Why Young Athletes?

Massachusetts Comprehensive Health Curriculum Framework - 1999

• 2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance. In pairs, students practice throwing and catching different objects, then hitting a target. Observe partner and use movement concepts to provide feedback

• 2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as individuals and in teams

• 2.3 Perform rhythm routines, including dancing, to demonstrate fundamental movement skills

• 2.4 Identify physical and psychological changes that result from participation in a variety of physical activities

• 2.5 Explain the benefits of physical fitness to good health and increased active lifestyle

• 2.6 Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and recreation, refraining from using tobacco, alcohol, and other substances)

• 2.7 Demonstrate responsible personal and social conduct used in physical activity settings

Social and Emotional Learning and Approaches to Play and Learning

• Standard APL1: The child will demonstrate initiative, self-direction, and independence.

• Standard APL3: The child will be able to maintain focus and attention, and persist in efforts to complete a task.

• Standard APL4: The child will demonstrate creativity in thinking and use of materials.

• Standard APL5: The child will cooperate with others in play and learning.

• Standard APL7: The child will demonstrate organizational skills.

• Standard APL8: The child will be able to retain and recall information.