A vous de jouer_Équipes de maternelle_Nexus Santé_Health Nexus
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Cet atelier a été présenté par le Centre de ressources Meilleur départ pour les équipes de maternelle à plein temps de l'Ontario. Le financement a été fourni par la Fondation Lawson.
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A vous de jouer_Équipes de maternelle_Nexus Santé_Health Nexus
- 1. Activité physique à la maternelle De bonnes habitudes pour la vie
- 2. Objectifs d’apprentissage • Comprendre l’importance de l’activité physique et du savoir-physique physique à la maternelle, et leur influence sur les résultats et le bien-être des élèves. • Apprendre des stratégies pour augmenter le niveau d’activité physique et de savoir-faire physique chez les enfants de la maternelle. • Participer à des jeux et à des activités que vous pourrez utiliser dans votre programme de maternelle. • Étudier les obstacles courants qui empêchent l’activité physique chez les enfants de la maternelle, et trouver des solutions. • Collaborer avec les autres pour mettre en commun des idées, des méthodes et des histoires de réussite. • Avoir accès à des idées, à des outils et à des ressources qui vous aideront à conserver votre élan après la séance de formation.
- 3. Centre de ressources Meilleur départ • Offre renseignements, consultations, ressources et formations en matière de santé maternelle et développement des jeunes aux prestataires de services • Un programme de Nexus Santé (nexussante.ca) • Financé par le ministère des Services à l’enfance et à la jeunesse • Le projet À vous de jouer ensemble! est financé par la Fondation Lawson
- 4. C’est un départ! • Série de questions à choix multiples sur des termes, statistiques et directives clés. • Exprimez votre réponse en bougeant d’une certaine manière : A – Marche sur place B – Coups de boxe C – Talon à l’avant D – Hip-hip-hourra!
- 5. C’est un départ! En moyenne, sur un groupe de 26 jeunes de 5 ans, combien suivent les recommandations de 60 minutes d’activité physique modérée ou intense chaque jour? a) Moins de 4 b) Un peu plus de 7 c) Environ 12 d) Un peu plus de 15 A – Marche sur place B – Coups de boxe C – Talon à l’avant D – Hip-hip-hourra!
- 6. C’est un départ! Quel serait un exemple d’activité physique d’intensité modérée? a) Grimper b) Jouer avec des blocs c) Courir d) Marcher rapidement A – Marche sur place B – Coups de boxe C – Talon à l’avant D – Hip-hip-hourra!
- 7. C’est un départ! Combien d’heures par jour un enfant de 5 ans passe-t-il en moyenne à faire des activités sédentaires pendant les heures d’éveil? a) 3,4 heures b) 5,8 heures c) 7,6 heures d) 10 heures A – Marche sur place B – Coups de boxe C – Talon à l’avant D – Hip-hip-hourra!
- 8. C’est un départ! Quel milieu influence le plus un enfant à être actif? a) Maison b) École c) Communauté d) Toutes ces réponses A – Marche sur place B – Coups de boxe C – Talon à l’avant D – Hip-hip-hourra!
- 10. Bienfaits de l’activité physique Développement physique? Développement affectif? Développement social? Développement cognitif?
- 11. Bienfaits de l’activité physique Développement physique • Favorise la croissance. • Renforce le cœur, les poumons, les os, les muscles et les articulations. • Favorise l’acquisition des habiletés motrices, y compris les mouvements de base. • Donne de l’énergie pendant la journée. • Aide à dormir la nuit. • Améliore la souplesse. • Corrige la posture. • Améliore la coordination et l’équilibre. • Permet de conserver un poids santé. • Améliore la condition physique.
- 12. Bienfaits de l’activité physique Développement affectif • Constitue une activité agréable, qui rend les enfants heureux. • Réduit l’anxiété et soulage le stress. • Permet de prévenir, de réduire ou de combattre la dépression. • Renforce la confiance et l’estime de soi. • Aide à gérer le stress.
- 13. Bienfaits de l’activité physique Développement social • Permet d’acquérir et de pratiquer des compétences sociales. • Favorise les interactions avec les autres. • Favorise les liens d’amitié. • Favorise de saines activités en famille. • Permet d’acquérir des compétences fondamentales. • Renforce les habiletés de leadership et de travail d’équipe. • Améliore la confiance en soi. • Nourrit l’imagination et la créativité. • Favorise un comportement positif.
- 14. Bienfaits de l’activité physique Développement cognitif • Favorise le développement des fonctions cérébrales. • Améliore la capacité de résoudre des problèmes. • Améliore l’attention et la concentration. • Améliore la mémoire. • Favorise la créativité • Prépare à la lecture. • Améliore l’apprentissage et la réussite scolaire.
- 15. Bienfaits de l’activité physique L’activité physique et le développement du cerveau • Augmente la circulation sanguine vers le cerveau, ce qui améliore l’attention. • Favorise la formation de cellules dans la région du cerveau qui est responsable de la mémoire. • La région du cerveau qui est responsable de l’attention est plus développée chez les enfants actifs. • Réduit le stress, qui peut être dommageable pour le cerveau. • L’activité physique qui requiert de la coordination crée des connexions entre les hémisphères gauche et droit du cerveau.
- 16. Les enfants actifs apprennent mieux! Après 20 minutes assis tranquilles Après 20 minutes de marche Sections rouges: très actives. Sections bleues: peu actives. Après 20 minutes d’activité physique, les enfants avaient de meilleurs résultats en lecture, épellation et mathématiques. Ils étaient plus susceptibles de lire à un niveau supérieur à leur niveau scolaire.
- 17. Les enfants actifs apprennent mieux! Après 20 minutes assis tranquilles Après 20 minutes de marche Sections rouges: très actives. Sections bleues: peu actives. Une leçon active augmente de 13% l’activité physique d’un enfant pour la semaine. Elle réduit de 21% le temps passé par l’enseignant à gérer les comportements…
- 18. Rôle du savoir-faire physique • Importante composante de l’activité physique. • Englobe la motivation, la confiance, la compétence et la compréhension. • Les habiletés motrices fondamentales en sont les éléments de base. • Littératie = lettres mots phrases • Numératie = chiffres fractions équations • Savoir-faire physique = habiletés motrices séquences de mouvement tâches
- 19. Conseils pour aider les enfants à acquérir un savoir-faire physique : • Essayez de nouvelles activités et de nouvelles habiletés motrices. • Donnez-leur souvent l’occasion de bouger. • Faites des activités dans différents environnements (sur le sol, dans les airs, dans l’eau et sur la neige ou la glace). • Choisissez des activités qui correspondent aux habiletés et au développement de vos élèves.
- 20. Résolution de problèmes • Formez de petits groupes (4-5). • Discutez d’obstacles auxquels vous faites face pour rendre les enfants actifs dans votre salle de classe. • Choisissez un obstacle, partagez cet obstacle avec les autres groupes et inscrivez-le en haut de votre feuille. Nous discuterons de ces obstacles plus tard dans l’atelier.
- 21. On s’active! • Objectif premier : que les jeunes bougent tout en s’amusant. • Possibilité d’intégrer d’autres éléments d’apprentissage (littératie, numératie, couleurs, formes) • Les habiletés développées vont au-delà des habiletés motrices et peuvent inclure : viser, orientation spatiale, coordination œil-main, communication, écoute, suivre des instructions, résolution de problèmes, réflexion critique, capacité d’adaptation, habiletés interpersonnelles, contrôle de soi. • Les jeux se rattachent également au développement social : partage, encouragement, coopération, empathie, attitude positive, travail d’équipe, souci des autres.
- 22. On s’active! Jeux qui développent la littératie : • Former les lettres de l’alphabet avec son corps • Rangement • Peindre l’alphabet Jeux dans un grand espace : • Échange de couleurs • Au suivant • Attaque de requin Jeux qui développent la numératie : • Lancer les dés • Paires • Équilibre Jeux dans un petit espace : • Passer le toutou • Passer le ballon en équilibre • Le chat et la souris
- 23. Activité physique non structurée • Aussi appelée jeu libre. • Les enfants jouent librement, seuls ou avec d’autres. • Le rôle de l’adulte est d’assurer une surveillance et une supervision appropriées à l’âge et au développement de l’enfant. • L’adulte peut jouer avec l’enfant, mais ce n’est pas lui qui dirige l’activité. • Occasions de s’activer à l’extérieur (« jeu risqué »).
- 24. https://www.participaction.com/sites/default/files/downloads/Participaction - 2015 Position Jeu Activ Exterieur- FR.pdf
- 25. S’activer à l’extérieur • Il est important pour les enfants de s’activer à l’extérieur. • Le jeu extérieur est souvent appelé « jeu risqué ». • Ne signifie pas jeu dangereux. • Exemples : • Grimper aux arbres. • Creuser dans la terre. • Sauter dans les flaques d’eau.
- 26. Philosophie des éléments indéterminés (Pièces détachées, « loose parts ») • Philosophie du jeu ouverte. • Encourage la créativité, l’exploration et la résolution de problèmes. • Utilisation de matériaux qui peuvent être manipulés. • Pas de consigne. • Influence positive sur le niveau d’activité physique. • Exemples de matériaux : • Environnement naturel : eau, bâtons, terre, feuilles, cailloux, pommes de pin, bûches. • Terrain de jeu : ballons, cerceaux, pneus, seaux, craies, foulards, cordes. • À l’intérieur : blocs/jeux de construction, couvertures, matières qui stimulent les sens, autos, animaux ou personnages jouets, matériel artistique, matériel recyclé.
- 27. Site Web À vous de jouer ensemble!
- 28. Site Web À vous de jouer ensemble!
- 29. Site Web À vous de jouer ensemble!
- 30. Site Web À vous de jouer ensemble!
- 31. Site Web À vous de jouer ensemble!
- 32. Résolution de problèmes • Dans vos petits groupes, lancez et notez des idées de solutions potentielles à l’obstacle que vous avez choisi. • Après 1 minute, vous passez à l’obstacle du groupe suivant et notez des solutions qui n’ont pas encore été relevées. • Après avoir fait le tour des groupes, on fera un bilan avec le groupe au complet.
- 33. Partage de groupe Avec un partenaire ou en petits groupes, discutez des questions suivantes : • Des idées ou pratiques avec lesquelles vous avez eu du succès? • D’où vous viennent vos bonnes idées? • Avez-vous des ressources incontournables que vous utilisez régulièrement? • Avez-vous des liens avec des ressources ou organismes locaux? • Quels ressources ou organismes locaux pourraient offrir un soutien?
- 34. Partage dans votre milieu scolaire Trouvez un nouveau partenaire ou petit groupe et discutez de façons que vous pourriez partager de l’information et promouvoir l’activité physique avec les groupes suivants de votre milieu scolaire : • les élèves de votre classe • les autres élèves de l’école • votre partenaire d’enseignement • les autres enseignants de l’école • les parents • le directeur de l’école
- 35. Élaborer un plan d’action Feu rouge : quelque chose que vous faites que vous allez cesser de faire. Feu jaune : quelque chose que vous faites que vous allez faire moins. Feu vert : quelque chose que vous allez commencer ou continuer à faire.
- 36. Autres ressources • Actif pour la Vie (activeforlife.com/fr/) • Encyclopédie sur le développement des jeunes enfants : Activité physique (www.enfant-encyclopedie.com/activite-physique) • La Société canadienne de physiologie de l'exercice (www.csep.ca/fr/accueil) • La Société du sport pour la vie (canadiansportforlife.ca/fr) • Parachute (www.parachutecanada.org/accueil) • ParticipACTION (www.participaction.com/fr-ca) • Soins de nos enfants - L’activité physique chez les enfants et les adolescents (www.soinsdenosenfants.cps.ca/handouts/physical_activity)
- 37. Autres ressources • Jeux et activités, Un départ en santé pour le préscolaire 2-5 (http://healthybeginningspreschoolers.ca/fr/) • La Ressource d’apprentissage de la petite enfance d’Ophea (http://carrefourpedagogique.ophea.net/ • Plans de cours Actif Pour la Vie (activeforlife.com/fr/lesson-plans-and-resources/)
- 38. Bilan • Merci • Évaluations • Des questions?
Notes de l'éditeur
- Welcome Housekeeping (bathrooms, fire exits, interactive workshop including active components, break after 1.5 hours, training materials) Presenter introduction Who’s in the room? Educators, ECEs, EL teams, H&PE specialists, other
- 10 minutes (2 minutes/intro + each question) We are going to start the workshop by reviewing some important information related to physical activity and children. Because this is a workshop about physical activity, we are going to integrate some movement (and hopefully some fun!) into this section. On the next few slides, I have some multiple choice questions that include key terms, statistics and guidelines. After I read the question, you are going to move in the way that reflects your response. If you think the answer is “A”, you are going to march on the spot. If you think the answer is “B”, you are going to do boxer jabs. If you think the answer is “C”, you are going to do heel digs. If you think the answer is “D”, you are going to do an overhead press. Does anyone have any questions? Let’s get started!
- Réponse: B On average, out of a group of 26 kids aged 5 year olds, how many are meeting the guidelines for 60 minutes of moderate-vigorous physical activity each day? a. Less than 4 b. Just over 7 c. About 12 d. Just over 15 First off, how many of you are familiar with the Canadian Physical Activity Guidelines? These are a series of documents that were developed by the Canadian Society for Exercise Physiology (CSEP) for the Early Years, Children, Youth, Adults and Older Adults. Each guideline provides information on the types, intensity, and frequency of physical activity needed to promote good health. Children 5-11 years old should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity daily. This should include vigorous-intensity activities at least 3 days per week, and activities that strengthen muscle and bone at least 3 days per week. So that being said, the number of 5 year olds out of a group of 26 that are meeting the guidelines is b. Just over 7 or 30%. JUST UPDATED In the 3-4 year old age group, 73% of children meet the guidelines for daily physical activity. However, physical activity levels start to decline at age three and this may be due to the fact that as children get older, they need more energetic activities. Given current data, in the 6-11 age group, only 14% of children get the recommended 60 minutes of physical activity each day. For the 12-17 age group, this number drops to only 5%. Source: Canadian Health Measures Survey, 2012 and 2013 (http://www.statcan.gc.ca/pub/82-625-x/2015001/article/14136-eng.htm) Source: 2015 ParticipACTION Report Card on Physical Activity for Children and Youth (formerly the Active Health Kids Canada Report Card). Health Reports, Vol. 27, no. 9, pp. 14-23, September 2016 • Statistics Canada, Catalogue no. 82-003-X Physical activity and sedentary behaviour of Canadian children aged 3 to 5
- Réponse: D What is an example of a moderate-intensity activity? a. Climbing b. Building with blocks c. Running d. Brisk walking The correct answer is d. Brisk walking. Light-intensity physical activity includes activities of daily living. Examples are walking, standing while colouring and playing in the sandbox. Moderate-intensity physical activity causes children to sweat a little and breathe a little harder. Examples are playground activities, bicycle riding and brisk walking. Vigorous-intensity physical activity causes children to sweat and be out of breath. Examples are running, jumping and climbing. All types of physical activity are important in reducing the amount of sedentary behaviour in children and in improving their health.
- Réponse: C How many hours a day does the average 5 year old spend being sedentary (not including sleep time)? 3.4 hours 5.8 hours 7.6 hours 10 hours The correct answer is c. 7.6 hours. Children 5-11 spend 7.6 hours being sedentary and those aged 12-17 spend 9.3 hours being sedentary. Sedentary lifestyles are a major contributing factor to the development of obesity in children. It is directly linked to negative physical and mental health outcomes that can easily be reduced with regular movement. One of the primary indicators used to measure sedentary behaviour is screen time and 76% of children 5-11 years old are playing with tablets, watching tv, or playing video games for more than 2 hours each day. In addition to contributing to obesity, too much screen time has been linked to irregular sleep, behavioural problems, impaired academic performance, a desensitization to violence and less time for active, creative play. Source: 2010 Active Healthy Kids Canada Report Card Source: 2015 ParticipACTION Report Card on Physical Activity for Children and Youth (formerly the Active Health Kids Canada Report Card).
- Réponse: D What is the most influential environment for children to be physically active? a. Home b. School c. Community d. All of the above The correct answer is d. All of the above. It is important that physical activity for children take place in a variety of different environments – at home, when in school and out in the community. This helps emphasize the message the physical activity is important. That being said, as educators who spend a large portion of the day with your students, you are in a unique position to be able to positively influence their physical activity habits. I am hopefully going to be able to provide you with some idea and tools through this workshop that will help you do so. I also want to reference that physical activity should also come in a variety of different formats – play, games, sports, active transportation, recreation and physical education. This will allow your students to find what they enjoy and achieve success with.
- 2 minutes The benefits of physical activity aren’t just limited to physical health. Physical activity also improves mental health, social skills and cognitive functioning. We are going to watch a quick video that was developed by the Best Start Resource Centre thath highlights some of the benefits of physical activity for young children.
- Demander aux participants de nommer des bienfaits pour chacune des catégories.
- 1 minute Read slide
- 1 minute Read slide
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- Louise – this infographic is only in English. I will leave to your discretion if you still want to show it. 1 minute Here is an infographic that was developed by Active Living Research and although it is an American based organization, there is some really interesting data presented. Some of the key points I want to emphasize are… After 20 minutes of physical activity, students tested better in reading, spelling and math. One physically active lesson results in a 13% increase in physical activity and a 21% decrease in teachers’ time managing behaviour. Look at the difference in brain activity of students taking a test after 20 minutes of sitting quietly and after 20 minutes of walking. Reference: http://activelivingresearch.org/blog/2015/01/infographic-active-kids-learn-better
- Louise – this infographic is only in English. I will leave to your discretion if you still want to show it. 1 minute Here is an infographic that was developed by Active Living Research and although it is an American based organization, there is some really interesting data presented. Some of the key points I want to emphasize are… After 20 minutes of physical activity, students tested better in reading, spelling and math. One physically active lesson results in a 13% increase in physical activity and a 21% decrease in teachers’ time managing behaviour. Look at the difference in brain activity of students taking a test after 20 minutes of sitting quietly and after 20 minutes of walking. Reference: http://activelivingresearch.org/blog/2015/01/infographic-active-kids-learn-better
- 2 minutes By a show of hands, how many of you are familiar with the term “physical literacy”? Physical literacy is an important component of physical activity. The International Physical Literacy Association defines physical literacy as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.” If a child is physically literate, they have the ability to demonstrate a variety of movement skills with confidence and competence across a wide range of physical activities. These are fundamental movement skills and include movements such as: stretching, twisting, running, jumping, skipping, throwing, catching and kicking. Fundamental movement skills are the building blocks of physical activity. Just like literacy has the ABCs and numeracy has the 123s, physical literacy has smaller components that provide the base for being successful with movement. By developing fundamental movement skills and physical literacy, children develop the confidence to be physically active, whether through recreational games or competitive sports and activities. Physical literacy helps to establish healthy physical activity habits by laying a strong foundation with fun and positive experiences that leads to children being more inclined to stay physically active as they get older. Without physical literacy, research has shown that children withdraw from physical activity and sport and turn to more inactive and unhealthy choices during their leisure time. Being physically inactive can result in lower school grades, reduced confidence, lower self-esteem, poor social skills and chronic health problems such as diabetes, high blood pressure and certain cancers.
- 1 minute Children develop physical literacy when they have lots of opportunities to play and experience different movement skills. Both unstructured play, where children can explore on their own, and structured activities, where children receive formal instruction to improve their skills, develop physical literacy. Here are some ways you can help children develop physical literacy… Read slide
- 60 minutes As I’ve already shared with you, physical activity has a ton of benefits for children, especially for kindergarten children. This is why they should move often! Over the next hour, we are going to participate in a collection of games and activities that can be used throughout your FDK program. We are going to focus on: Activities that develop literacy Activities that develop numeracy Activities for large spaces like the gym or outside Activities for small spaces like the classroom or hallway During this section of the workshop, my main goals are to highlight activities that: Will get students moving while promoting a positive experience and encourage fun. Connect to physical skill development, non-physical skill development, and character development. Can easily be modified to meet the different ability levels of your students. Focus on participation and cooperation rather than competition. Use simple instructions and limited rules. Do not use specialized equipment. I will also provide tips and strategies that will help you facilitate these activities with your students. Everyone ready to get going? I encourage everyone to participate but if at any time you need to take a break, don’t hesitate to have a seat and join us again when you are ready.
- 60 minutes Key tips and strategies to highlight during the activities: Make it fun because kids will enjoy themselves and want to continue being active. Be a good role model and participate with the kids. Any movement is good movement (as long as the kids are having fun and being physically and emotionally safe). Specialized equipment isn’t necessary (e.g., can use no equipment or household and classroom items). Small groups allow for more participation. Try different types of physical activity: play, games, sports Non-traditional equipment may add an element of fun and appeal to those who are intimidated by sports. Watch out for signs of fatigue and end the activity before the children start losing interest or stop having fun. Ensure games aren’t too complicated. Involve children in choosing the activities or equipment to create some accountability. Create a positive environment by being enthusiastic, providing encouragement and removing pressure. Create lots of opportunities for success through achievable challenges (e.g., change rules, modify equipment, larger targets) Provide lots of opportunities for practice (skill development takes time!)
- Active outdoor play is an important component of physical activity for children. It involves providing opportunities for children to play outside, experiencing the elements, learning about their environment, and naturally exploring different types of movement such as running, jumping, climbing, and building without being prompted. Active outdoor play is often referred to as risky play. It is important to note that risky play does not mean dangerous play that is unsafe. Instead, it is giving children the freedom to evaluate challenges, test their own physical limits, and develop their confidence. Examples include climbing trees, digging in dirt, and jumping in puddles. These activities are thrilling and exciting to children and lead to curiosity, creativity, and problem solving. Accordingly, don’t be afraid to encourage your children to explore outdoor and risky play. It will help them to understand their physical limits, manage challenges, and develop their self-confidence.
- Loose parts is a term that was developed by architect Simon Nicholson in the 1970’s. It represents a philosophy of play that is open-ended and encourages creativity, exploration and problem solving. Loose parts are materials that can be manipulated in many different ways. They can be moved, carried, mixed together, sorted and assembled. They can be used alone or combined with other loose parts. There are no directions for loose parts play. Loose parts play has positive connections to physical activity levels in children because they are constantly moving. Studies have shown that children who have access to loose parts materials, like those below, are more active than those who play on in a fixed play environment, like a playground.
- To highlight: For anyone who is involved in the care of children 0-6 (at home, in childcare, at school and in the community) Targeted information for Families and Professionals
- Just the Facts includes important background information such as what physical activity is and why it’s important
- Tips & Ideas section includes realistic solutions for common barriers to getting kids active
- Games & Activities database includes over 100 fun and simple games and activities that can be accessed by age, space availability and equipment requirements
- Also includes tools to extend the learning: Videos, Downloads, Additional Resources.
- 10 minutes: 5 minutes for discussion, 5 minutes to share with the group While I’ve shared a lot of information and ideas with you, as someone who spends all day with the students, you guys are the experts. I want you to find and elbow partner or small group and discuss the questions on the screen. After 5 minutes, I’m going to bring the conversation back to the full group and ask partners to share what you talked about.
- 10 minutes: 5 minutes for discussion, 5 minutes to share with the group Whether at home, in childcare, at school, or in the in the community, we all have a role in getting kids active but sometimes key stakeholder groups just don’t know about the importance of physical activity for young children or how they can help. I want you to find a new elbow partner or small group and discuss ideas for sharing information and promoting physical activity with the different groups in your school community that are identified on the slide. After 5 minutes, I’m going to bring the conversation back to the full group and ask partners to share what you talked about.
- 10 minutes: 5 minutes to work individually, 5 minutes to share with the group Based on the workshop so far, I hope that you are more informed about physical activity for kindergarten-aged children and have some great ideas and strategies that you are ready to try out when you get back to you classroom. To help you with being a bit more accountable, I would like each of you to identify some next steps through a modified action play. I would like you each to use a traffic light template to highlight some areas of action when you are back at your school. The red light represents something you are going to stop doing. The yellow light represents something you are going to do less of. And the green light represents something you are going to start doing or continue to move forward with. Please take a few minutes to identify some action steps.
- 5 minutes Can you believe two and a half hours is already up? Thank you all for spending time with me to learn all about physical activity in the kindergarten classroom. I hope you all are leaving with some interesting information, new activities ideas and strategies for how you can continue promote and facilitate physical activity with your students. (Also thank school board and community partners if involved in workshop). I am going to be handing out an evaluation form and I ask that everyone please take 5 minutes to fill out the questions. Everyone that completes an evaluation will be entered in a draw to win one of three Ophea resources including the 50 Fitness Cards, the Yoga Alphabet Cards and the Early Learning Activity Cards. Also, I will be sticking around for a little bit so don’t hesitate to connect with me if you have any questions. Thank you again!