Return to course: Pivot to Play Certified™ Level 1 Building a Foundation
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Pivot to Play Certified™ Level 1 Building a Foundation
Lessons
Level 1, Lesson 1: Where Are We Today?
Topic 1: Overview
Topic 2: What to expect & What is Big Body Play?
Topic 3: The State of Our Health Today
Topic 4: What is Going on?
Topic 5: How Does Play Impact Kids?
Topic 6: The Connection Between Movement and Learning
Topic 7: Wrap-Up, A Story from Kindergarten
Level 1 Lesson 1: Reading assignments & References
Level 1, Lesson 1 Foundations Quiz
Level 1, Lesson 2: Literacy, What's Physical About It?
Topic 1: Review and Introduction
Topic 2: Parents and Schools
Topic 3: Defining Physical Literacy
Topic 4: Children Love to Move
Topic 5: Putting It All Together
Topic 6: Adult Role Models and Conclusion
Topic 7: Reading Material & References
Level 1, Lesson 2: Literacy, What's Physical About It? Quiz
Level 1, Lesson 3: Did You Bring Your Six-Pack? Core Strength and a Child's Success
Level 1, Lesson 3, Topic 1: Introduction
Level 1, Lesson 3, Topic 2: The Pivot to Play Learning Pyramid
Level 1, Lesson 3, Topic 3: What is the Core to a Child?
Level 1, Lesson 3, Topic 4: A Little History & Some Engineering
Level 1, Lesson 3, Topic 5: What Does Core Strength Look Like in Kids Today?
Level 1, Lesson 3, Topic 6: What Does This Mean For Classroom Success?
Level 1, Lesson 3 Topic 7: Wrap -Up
Level 1, Lesson 3: Reading Material and References
Level 1, Lesson 3: Quiz
Level 1, Lesson 4: Running on Empty: Aerobic Movement and the Brain
Topic 1: Introduction
Topic 2: Let's Start By Talking About the Brain
Topic 3: So How Does a Brain Develop?
Topic 4: What Happens to Children When They Exercise Aerobically?
Topic 5: Aerobic Movement, Behavior and Self-Control
Topic 6: What is Happening in the Brain When We Move Aerobically?
Topic 7: Reading Material and References
Level 1, Lesson 4 Quiz
Level 1, Lesson 5: Let's Spin Some Success with a Powerful Vestibular System
Topic 1: Introduction
Topic 2: What is the Vestibular System?
Topic 3: What Do a Well-Developed and a Poorly Developed Vestibular System look like?
Topic 4: How Does this Impact Classroom Success?
Topic 5: What Can Be Done to Support the Vestibular System
Topic 6: What More Can We Do?
Topic 7: Reading Material and References
Level 1, Lesson 5 Quiz
Level 1, Lesson 6: Jump, Push and Pull the Proprioceptive System into Our Tool Box
Topic 1: Introduction
Topic 2: What Is Proprioception? How Does It Work?
Topic 3: How Is It Transferred to the Classroom, Social Skills and Development?
Topic 4: How Do We Strengthen It?
Topic 5: Putting It All Together
Topic 6: Reading and References
Level 1, Lesson 6 Quiz
Level 1, Lesson 7: Tips and Tricks: Starting Your Business & Classroom Management
Topic 1: Introduction
Topic 2: Consider the Big Picture
Topic 3: It's Not All About the Games!
Topic 4: Modeling and Communication
Topic 5: Your Lesson Plans and How to Use Them
Topic 6: Safety and the Environment in Which You Will Conduct Your Program
Topic 7: Seeing is Believing & References
Level 1, Lesson 7 Quiz
Level 1, Lesson 8: Games to Support these Strengths & Skills
Level 1 Lesson Plans: Group 1
Level 1 Lesson Plans: Group 2
Level 1, Lesson 7 Quiz
What is the first thing you must do to protect yourself in business?
*
Get an accountant
Learn classroom management
Get business cards
Buy general and professional liability insurance
Physical activity classes for children should be designed so they are
*
Filled with energy
Challenging but achievable
Just above age appropriate
Filled with chaos
Physical activity classes for children should be designed so they are
*
Age appropriate
Outside
Geared towards those with strong physical literacy skills
Inside
Kids who are not __________________ tend to compare themselves to their peers.
*
Age 10
In school
Strong
Physically literate
When you use the Body Part Quiz to redirect children, asking them where their nose is, or their elbow, what else are you helping them do?
*
Strengthen their mental map and their proprioceptive system
Practice their pointing skills
Learn the difference between up and down
Strengthen their writing skills
By _______ children can already see a difference between their skills and others.
*
Preschool
Age 10
Middle school
Their teens
Children who are less physically literate tend to be more ______________ participate in physical activities
*
Reluctant to
Willing to
Excited to
Able to
Encouraging, praising, tips and special attention will help
*
A child understand his strength deficiencies
Boost a child's self-confidence
A child earn better grades in PE
A child make new friends
Though the Pivot to Play™ curriculum is focused primarily on physical activity, one important life skill we also teach is
*
Self-control
Potty training
Kicking skills
The safe way to somersault
The three methods to dealing with bad behavior are
*
Encourage, praise, confirm
Accept, rescind, reject
Belittle, punish, accept
Ignore, respond, redirect
More often than not, a child with bad behavior needs movement to build his
*
Physical literacy
Vestibular system
Throwing skills
Friend group
___________ is frequently used by Coaches when setting up a new game.
*
Redirection
Encouragement
Body control
Proprioception
An example of redirection would be
*
Tag
"When I say GO!"
Removal
Yoga poses
Modeling includes
*
Wearing your best outfit for all to see
Tell and show
Ignoring
Responding
Children are _______________ learners
*
Happy and impulsive
Auditory and implicit
Quick
Literal and visual
When explaining games, make sure your directions are ___________
*
Concise
Descriptive
Detailed
Humorous
To make sure the children understand your directions give them a verbal
*
Warning
Reprimand
Description
Quiz
The primary rule in the Pivot to Play™ curriculum is _____________
*
Fun
Safety
Clarity
Rules
“Starting Position” in Pivot to Play™ terms is used to
*
Build camaraderie
Practice yoga
Analyze skills
Reset behavior
The Pivot to Play™ terms are the basic structure of your time with the children defined as
*
Beginning, middle and end
Rules by which to play
A warning for behavior
Visual cues
“When I Say GO!” Is used to transition to
*
Yoga
An obstacle course
Games and cleaning up
Reset behavior
Cleaning up can
*
Be an eye-hand coordination drill
Save the Coach some valuable time
Be a way to stream-line classes
Make the kids useful
Hazards and obstacles can be mitigated by
*
Pointing them out
Warning against getting near them
Having children name them
Removal, covering or blocking
Check all that apply: the Pivot to Play™ curriculum will help you design a program that is
*
Safe
Has short transitions
Has limited downtime
Develops strengths and skill
Fun
Hard
Behavior focused
Exclusive
Focused
Only appropriate for children who are physically literate
