ever Active Kids developmental model of “Head, Heart and Hands”

    • 2.1 summarize evidence-based considerations for physical, motor skill and fitness development for Ever Active leaders

    • 2.2 summarize evidence-based considerations for cognitive and perceptual development for Ever Active leaders

    • 2.3 summarize evidence-based considerations for affective and moral development for Ever Active leaders by describing considerations for asking a child to publicly demonstrate a skill

    • 2.4 summarize evidence-based considerations for the trainability of children versus adults, including considerations for muscular strength and anaerobic capacity by describing Dreger’s guidelines for strength training for youth aged 7 to 16 years

    • 2.5 describe personal experiences with physical activity in relation to a conceptual approach to movement

    • 2.6 summarize teaching and learning principles of Ever Active leadership when teaching basic movement skills

  • 3 lead several activities for children and youth based on the principles of Ever Active Kids leadership

    • 3.1 assess, after active participation, several recreation activities using developmentally appropriate activity practices (DAAP) principles, including the following:

      • 3.1.1 focuses on skill development

      • 3.1.2 provides lots of practice

      • 3.1.3 focuses on the quality of movement

      • 3.1.4 accommodates all skill levels so that there is success for all

      • 3.1.5 uses appropriate goal structure, including individual, cooperative and competitive

      • 3.1.6 is safe emotionally and physically

    • 3.2 suggest modifications to activities based on assessment using DAPP

    • 3.3 demonstrate skills for teaching basic (informing) tasks

    • 3.4 demonstrate skills for teaching refining tasks

    • 3.5 demonstrate skills for teaching simplifying and extending tasks

    • 3.6 demonstrate skills for teaching engaging tasks

    • 3.7 compose variations of traditional games like dodge ball that demonstrate Ever Active principles

    • 3.8 demonstrate, using a variety of examples, how Ever Active leaders incorporate movement concepts during instruction, including:

      • 3.8.1 body concepts

      • 3.8.2 spatial concepts

      • 3.8.3 effort concepts

      • 3.8.4 relationship concepts

    • 3.9 describe characteristics, values and examples of several types of activities

    • 3.10 assess effective instructional practices of an Ever Active Kids leader, including:

      • 3.10.1 planning to minimize managerial and organizational tasks

      • 3.10.2 establishing routines and a stop and listen signal

      • 3.10.3 managing equipment

      • 3.10.4 managing transitions in lessons

      • 3.10.5 using pictures or cards at stations

      • 3.10.6 providing safety instruction

      • 3.10.7 grouping and arranging participants effectively

    • 3.11 lead basic rhythmic movement activities so that participants experience beat and rhythm motifs

    • 3.12 lead activities exploring movement to music that provide for opportunities to create, perform and observe

    • 3.13 lead creative dance activities to export body concepts

    • 3.14 lead educational gymnastics activities for the following movement patterns, including activities that build sequences:

      • 3.14.1 landings

      • 3.14.2 locomotions

      • 3.14.3 statics

      • 3.14.4 rotations

      • 3.14.5 swings

      • 3.14.6 springs

    • 3.15 assess educational gymnastics activities for choreography using a rubric

    • 3.16 lead several games activities, including:

      • 3.16.1 body management games

      • 3.16.2 object management games for sending, receiving and retaining skills

      • 3.16.3 cooperative games

      • 3.16.4 competitive games, including quality games and playground games

  • 4 design an Ever Active Kids program

    • 4.1 write goals for a program considering the:

      • 4.1.1 needs of the administrators of the program

      • 4.1.2 needs of parents or guardians of participants

      • 4.1.3 needs and characteristics of the participants

      • 4.1.4 availability of facilities and equipment

      • 4.1.5 personal strengths and limitations he or she has as an Ever Active Kids Leader

      • 4.1.6 goals for knowing, valuing or feeling, and doing

    • 4.2 justify the “design down; deliver up” model (Ever Active Kids Leadership), including strategies for adjusting lesson plans based on the progress of participants

    • 4.3 justify the inclusion of dance activities in a movement program, including the forms of dance

    • 4.4 differentiate between formal gymnastics and educational gymnastics

    • 4.5 explain the hierarchy of competitive games instruction, including an explanation of the importance of teaching games for understanding

    • 4.6 assess physical fitness activities based on characteristics that promote long-term fitness with kids, including:

      • 4.6.1 fun

      • 4.6.2 socialization

      • 4.6.3 variety and choice

      • 4.6.4 connection of the activity with the value of fitness for the individual child

      • 4.6.5 breaks in intensity

      • 4.6.6 creative use of technology

    • 4.7 write a sample note to parents introducing an Ever Active Kids program

    • 4.8 interview a program administrator about managing a quality program, including considerations for:

      • 4.8.1 group size

      • 4.8.2 number, length and timing of sessions

      • 4.8.3 facilities and equipment

      • 4.8.4 cultural and community context

      • 4.8.5 methods of assessing program quality

  • 5 demonstrate basic competencies

    • 5.1 demonstrate fundamental skills to:

      • 5.1.1 communicate

      • 5.1.2 manage information

      • 5.1.3 use numbers

      • 5.1.4 think and solve problems

    • 5.2 demonstrate personal management skills to:

      • 5.2.1 demonstrate positive attitudes and behaviours

      • 5.2.2 be responsible

      • 5.2.3 be adaptable

      • 5.2.4 learn continuously

      • 5.2.5 work safely

    • 5.3 demonstrate teamwork skills to:

      • 5.3.1 work with others

      • 5.3.2 participate in projects and tasks

  • 6 create a transitional strategy to accommodate personal changes and build personal values

    • 6.1 identify short-term and long-term goals

    • 6.2 identify steps to achieve goals

Program of Studies 2022. Source document, © Alberta Education.