I Move We Move - Good For Kids - NSW Government

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v Glossary of symbols and terms In I Move We Move there are symbols that refer you to: Another section of The Guide or The Physical Activity Handbooks In I Move We Move the following terms are frequently used: Physical activity is defined as any bodily movement produced by skeletal muscles which results in energy being expended. Physical activity can occur during games, play, sports, and travel between places1 . Fundamental movement skills are specific gross motor movements that involve different body parts such as feet, legs, trunk, hands, arms and head. They are the ‘building blocks’ or foundation movements for more complex and specialised skills required to play different games, sports and recreational activities offered during the school years and in the community 2 . Physically active play (otherwise referred to as free active play) is periods of time when children are free to choose their own activities and where the activities require a child to be physically active. Planned, adult guided developmental movement activities are where adults extend children’s learning opportunities with regards to developmental movement for babies. Through intentional teaching and guidance to assist them to discover their potentials and achieve their learning goals3 . Planned, adult guided fundamental movement skills learning experiences are where adults extend children’s learning opportunities with regards to fundamental movement skills for toddlers and preschoolers through intentional teaching, and guidence to assist them to discover their potentials and achieve their learning goals 3 . Sedentary behaviour is when a child is inactive, either lying or sitting down. In the early education and care setting this includes times that children are seated but not meal time or nap time, e.g. if a teacher puts table toys on a table and children are only allowed to sit at the table and play, circle or group time on floor, TV viewing, etc. Small screen recreation is a specific type of sedentary behaviour where a child is using the computer or television (broadcast, videos, DVDs or electronic games) for recreational, not educational purposes4. I Move We Move, The Guide Edition 1 August 2009 A specific resource within The Guide or any of The Physical Activity Handbooks A resource on the accompanying CD-Rom or DVD AREA HEALTH SERVICE
Section One Introduction I Move We Move – The Guide AREA HEALTH SERVICE
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: Acknowledgements I Move We Move has
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 46 and 47: 4.5 Physical activity no matter the
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
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Putting together a fundamental move
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Stability skills (continued) The or
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Locomotor skills (continued) The or
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Locomotor skills (continued) The or
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Manipulative skills (continued) The
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Monitoring progress Recording child
Page 72 and 73:
6.1 Active early childhood environm
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6.3 Equipment to encourage fundamen
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6.5 Sand pit Why not use the sand p
Page 78 and 79:
6.7 Sun protection Exposure to UV r
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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
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I Move We Move - Good For Kids - NSW Government

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