Early childhood is marked by a good opportunity for learning. Early childhood has very high learning abilities due to excessive curiosity, occurring especially in early childhood. Since early age is a golden age, at that time child development must be optimized. Early childhood development is holistic in nature, that is, it can develop optimally if it is healthy, sufficient in nutrition and educated properly. Children develop from various aspects, namely physical development, both gross and fine motor skills, cognitive aspects, social and emotional aspects. Characteristics of early childhood are related to physical activity, which is that children generally like to play, like to move, like to work in groups, and like to practice directly.

Educators are required to understand the child’s development, and provide physical activities with play models. Learning material is made in the form of games, especially in elementary school students in lower classes (grade 1 to 3) who are still quite thick with the play zone. So that the design of the learning model play a fun concept, but still pay attention to the achievement of teaching materials.

Elementary school age children differ from adults who like to sit for hours, but different children may even sit quietly for a maximum of 30 minutes. Educators play a role to make learning that is always moving dynamically, interesting games provide a stimulus to the child’s interest in movement becomes high.

Elementary school age children generally group with peers or their age. The concept of classroom learning can be modeled as group assignments, educators provide material through simple assignments to be completed together. The task is in the form of a combination of psychomotor elements (motion activities) that involve cognitive elements. For example elementary school age children are given the ask of simple motion material explaining shooting a ball, then to get the answers they will practice first and the explain according to their abilities.

Elementary school age children, have the characteristics of happy doing things in a practical model, not theoretical. Based on the previous three concepts of pleasure (like playing, moving, grouping) elementary school children, of course very effective combined with direct practice. Educators provide children’s learning experiences directly, so learning classical theoretical models are not really needed or given when evaluating.

Period of age 10-11 years (grade 4 and 5) in this period there is a transition in the activities provieded in the lessons of spiritual/sports educators. Movement education (movement education) as more emphasized in the previous period began to change to physical fitness activities and sports skills.

Early childhood sports :

1. Activities by involving large muscles.

2. Activities by changing the direction and speed of running.

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3. Development of throwing, jumping and sports coordination skills.

4. Game with opponents to channel competing instincts (need coaching in sportsmanship, collaboration with leadership).

5. evelopment of skills about soccer, volleyball and basketball games using simple rules.

6. Little ball game.

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7. Hit the ball / kok with a lighter racquet.

8. Learn swimming styles, such as freestyle and breaststroke.

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9. Forms of exercise exercises, flooring with simple tools.

10. Athletics : Run, jump, throw, sprint with a distance of 40-50 meters. Long jump without the start. Learn the high-jump scissor style. Throw the ball with distance.

11. Starting to recognize sports according to their interests and talents: athletics, soccer, volleyball, archery, pencak silat.

reference :

Indonesian Journal of Primary Education – Vol 1 No 1 (2017) 51-58

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