A Theoretical Basis for a Montessori Physical Education and Athletic Program
Introduction
The only constant factor in a child's life is change. Children are in a constant development. They all go through the same development periods. The beginning and duration of these periods are individually different. These development processes can be seen as an interaction between inner (biological) and outer (environment) factors The changes occur as a result of a hormone-driven process in the body, dependent on heritage and on physiological, psychological, and sociological factors. Boys on the playground
Environment for Independent Activity
The child must be able to independently engage in a wide array of games and activities. A solid core of motor skills, techniques, and coordination will enable all students to pursue their specific interests and talents. Students should be free to explore their potential. Every student should be personally guided in his or her exploration of wellness, sports, and athletics.
Physical Education is a Multi-Dimensional Human Education
A child's development must be seen as a whole. Improvement of one's skill and ability has an impact on other abilities. Therefore, motor skills can have a positive impact on psychological and social factors of a child. Physical activities, such as the learning and practicing of athletic movements, are connected with emotional and mental processes. Although the sports-related training takes on a predominantly physical form, we have to consider the effects of physical training onto mental and emotional areas. Every long term training plan should include the "training" of mental, emotional, and attitudinal factors that are essential prerequisites for athletic performances.
The Priority of Technique and Coordination in the Basic Motor Learning Period
The younger the child, the more uniform the motor talent appears. Children's predisposition for one sport cannot be predicted. On the contrary, studies have shown that athletic performance capacity is up to 62% due to physical development. In reality, the acceleration in biological maturation in conjunction with regular training has more influence on athletic performance than the presumed high level of talent.
Girls in P.E. class
In observing the changing body proportions during puberty and adolescence, the coordinative abilities need to be recognized constantly. It is important that at least a few new movement patterns are learned in each training period. Even more so, it is important that the adaptation caused by growth deals with the previously learned coordinative patterns. The motor control must adjust itself to the altered body characteristics. This state makes it necessary to constantly retain the respective demands on coordination in the program of goal-directed physical development. Thus, the acquisition of new movement patterns in the form of sports-related techniques has to be maintained.
Developmental Congruence with Training
A child's development level is the main steering factor when we choose the time to stimulate growth and learning processes. In working with children it is therefore essential to organize all activities so that each child is stimulated according to his or her individual development pattern. Therefore, everyone working with children must know the normal development pattern and the individual variations occurring in children. We have to look at the child's physiological and psychomotor development as a whole, where the different changes have an interrelated impact on each other. Normally we divide children's growth and development onto different periods according to biological changes in them. These periods of development are only loosely tied to a certain age.
Basic Motor Learning Period (Ages 6-9) |
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| Motor Learning Goals | Knowledge and Attitudinal Goals | Main Aspects of Content |
| Variety of Movement Coordinations | Enjoying physical activity | Gymnastics |
| Instruction of Technical Skills | Getting used to regular participation | Track and Field (Run, Throw, Jump) |
| General Motor Skills | Knowledge of Technique | Flexibility and Agility |
| Flexibility | Knowledge of Rules | Exercises with & without Small Equipment |
| Endurance | Healthy Lifestyle Outside of Training | Partner Exercises |
| Games | Ball Games | |
Developmental Period (Ages 9-12) |
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| New Motor Learning Goals | Knowledge and Attitudinal Goals | Main Aspects of Content |
| Aerobic Fitness | Team Behavior | Running, Cycling |
| Conditioning | Discipline | Team Games |
| Agility/Dexterity | Sporting Behavior | General Strength with Body Weight |
| Speed | Time Management | Flexibility / Agility |
| Rhythm | Proper Warm-Up | |
| Kinesthetic Awareness | Responsibility Towards Group | |
| Reaction Time | ||
Adolescent Period (Ages 12 +) |
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| New Motor Learning Goals | Knowledge and Attitudinal Goals | Main Aspects of Content |
| Muscular Endurance | Knowledge of Basic Exercise Physiology | Strength Training with Various Equipment |
| Power | Self-Monitoring and Record Keeping | Aerobic Power |
| Spatial Orientation | Knowledge of Nutrition | Specific Sport Training |
| Recuperative Methods | ||
Basis for Athletics
The basis for the development of high-level athletic performances is the well-rounded physical-education program. Only a many-sided stimulus for growth will allow the maximal of the different performance determining physical abilities. This task cannot be fulfilled by any single sport or athletic discipline. Therefore, not only the discipline-specific measures, but also the so-called general training measures have to be applied in training sessions.
Athletic Performance |
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| Coordination Capacity | Physical Capacity | Psychological / Cognitive Capacity |
| Knowledge Of Training Principles | ||
| Knowledge Of Technique | ||
| Knowledge Of Recuperative Measures | ||
| Tactical Knowledge | ||
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Goals for Athletics
Each child shall have the opportunity to experience individual accomplishment, teamwork, and the value of sportsmanship. We will provide each child with a high standard for personal wellness as well as a venue for athletic trials and successes. These opportunities, along with the academic possibilities at JMS will, create well-rounded, productive individuals in society.
