# Children in Action Motor Program for Preschoolers (CHAMPPS) Michaelene M. Ostrosky, PhD Paddy C. Favazza, EdD ## Webinar Tips - Close any applications that use bandwidth or resources on your device - To submit a question, click “Questions” in the webinar panel and type in your question - If you experience audio issues, check the Audio tab of the webinar panel for correct speakers, ensure speakers are turned up, or try reconnecting to the webinar. ### Book Giveaway We’re giving away a FREE copy of Children in Action Motor Program for Preschoolers. One attendee will be selected at random and emailed after the webinar. Submit your questions to improve your chances! ### Certificates Certificates of attendance will be available for all webinar and recording viewers. More information will be provided at the end of the webinar. --- ## Introductions - Micki Ostrosky - Paddy Favazza ## Objectives By the end of today’s chat, you will: 1. Understand why motor programs are important for young children; 2. Be able to describe several key features of CHAMPPS; and 3. Have new ideas for embedding motor play into your curriculum. --- ### Favorite Childhood Gross Motor Game/Activity? - Hide N Seek - Hopscotch - Chase - Soccer - Red Rover - Climbing Trees - Riding Bikes - Baseball - Duck Duck Goose - Relays - Skating - Hiking --- ### In the Context of Motor Play - Young children develop school readiness skills - Physical well‐being and motor development - Social‐emotional skills - Cognitive skills (i.e., pre‐math, pre‐reading) and general knowledge - Language skills --- ### Motor Development Motor development is a continual and sequential process. #### What about motor development for preschoolers? **Motor development does not happen automatically for all children.** Name challenges you see in your students – things that interfere or alter typical motor development and physical activity. --- ### Other Challenges That May Interfere with Motor Play - **Social Skills** - Getting along with others - Turn taking and sharing - Interacting/communicating with peers - Social exchanges - **Approaches to Learning** - Willingness to try new activities, join in - Completion of activities - Following directions --- ### Development Compromised by Poverty Children who grow up in poverty, even those who are born healthy, show a gradual decline in cognitive, motor, and social-emotional abilities which persists for years (Petersen, 2012). --- ### Development May Vary Because of Cultural Influences - Variances: Gender Roles, Independence, Autonomy, Opportunities Note the tools and activities used vary widely across cultures. Rogoff, B. (2003). Cultural nature of human development. NY: Oxford University Press. --- ### Additional Systemic Barriers - Lack of Policy - Increased Focus on Academic Outcomes - Half Day Versus Full Day - Teacher’s Lack of Confidence & Knowledge - Lack of Access to Safe, Appropriate Playground or Outdoor Spaces **Children are highly motivated to move, to use their bodies and equipment/materials AND You (parents, teachers, and early interventionists) can do many things to support development using physical activities.** Wittmer, D.S. & Petersen, S.H. (2006). Infant Toddler Development and Responsive Program Planning. --- ### Trivia What do National Guidelines say about the amount of daily physical activity preschoolers should have? - Preschoolers (ages 3‐5 years of age) should be engaged: - A. in 180 minutes (3 hours) daily of physical activity (PA) - B. at least 60 minutes (1 hour) daily of physical activity (PA) - C. at least 120 minutes (2 hours) daily of physical activity (PA) What do the National Guidelines say about the type of physical activity preschoolers should have? - Of the 3 hours of daily physical activity recommended for preschoolers: - A. at least 60 minutes should be spent in structured physical activity - B. 60 minutes and up to several hours should be spent in unstructured physical activity - C. all 3 hours should be spent in unstructured physical activity - D. A and B --- ### Elements of CHAMPPS - Strong theoretical underpinnings - Universal Design for Learning (UDL) infused lessons - Links to preschool readiness skills, literacy, and music - An internal structure to support increased physical activity level - Adaptable for half‐day and full day programs - Tables with UDL strategies and school readiness suggestions - Emphasis on involving families in motor play - Research‐informed program --- ### Ideas to Increase Physical Activity Across the Day 1. Create motor opportunities 2. Take periodic physical activity breaks 3. Embed school readiness skills from your curriculum into motor play. --- #### Create Motor Opportunities in Supportive Environments - **Physical Environment** - Safe - Centers or Stations - Materials - **Social Environment** - Partners - Encourage - Acknowledge Use materials you have in your classroom or house. What do you have that could be used to support motor activities? --- ### Activities You Can Try! #### Take Physical Activity Breaks - **When:** In between two indoor activities - **Where:** In your classroom; Children need to be at least an arm’s length away from each other - **What:** Cool down, Physical activity portion --- ### Embed School Readiness Skills into Motor Play! This is a great way to improve motor outcomes, impact other areas of development, and develop school readiness skills. --- ### Possible Adaptations for Children with Disabilities 1. **TIME** 2. **RULES** 3. **EQUIPMENT** - Demonstrate/model activity; Verbal and visual prompts; Place students who need additional supports near adults. --- ## Additional Resources - Akamoglu, Y., Ostrosky, M. M., Cheung, W. C., Yang, H.W., Favazza, P., Stalega, M. & Aronson-Ensign, K. (2019). Move together, communicate together: Supporting preschoolers’ communication skills through physical activities. Early Childhood Education Journal. Advance online publication: doi: [https://doi.org/10.1007/s10643-019-00957-1](https://doi.org/10.1007/s10643-019-00957-1) - Cheung, W. C., Ostrosky, M. M., Yang, H. W., Akamoglu, Y., Favazza, P., C. & Aronson-Ensign, K. (2019). Merging motor and cognitive development: There’s so much to learn while being physically active! Palaestra, 33(3), 48-54. - Ostrosky, M.M. & Favazza, P.C. Pass the Ball, Not the Remote [https://illinoisearlylearning.org/blogs/special-needs/passball/](https://illinoisearlylearning.org/blogs/special-needs/passball/) - Ostrosky, M.M., Favazza, P.C., Yang, H.W., McLaughlin, K. & Stalega, M. (2018). Let’s get moving: Using children’s literature to support physical activity and readiness skills. Palaestra. 32 (2). - Yang, H.W., Ostrosky, M. M., Favazza, P. C., Stalega, M. V., & Block, M. E. (2018). Embedding motor activities into inclusive preschools. Young Exceptional Children, [https://doi.org/10.1177/1096250618783994.](https://doi.org/10.1177/1096250618783994.) --- **Contact Information** Micki: ostrosky@illinois.edu Paddy: ostrosky@illinois.edu ## Certificates Certificates of attendance are available for download from the “Handouts” section of the webinar and from the URL below: **bpub.fyi/CHAMPPS‐Cert** --- ## Webinar Survey At the end of the webinar, you will be asked to complete a short survey. Let us know your thoughts about this webinar and you’ll be entered to win a free book. --- ## Thank You!