I Move We Move - Good For Kids - NSW Government

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4.5 Physical activity no matter the weather What do you do when you arrive at work and the weather seems unfavourable for outdoor play? It may be wet, windy, cold or hot. Take a look at your resources within the centre: • Do you have an undercover veranda? Could you utilise this? Of course you will need to ensure space requirements are met • How can you make more space to accommodate physical activity indoors? • What physical activity would be safe for this confined space? Think about how existing equipment can be revamped, adapted or added to, in order to create a meaningful provocation which will support children to be physically active. Small parachutes, balls, bean bags, hoops, large foam blocks, gross motor mats suggesting movements, table tunnels, balance beams, targets etc… the list is enormous. Work with your colleagues, look through your equipment and be creative! Have you thought about playing when it is wet? Some considerations: • BE PREPARED – Talk to parents about playing outdoors on wet days • Work with staff and management to prepare policies which support wet weather play • Have a supply of spare clothing for children and also ask parents to provide extra wet weather clothing as well as raincoats, rain boots and umbrellas • Avoid play outdoors during very cold weather, very windy weather, hail storms or thunder storms • Splashing in puddles is lots of fun for children, even when wet and not raining • Monitor children closely as they have difficulty regulating their own body temperature • How about adding some boats and oars? • Pirates could even walk the plank! This also serves as a bridge for the children less eager to get wet!!!! I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE
Case study: Wet weather creates unique opportunities for physical activity After a rain storm, an enormous puddle had developed. One of the boys had ridden his bike through the puddle and discovered he has made a wave. He asked others to help him create an even bigger wave. This interest continued for some time but was soon lost when another child spoke about the motor bike races that he saw where the riders got all muddy. The race had begun!!!! “ Discuss with other staff how you may be able to incorporate some of the suggestions in this section of I Move We Move. At first this may appear a little daunting but together you will all reap the rewards. Children will be more involved and engaged. Their concentration will improve and as they master new skills their confidence and self esteem will increase. ” Jannelle Gallagher Authorised Supervisor, Kurri Kurri and District Pre-School Kindergarten I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE 4.6
Page 1 and 2: I Move We Move The Guide www.goodfo
Page 3 and 4: Section Four: I Move, We Move Every
Page 5 and 6: Acknowledgements I Move We Move has
Page 7 and 8: Section One Introduction I Move We
Page 9 and 10: Benefits of physical activity and m
Page 11 and 12: Physical activity for young childre
Page 13 and 14: Section Two Whole of Service Approa
Page 15 and 16: What should we include in the polic
Page 17 and 18: Staff development and training It i
Page 19 and 20: The types of information you commun
Page 21 and 22: Evaluation Evaluating your polices
Page 23 and 24: Building on strengths, how it might
Page 25 and 26: Resource 2: Sample physical activit
Page 27 and 28: Resource 3: Further information on
Page 29 and 30: Why is physical activity important
Page 31 and 32: How much physical activity do young
Page 33 and 34: Young children and TV Did you know?
Page 35 and 36: Section Three Physical Activity in
Page 37 and 38: Developmental appropriateness To en
Page 39: Culturally appropriate Physical act
Page 42 and 43: 4.1 Promoting physical activity thr
Page 44 and 45: 4.3 Water play Children often have
Page 49 and 50: Section Five Learning How to Move I
Page 51 and 52: Stages of fundamental movement skil
Page 53 and 54: A description of the three developm
Page 55 and 56: Adult guided fundamental movement s
Page 57 and 58: Essential components of a fundament
Page 59 and 60: Putting together a fundamental move
Page 61 and 62: Stability skills (continued) The or
Page 63 and 64: Locomotor skills (continued) The or
Page 65 and 66: Locomotor skills (continued) The or
Page 67 and 68: Manipulative skills (continued) The
Page 69: Monitoring progress Recording child
Page 72 and 73: 6.1 Active early childhood environm
Page 74 and 75: 6.3 Equipment to encourage fundamen
Page 76 and 77: 6.5 Sand pit Why not use the sand p
Page 78 and 79: 6.7 Sun protection Exposure to UV r
Page 81 and 82: Section Seven I Move We Move Away f
Page 83 and 84: Think carefully about the amount of
Page 85 and 86: 3. Record children’s responses to
Page 87 and 88: Scenario Two - Television or play o
Page 89 and 90: 18. Sport and Recreation New Zealan

I Move We Move - Good For Kids - NSW Government

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