recommendations for intergenerational adapted sport activities for families 1 2 recommendations for intergenerational adapted sport activities for families 3 Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Colophon Recommendations for Intergenerational Adapted Sport Activities for Families Publication has been created as an output of Erasmus+ Sport project: BONTS, Building Family Bonds Through Sport Ref. No.: Erasmus-Sport-2022-SCP-101089863 Partners of the project: Verein fur aktiv Leben und Bildung, AU Zavod APGA, Slovenia Fondatsya Kurazh, Bulgaria Active Zone Outdoor, Cyprus Lotina Kutija, Croatia Klub za osnaživanje mladih 018, Serbia Editor: Talja Sušec, Zavod APGA Authors: Lucia Svata, Patricia Necadova, ACTIVE AU, Leo Smrekar, Lotina kutija, Andreas Andreou, AZO, Vladimir Timot, KOM 18, Lucia Veleva, Courage Foundation, Viktor Sušec, APGA Publisher: Zavod APGA, agencija za promocijo gibalnih aktivnosti, Mislinja, Slovenija Published: Mislinja, 2023 Publication: e-edition Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 169120003 ISBN 978-961-95066-6-0 (PDF) URL: www.zavodapga.si cover photo: Canva, 2023 4 project partners COORDINATOR OF THE PROJECT: Association for active life and education, Austria Lucia Svata www.euactive.org PROJECT PARTNERS: Active Zone Outdoor, Cyprus Andreas Andreou www.activezoneoutdoor.cy Courage Foundation, Bulgaria Lucia Veleva www.couragefoundation.eu Club for Youth Empowerment 018, Serbia Sanja Tošić www.kom018.org.rs Lota’s box, Croatia Leo Smrekar www.lotina-kutija.hr Physical Activity Promotion Agency, Slovenia Viktor Sušec www.zavodapga.si 5 table of CONTENTS 1 INTRODUCTION 8 2 BONTS PROJECT INTRODUCTION 11 2.1 FAMILY AND SPORT 12 2.2 PROJECT BONTS: SPECIFIC AIMS 14 2.3 RECOMMENDATION ASPIRATIONS 16 2.4 WHOM ARE RECOMMENDATIONS FOR? 17 2.5 HOW TO USE RECOMMENDATIONS? 18 2.6 BONTS PROJECT CONSORTIUM 20 2.7 ERASMUS+ SPORT 23 3 IMPORTANCE OF EXERCISE AND SPORTS FOR FAMILIES 24 3.1 WHY ARE SPORT AND PHYSICAL ACTIVITIES CRUCIAL? 26 3.2 PHYSICAL ACTIVITIES AND SPORT FOR FAMILIES 28 4 PHYSICAL ACTIVITIES AND DEVELOPMENT. CHARACTERISTICS. FAMILY PSYCHOLOGY. 34 4.1 INTRODUCTION 36 4.2 PRIMITIVE REFLEXES AND CHILD DEVELOPMENTAL MODULES 37 4.3 COGNITIVE DEVELOPMENT 46 4.4 SOCIAL AND EMOTIONAL DEVELOPMENT 48 4.5 WHY SPORT IS IMPORTANT FOR CHILDREN? 49 4.6 SUMMARY 51 5 DIDACTIC AND METHODOLOGY 52 5.1 INTRODUCTION 54 6 5.2 SOME KEY CHARACTERISTICS OF A CHILD IN MOTION 55 5.3 MOVEMENT CHARACTERISTICS OF CHILDREN 56 5.4 DIFFERENT TYPES OF MOTOR SKILLS 58 5.5 PHYSICAL AND MOTOR DEVELOPMENTAL CHARACTERISTICS 59 5.6 FORMS OF SPORT ACTIVITIES 61 5.7 FAMILY AND SPORT ACTIVITIES WITH PREESCHOOL CHILDREN 63 5.8 FAMILY AND SPORT ACTIVITIES WITH ELEMENTARY SCHOOL CHILDREN 65 5.9 FAMILY AND SPORT ACTIVITIES WITH TEENAGERS 66 5.10 COMPETITIVE AS EDUCATIONAL SPORT ACTIVITIES 67 5.11 ADAPTATIONS TO KNOWN ABILITIES/DISABILITIES 68 5.12 RULES 69 5.13 SAFETY 71 5.14 EVALUATION 72 5.15 RECOMMENDATIONS FOR SUCESSFULL SPORT ACTIVITY 73 5.16 MOVEMENT PYRAMID 74 5.17 GUIDELINES FOR PHYSICAL ACTIVITY 75 6 CONCLUSION 76 7 INTRODUCTION 8 This publication “Recommendations for intergenerational adapted sport activities” was developed in the frame of the project “Building Family Bonds through Sports” (project No.:101089863). Contributing partners: Association for active life and education (Austria), Physical Activity Promotion Agency (Slovenia), Courage Foundation (Bulgaria), Active Zone Outdoor (Cyprus), Lo-ta’s Box (Croatia), Club for Youth Empowerment 018 (Serbia). The photographs featured in this publication were cap-tured during project activities with explicit permission ob-tained from the individuals, their parents, or legal representatives. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). INTRODUCTION Neither the European Union nor EACEA can be held responsible for them. 9 10 BONTS PROJECT INTRODUCTION 11 FAMILY AND SPORT Family is the fundamental unit of society and plays a crucial role in a child’s upbringing and development. Within the family, the parent-child relationship is the most important and intimate one that has a pro- found impact on a child’s personal and social growth. Sports, on the other hand, play a vital role in facilitating physical, emotional, and social learning for children. When parents involve their children in sports ac- tivities, they not only provide them with an active lifestyle but also build a strong bond that lasts a lifetime. Sports activities that are directed and supported by parents create a nurturing and loving environment for children to explore and develop Source: KOM 018, BONTS event, 2023 their athletic abilities. Parents’ en- couragement and guidance support children in their sports journey, en- When parents involve abling them to find satisfaction and their children in sports accomplishment in their athletic pursuits. In addition, sport partici-activities, they not only pation helps children develop skills provide them with an such as teamwork, discipline, respect for authority, and self-control. active lifestyle but also As a result, children become con-build a strong bond that fident in their abilities and acquire a positive outlook towards life. lasts a lifetime. 12 Furthermore, safeguarding in sport goal, which reinforces the family is a crucial aspect to consider when unit and creates a collective pas-involving children in sports activ- sion for sports. Ultimately, building ities. Children’s safety and well-be- family bonds through sports is an ing should be a top priority when excellent way to strengthen familial participating in any sports activi- relationships and provide children ties. Providing a safe space for chil- with a solid foundation for personal dren to play sports fosters a sense growth, development, and success. of trust, security, and confidence within both children and parents. Providing a safe Therefore, building family bonds through sports is a highly benefi- space for children to cial and meaningful activity that play sports fosters a can significantly enhance family relationships. When children par- sense of trust, ticipate in sports, they learn the security, and confi-importance of support and encour- agement from their parents. Sports dence within chil- cultivate a sense of teamwork, a dren and parents. shared purpose, and a common Source: Janja Šetina, Tek po mestnih poteh za zdravje in smeh, 2023 13 project BONTS: SPECIFIC AIMS Source: KOM 018, BONTS event, 2023 The family unit is the foundation Sports are an integral part of modern of society, and building strong society, providing not only physical family bonds is crucial for the health, but also emotional well-be- well-being of both children and ing to millions of people world- parents. Such strong bonds can wide. Beyond the physical benefits, only be made through meaningful sports have also proven to be an collaborations imbued with mutu-effective vehicle for fostering social al respect, trust, and shared values. bonds within families. In particular, BONTS project recognises this the BONTS project aims to build fundamental importance and has family bonds through sports, rec- created a framework to encour-ognising the importance of creating age and facilitate such interactions. stronger and more resilient families The goal is to promote physi-through healthy physical activities. cal activities as a means of bringing family members together, to 14 agement to foster a positive family BONTS project aims environment where sports play an to build stronger essential role in maintaining and family bonds through nurturing healthy relationships. sports, promoting BONTS project aims to build stronger family bonds through healthy physical activ- sports, promoting healthy physical ity and fostering closer activity and nurturing closer rela-relationships between tionships among family members. family members. The project seeks to inspire and motivate families to engage in in- allow each member to participate teractive sports programs which in sports and to foster the develop- will help create a positive and sup-ment of stronger and more mean- portive family environment. The ingful relationships. The BONTS following chapters of this report project, co-funded by Erasmus+ will explore the project in greater Sport program, seeks to create a detail and examine various activi-network of support and encour- ties and programs that have been created to achieve its objectives. Source: Association for Active Life and Education, local event in Vienna, 2023 15 RECOMMENDATION aspirations In order to foster the engagement irrespective of their age, aptitude, of families in sports and recre- and physical condition. Comprising ational pursuits, while also raising a compendium of principles, the awareness of diverse opportunities proposed guidelines within these for collective physical involvement, Recommendations will be broad-the creation of Recommendations ly applicable across a spectrum of for intergenerational adapted sport sports and games, offering valuable activities has been proven as a cru- insights on how to reconfigure these cial endeavour. The implementation pursuits to adequately cater to the of the Recommendations will em- needs of both the youngest and old-power event organisers and profes- est family members in unison. Fur-sionals to innovate new adapted ac- thermore, due consideration will be tivities based on pre-existing sports given to the abilities and skills of all and games, suitably modified and participants, thereby rendering these tailored to accommodate the par- newly devised activities inclusive and ticipation of every family member, amenable to the entire family unit. The implementation of Recommendations will empower event organisers and professionals to innovate new adapted activities based on pre-existing sports and games, suitably modified to accommodate the participation of every family member, irrespective of their age, aptitude, and physical condition. 16 whom are recommendations for? The Recommendations serve as a powerful tool that not only benefits youth workers and sport experts, but also extends its reach to a broader audience, positively impacting the field of sport and physical activities for people of diverse backgrounds and abilities. The Recommendations are de- all ages, skill levels, and physical signed to offer assistance to youth abilities. By utilising these recom-workers and sport experts, equip- mendations, they can effectively ping them with practical and ben- design sports programs that are eficial advice and activities that inclusive, adaptive, and engaging will enhance their skil s and pro- for a wide range of participants. fessional growth. These guidelines The Recommendations serve as a aim to expand their capacities powerful tool that not only ben-and support their ongoing devel- efits youth workers and sport ex-opment in their respective fields. perts, but also extends its reach Moreover, this Manual of recom- towards a broader audience, posi-mendations goes beyond its im- tively impacting the field of sport pact on youth workers and sport and physical activities for people of experts. It serves as a valuable diverse backgrounds and abilities. resource for any organisation or The potential for growth, inclusiv-professionals seeking to create ity, and professional advancement innovative and tailored sport ac- becomes accessible to all those tivities that cater to individuals of who embrace these guidelines. 17 how to use the recommendations? The collection of Recommenda- The manual contains various tips tions serves as a valuable resource, and detailed instructions, careful-providing support and guidance to ly curated from the insights gath-a wide range of professionals such ered through the BONTS project. as youth workers, sport experts, These guidelines not only help event organisers, and others who professionals modify and diversi-aim to expand and enhance their fy their current sports programs skill offerings. These Recommen- but also inspire them to create dations are specifical y designed to entirely new adapted activities. assist in adapting existing sport ac- By following the advice present-tivities, making them inclusive and ed in the manual, professionals accessible to individuals of all ages, can confidently design sports ini-abilities, and physical conditions. tiatives that are inclusive and ca-Source: Association for Active Life and Education, local event in Vienna, 2023 18 Source: Association for Active Life and Education, local event in Vienna, 2023 ter diverse populations, ensuring ity, diversity, and equal access to that everyone can participate and sports. By embracing these guide-benefit from the power of sports. lines, practitioners can enrich their These Recommendations act as skill sets and contribute to the proa bridge between knowledge and motion of healthier, more inclu-action, empowering professionals sive, and fulfilling physical activi-to make a positive impact on their ties for people from all walks of life. communities by fostering inclusiv- 19 BONTS PROJECT CONSORTIUM Promoting physical activities as a support among family members, means of bringing family members leading to better communication together is of utmost importance, and stronger relationships. Initia-especial y on a European level where tives that promote physical activ-diversity exists within the part- ities can bring together families ners from Austria, Slovenia, Cro- from different cultures, ages, and atia, Bulgaria, Cyprus, and Serbia. backgrounds, provide a platform for cultural exchange, and foster According to recent col aboration and understanding. Therefore, it is crucial for the part- studies, a sedentary ners from Austria, Slovenia, Cro- lifestyle is a leading atia, Bulgaria, Cyprus, and Serbia cause of major illnesses, to work together towards encouraging and promoting physical ac- including diabetes, tivities as a means to bring fami- obesity, and lies together on a European level. cardiovascular disease. AUSTRIA According to recent studies, a sed- Association for Active Life and entary lifestyle is a leading cause of Education (ACTIVE Austria) is a major illnesses, including diabetes, diverse team of sports enthusiasts, obesity, and cardiovascular disease. nature lovers, and culture aficiona-By engaging in physical activities, dos. With their extensive experi-families can benefit from improved ence in organising outdoor sports physical and mental health, and and activities, ACTIVE Austria overall well-being while also hav- contributed to Erasmus+ sport ing fun bonding experiences. Phys- projects. Additional y, they boast a ical activities encourage sociali- broad spectrum of physical and cul-sation, companionship, and peer tural activities, including intercultural events, outdoor sports train- 20 ing, language classes, eco-friendly operators, ensuring a wide reach courses, and recreation programs and dissemination of the project’s for all family members. Whether results to stakeholders and citizens you’re a small child, senior citi- alike. zen, migrant, or a family, there’s slovenia something for everyone in their hikes across Vienna, where safety Agency for promotion of physi-and expertise are always a priority. cal activity (APGA) is an organi-BULGARIA sation from Slovenia, specialised for research, development, and Courage foundation (COUR- applied activities in the field of AGE) is dedicated to supporting health promotion and physical ac- and expanding opportunities for tivity. APGA uses sports as a tool disadvantaged individuals, such as to promote social inclusion, in-the unemployed, women, adults, tercultural and intergenerational people in difficult social condi- dialogue, capacity building, key tions, those with disabilities, and competencies development, mo- youth. They have a wealth of expe- bility, health, and well-being. AP-rience working with diverse target GAs’ experienced team has imple-groups and have successful y com- mented various sport projects and pleted projects focused on elderly organised trainings, workshops, individuals. COURAGE can offer seminars, and other activities for expertise in engaging with older diverse social groups, including family members, organising semi- school children, youth, and those nars, training, study visits, cultural with fewer opportunities. APGAs’ and sports activities for vulnerable members have extensive experi-groups, and facilitating interna- ence in fields such as kinesiology, tional sports events. Furthermore, pedagogy, human resource man-COURAGE has extensive knowl- agement, economics, and social edge on implementing non-formal science, making their knowledge education (NFE) activities and a valuable asset to any project. has completed over 100 successful serbia Erasmus+ projects. During the dissemination and impact phase of Club for Youth Empowerment 018 the project, COURAGE’s involve- (KOM018) specialises in organis- ment will be crucial. They have a ing and executing various activities strong partnership with local TV such as workshops, trainings, sem- 21 inars, youth exchanges, lectures, and virtual exchanges as a means and conferences. They mainly fo- of intercultural learning. The or-cus on reaching out to children and ganisation actively promotes youth youth, with a priority on designing involvement, engagement, and em-international training and sportive powerment by encouraging mobil-events for families with fewer op- ity, volunteering, diversity, equali-portunities, including young chil- ty, tolerance, and participation of dren. With over 150 international young people and youth workers. projects under their belt, they have Through the ambassadorship of developed a methodology for suc- the European Citizens’ Initiative cessful cooperation with multiple they are stressing the European project partners. KOM 018 also has dimension of their work and pro-strong ties with local institutions moting participatory democracy. and NGOs in the south of Serbia, cyprus making it easy for them to promote and disseminate the project’s Active Zone Outdoor (AZO) is an findings. Moreover, they have an organisation dedicated to facili-extensive network with sport clubs tating the enhancement of men-and sport associations, and they tal and physical health of young will make available their proven people through outdoor and sport methodologies and tools for youth activities, with a particular focus work with sport as a method. KOM on youth with limited opportuni-018 has already started working ties. AZO’s experienced members closely with various high schools are experts in a variety of sports in the local community, and they such as rock climbing, beach ten-plan to engage and involve a large nis, yoga, sailing, Stand Up Paddle number of young people and fami- and cycling and will contribute to lies in project activities to promote international sporting events and the project in the local community. the collection of good practices in croatia our project handbook. AZO adapts sports activities to ensure inclusiv- Lota’s Box bases its activity on two ity for all participants, both adults pil ars: lifelong learning and sports, and children with experience and occasional y combining them in expertise in the adaptation of sport order to bring out the best out of activities for people with visual im-both, especial y in supporting digi- pairment and other (dis)abilities. tal transition in sport organisations 22 erasmus+ sport The Erasmus+ Sport program is an learning for sport professionals, effective tool for developing adapt- coaches, and volunteers. The Eras-ed sport activities for all family mus Plus Sport program has al-members due to its comprehen- ready supported various projects sive and well-structured nature. promoting adapted sports, such It is a European Union initiative as wheelchair basketbal , blind that aims to contribute to the de- footbal , and inclusive dance. It velopment of the sport sector by has proven to be an effective way promoting European traditional to enhance the physical and men-sports and games, encouraging tal well-being of family members participation in sport and phys- with disabilities, while also raising ical activity, and fostering social awareness and removing barri-inclusion through sport. The pro- ers on a societal level. In conclu-gram provides opportunities for sion, the Erasmus+ Sport program organisations to col aborate and stands as a remarkable example of create innovative projects that how sports can be used as a pow-benefit people of all ages, genders, erful tool for adaptation, inclu-and abilities. Moreover, it offers in- sion, and development, reaching ternational mobility and lifelong out to all individuals and families. The program provides opportunities for organisations to col aborate and create innovative projects that benefit people of all ages, genders, and abilities. 23 Importance of Exercise and Sports for Families 24 25 why are children, creating a positive starting point for a lifelong journey of health and fitness. sport and Physical activities and physical sport play a vital role in the overall well-be- activities ing and development. Parents and educators play a crucial role crucial? in encouraging and facilitating physical activities among Physical activities and sport play a children. vital role in the overall well-being and development of individuals. As individuals progress into ad-From early childhood to adult- olescence and adulthood, sports hood, engaging in regular physical and physical activities become activities offers numerous benefits, even more critical. Regular ex-both physical and mental. From a ercise helps maintain a healthy young age, children are natural- weight, strengthens bones and ly inclined to move and explore muscles, and reduces the risk of their surroundings. Physical ac- chronic diseases such as heart dis-tivities, such as running, jumping, ease, diabetes, and certain types and playing games, are essential of cancer. Engaging also improves for their growth and development. cardiovascular health, enhances These early interactions with phys- lung capacity, and boosts overall ical movements lay the foundation physical fitness. These benefits are for a healthy lifestyle and establish particularly important in today's the importance of staying active. sedentary society, where techno-Parents and educators play a cru- logical advancements and lifestyle cial role in encouraging and facil- changes have led to a decrease in itating physical activities among physical activity levels. 26 Apart from the physical advan- also promotes better sleep pat-tages, participating in sports and terns, leading to improved overall physical activities fosters social well-being and mental health. and emotional development. It provides opportunities for individ- Another important point for uals to interact with others, learn physical activities and sport is teamwork, build friendships, and the influence of role models and develop crucial life skil s such as community support. Inspiring in-communication, leadership and dividuals who excel in sports serve problem-solving. Team sports, as role models for aspiring athletes, for instance, teach individuals the motivating them to pursue their value of col aboration and coop- passions and achieve their goals. eration, promoting a sense of be- Schools, sports clubs, and commu-longing. These social interactions nity organisations play a crucial contribute to the formation of a role in providing resources, facil-well-rounded personality and pro- ities, and guidance to encourage mote positive mental health. Fur- individuals to participate. These thermore, physical activities and support systems create an enabling sports act as powerful stress re- environment and contribute to the lievers. In today's fast-paced and overall development and well-be-demanding world, stress has be- ing of individuals. come a prevalent issue, affecting By recognizing the significance of individuals of all ages. Engaging physical activities and incorporatin physical activities releases en- ing them into our daily routines, dorphins, commonly known as we can unlock the full potential of the "feel-good" hormones, which our physical and mental wellness, elevate mood, reduce anxiety, and leading to a healthier, happier, and alleviate stress. Regular exercise more fulfilling life. Engaging in sports and physical activities not only brings physical benefits, but also nurtures social and emotional growth, teamwork, communication, and stress relief. 27 physical activities and sport for families cuss different aspects of life, their INTRODUCTION In today’s dynamic world, where goals, and dreams. They can be technology dominates our dai- used to develop and strengthten ly lives and schedules are often self-awareness and self-conscious-packed, finding quality time for ness, positive feelings, and self-im-families to bond and engage in age. meaningful activities can be chal- • team development: goals lenging. However, prioritising are to develop and improve coop-physical activities and sport as a eration, trust, safety, communica-family can have profound benefits tion, and positivity in a fun and for all members, it promotes phys- playful environment which sport ical fitness, emotional well-being, can provide. and can create lasting memories. • team communication: this This section delves into the sig- can be perspected through verbal nificance of physical activities and and nonverbal communication sport for families, exploring the that boosts all members’ skil s to advantages they offer and provid- communicate more efficiently and ing practical suggestions for incor- even break barriers of different porating them into family routines. languages spoken. Besides the positive effect on health • mindfulness through and and well-being physical activity of in sports: this aspect brings aware-all members/generations in a fami- ness about and evokes positive ly can profit also in various aspects: emotions, connection with nature • individual development: through mostly outdoor activities sport/game can be incorporated in and development of all 5 senses. activities where all members dis- 28 PROMOTING PHYSICAL ACTIVITY Prioritizing physical Regular physical activity is crucial for maintaining good health activities and sports and preventing chronic diseases. as a family offers By engaging in physical activities as a family, everyone can reap the profound benefits, benefits of improved cardiovas- cular health, increased muscular promoting physical strength, enhanced flexibility, and fitness, emotional better overall physical fitness. Par- ents serve as role models for their well-being, and last-children, and when they prioritise ing memories, even physical activities, it instils healthy habits and encourages the younger in today’s world. generation to lead active lifestyles. strenghtening family bonds and strengthen the emotional connection between family members. Participating in physical activities Whether it’s going for a hike, play-and sport together allows families ing a game of soccer in the park, or to bond and spend quality time taking a bike ride, these activities with one another. These shared ex- foster a sense of unity, cooperation, periences create lasting memories and teamwork within the family. Source: Lota’s Box, National Sport Lab in Zagreb, 2023 29 developing life skills Physical activities Engaging in physical activities and sport as a family provides an op- positively impact portunity for children to learn es- mental health, sential life skil s. Team sports, for instance, teach cooperation, com- benefiting munication, and problem-solv- ing, while individual activities like individuals and swimming or martial arts promote families. discipline, self-confidence, and goal-setting. These skil s tran- Education through Sport for Stress scend the realm of sports and are Management and Mindfulness and applicable to various aspects of Mindful Coaches European proj-life, including academics, relation- ects can be a good starting point ships, and career development. for work on family relationships. ENHANCING MENTAL WELL-BEING SPORT WITH CHILDREN WITH Physical activities have a positive DISABILITIES impact on mental health for indi- Engaging children with disabili-viduals of all ages, and this holds ties in sports is a powerful way to true for families as wel . Engaging promote their physical, emotional, in exercise releases endorphins, and social development. Adaptive which elevate mood and reduce sports offer tailored opportunities stress and anxiety. By participat- for children with various disabili-ing in physical activities together, ties to participate in activities that families can collectively experience accommodate their unique needs. the emotional and psychological Wheelchair basketball is one such benefits, fostering a positive and sport, enabling children with mo-supportive environment at home. bility challenges to play a fast-paced Exploring various aspects of mind- and exciting game. Adaptive swim-fulness can also contribute to the ming allows children with physical creation and strengthening of fam- disabilities to enjoy the water and ily ties, as members of various age build their strength. Para-athletics groups can participate in them. The provides an inclusive platform for methods offered by the Stressless children with diverse impairments 30 Source: Lota’s Box, National Sport Lab in Zagreb, 2023 The support and camaraderie Adaptive sports em- they find in these inclusive environments help combat feelings power children with of isolation and marginalisation. Moreover, engaging in adaptive disabilities, fostering sports helps break down barri-fitness, confidence, ers and challenges stereotypes about disabilities. It fosters un-and inclusivity with derstanding, empathy, and a more vital support. inclusive attitude towards people with diverse abilities in society. to showcase their athletic abilities. Parents, teachers, and coaches Goalball, a team sport for visually play crucial roles in encourag-impaired children, fosters team- ing and supporting the involve-work and communication skil s. ment of children with disabili-Participating in these sports not ties in sports. Creating inclusive only improves their physical fit- programs and accessible facilities ness but also boosts their self-es- is essential to ensure that every teem and self-confidence. It offers child has the opportunity to par-them a chance to experience the ticipate. It is also vital to adapt joy of teamwork, friendly com- coaching techniques to cater to petition, and personal growth. individual needs, fostering a pos-31 itive and supportive environment. In conclusion, sports offer immense Sport unites people benefits for children with disabil- ities. They provide avenues for beyond words, tran-physical activity, personal growth, scending linguistic and social interaction, promot- ing a more inclusive and accept- barriers through ing society overal . By embracing adaptive sports, we can empower shared experiences children with disabilities to thrive and reach their full potential. and teamwork. OVERPASSING LANGUAGE ers often learn basic phrases or BARRIERS sports-related terms in each oth- er's languages, leading to small Sport has a remarkable ability to but meaningful interactions. These transcend language barriers and exchanges not only enhance com-foster communication and under- munication but also promote cul-standing among individuals from tural exchange and appreciation. diverse linguistic backgrounds. Sports also offer a safe space for When people come together to play individuals to interact without the sports, the shared activity becomes fear of making language mistakes a universal language that enables or miscommunications. It en-them to connect beyond words. courages them to be more patient, On the playing field, the focus empathetic, and tolerant, as they shifts from verbal communica- learn to embrace diversity and re-tion to non-verbal cues, body spect different ways of expression. language, and teamwork. Players Beyond the playing field, spec-develop a unique form of com- tators from different linguistic munication that relies on mu- backgrounds can come together tual understanding and trust. to support their favourite teams or This shared experience creates a athletes. Cheering, applause, and sense of camaraderie and breaks emotions expressed through body down linguistic barriers, as every- language create a shared experience, one is united by a common goal. regardless of the languages spoken. In international sports events Overal , sports provide a plat-or multi-cultural teams, play- form for people to connect, bond, 32 and celebrate together, break- ness feel less like a chore and ing down language barriers and more like a source of joy. fostering a sense of global com- • Stay Active Throughout munity. Through sport, indi-the Day: Encourage move- viduals can build relationships ment by taking breaks, us- that go beyond words, promot- ing stairs instead of eleva- ing unity and understanding tors, and standing instead of across cultures and languages. sitting for extended periods. PROMOTING PHYSICAL FITNESS • Healthy Eating: Promote a balanced diet that com- Promoting physical fitness is es- plements physical activ- sential for maintaining a healthy ities for optimal results. lifestyle and overall well-being. • Community Involvement: Par-There are several effective ways ticipate in local fitness events, to encourage physical fitness: sports clubs, or classes to build • Regular Exercise: Encour- a sense of community around age daily physical activities physical fitness. European like walking, jogging, cy- Week of Sports in September cling, or swimming. Find can be good starting point activities that suit individu- in a direction to investigate al preferences and interests. or join community practices • Family Participation: Engage • By incorporating these strate-in physical activities as a family, gies, individuals can embrace such as hiking, playing sports, physical fitness as a lifestyle, or taking fitness classes togeth- leading to improved health er. It promotes bonding and cre- and a higher quality of life. ates a supportive environment. • Set Goals: Establish achiev- able fitness goals and track progress. Celebrate mile- stones to stay motivated. • Create a Routine: Incorporate physical activities into daily routines to make them ha- bitual and easier to maintain. • Make it Fun: Choose enjoy- Source: KOM018, Activity with families, able activities to make fit- 2023 33 PHYSICAL ACTIVITies AND development. characteristics. Family Psychology. 34 35 INTRODUCTION In recent years we see limited phys- Sport has brought ical activity mostly in the late child ages. Nowadays, children lead an camaraderie, unity increasingly sedentary lifestyles that involve time spent on comput- and happiness to hu-ers and watching TV. Staying too mans and has many long in the classroom also com-promises the need of children for benefits for people movement activities. This leads to neglecting the importance of phys- of different ages. ical activity that is typical for this developmental period. Studies show that engaging with sports and movement activities Limited physical activity leads to have protective factors against so-different problems with health, in- matic illness and behavioral prob-cluding posture problems, being lems. overweight and obese and so on. It is evident that physical activity is related with mental and physical health. Sport has brought camaraderie, unity and happiness to humans and has many benefits for people of different ages. The contribution it has to the mental and physical development of children could be the greatest outcome. Early child development includes physical development, cognitive Source: Luchya Taskova’s personal development, social skil s and archive, 2023 emotional competence. 36 PRIMITIVE after birth, when the nervous system is not yet sufficiently devel- REFLEXES oped and functionaly connected. In addition, they aim to support the baby’s movements, so as to im- AND CHILD prove muscle tone development. Primitive reflexes serve as the basis for the formation of more mature DEVELOP- reflexes. During the first year of a child’s life, as he grows and develops motor skil s, primitive reflexes MENTAL are integrated and give way to postural reflexes. Each reflex is associated with one MODULES of the sensory systems – hearing, sight, taste, smel , touch, vestibular system and, last but not least, pro-prioception. Unintegrated primitive reflexes can Primitive reflexes are natural re- disrupt the development and lead sponses that initiate a develop- to difficulties in children’s social mental process that releases a neu- life, lead to emotional problems, ral circuit for a particular function. and negatively affect children’s aca-They are automatic movement demic abilities. They can negative-patterns that begin during preg- ly affect psychomotor development nancy and are ful y present at birth and cause disturbances in sensory in term infants. Primitive reflexes perceptions and cognitive process-must be integrated and inhibit re- es. flector responses to allow the de- velopment of natural motor action. Unintegrated primitive They are congenital and condition-reflexes can disrupt the al and should be present in every newborn baby in good health. development and lead The role of primitive reflexes is to to difficulties in all areas support the baby’s survival in the womb and in the earliest period of children’s life. 37 moro reflex Moro reflex is the only one of primitive reflexes that can be trig- gered by all the senses. These are head position (vestibular), touch, sight, sound (auditory), smell (ol- factory) and movement factors. It has protective function and aids survival in a newborn whose fight/ flight mechanisms are too imma- ture to be of any use. A child with a retained Moro reflex will devel- op hypersensitivity of the sensory system. Hypersensitivity to tactile sensory channels can result in a child being startled by unexpect- ed physical contact, tickling or close physical contact. Visual hy- Source: Luchya Taskova’s personal archive, 2012 persensitivity can lead to several Symptoms of retained Moro reflex problems such as visual-percep- include: tual problems. Hypersensitivity • Poor coordination (particular-of the auditory system can lead to ly during ball games) – which an inability to discriminate sound. leads to poor sequencing and Moro reflex is in rela- memory skil s • Balance problems tion with the sensory • Motion sickness • Sensitivity to bright lights system. A child with • Difficulty reading black print on white paper a retained Moro re- • Tires easily under fluorescent flex will develop hy-lights • Dislike of loud noises persensitivity of the • Easily distracted • Allergies and lower immunity sensory system. • Dislike of change – child may be clingy or shy 38 If the Moro development, patients are able to integrate these retained reflexes. reflex is active, These repetitive motions develop the reflexes and gradual y help de-a person will velop the front and visual cortex of the brain. be in a constant Exercises for Moro reflex integra-state of internal tion: stress. Duck and Pigeon – this exercise can be done in sitting or walking position. Duck Position: Feet with Hugging and rocking an infant can toes pointing out and arms bent integrate the Reflex or Moro. But with thumbs pointing in. Pigeon it is often reactivated in teenagers Position: Feet with toes pointing and adults. The reasons can be dif- in and arms bent, palms facing up-ferent like trauma or stress. ward, with thumbs pointing out. In a sitting position the feet are against If the Moro reflex is active, a per- the wal . In walking position. This son will be in a constant state of exercise has some difficulties. internal stress and also will exhib- it many symptoms. Some of these Starfish exercise - Lie back on a are general anxiety and fearful- bean bag or sofa with a pillow un-ness, difficulty sleeping or settling der back. Tilt head back, arms up down to sleep, weakened immune and out, legs wide. While breathing system, problems with digestion, out, to the count of 5 bring arms in often prone to allergies, frequent and cross, right over left and bring headaches. Others are poor emo- legs in at the same time, right over tional regulation, easily angered, left. While breathing in, to the emotional outburst, need to con- count of 5 bring arms back out, trol or manipulate situations, lack bring legs back out. While breath-of confidence, poor self-esteem. ing out, to the count of 5 bring arms in and cross, left over right, By using rhythmic movement bring legs in at the same time, left training techniques that imitate over right. Repeat the steps. the movements of an infant in 39 oral-motor reflexes. Rooting, sucking and smoothing reflexes These are true primitive oral-mo- tor reflexes that appear gradual- ly during the 12th week after and should be present in newborn. All be considered as appropriate feeding responses in infants. The purpose is obvious – an innate pat- tern for searching for food before vision develops. The sucking reflex Source: Luchya Taskova’s personal is essential for coordination and archive, 2015 aids in breathing and swallowing. The snout reflex, known as or-bicularis oris reflex or “pout”, is The combination of breast- elicited after the examiner gently feeding, swallowing and taps the closed lips near the upper midline lip. The lips should breathing and the pucker as the muscles contract coordination of this is a causing the mouth to look like a snout. This reflex is considered a complex sensorimotor skill frontal release sign and is usual-for speech development. ly inhibited by the frontal lobe. However, if that part of the brain The combination of breastfeeding, is damaged, its inhibition is not as swallowing and breathing and the sufficient, thus showing the reflex. coordination of this is a complex Interestingly, frontal release signs sensorimotor skill for speech de- may be present in a patient with velopment. A poor sucking reflex disorders such as dementia, met-in infants is an indirect indicator of abolic encephalopathies, closed neurological maturity. It may sug- head injuries, and hydrocephalus. gest basal ganglia or brainstem dys- There may be retained connec-function. Poor control of the mus- tions with hand and mouth move-cles around the mouth can lead to ment, especial y if an unintegrat-speech and articulation problems. ed grasping reflex is also present. 40 palmar grasping and plantar As a result, the great toe extends, grasping reflexes and fanning of the other toes oc- curs; this motion is known as the If an object such as a finger is Babinski sign and it is standard in placed in the palm, the fingers close infants as the corticospinal tracts around the object (grip). If the fin- have incomplete myelination. Be gers are gently pulled upwards, the careful not to start on the ball of grip is strengthened (the traction the foot as a plantar grasp might effect) and the baby appears to be be initiated, which will be flex-able to support its own weight. Un- ion and adduction of the toes. integrated Palmar reflex can lead to difficulties with fine motor skil s symmetric tonic neck reflex like writing, using a spoon or fork. STNR appears 6–9 months after birth and integrates into the central nervous system 9–11 months after birth. STNR is in relation with body posture, eye-hand coordina- tion, attention and coordination. The STNR reflex helps your infant Source: www.Momjunction.com The symmetric tonic The plantar grasp is elicited by neck reflex is pressing the thumb against the sole of the foot just below the toes. commonly reffered The toes should flex and adduct. In some cases, the infant can be to as the ‘crawling held vertical y, and by touching the reflex’. floor, the toes should again flex and adduct. The meaning of an absence learn to move the top half and the or reduced plantar grasp could sug- bottom half of their body inde-gest spasticity in later development. pendently from each other. The The plantar reflex is also known symmetric tonic neck reflex is com-as the Babinski reflex. The plan- monly referred to as the “crawling tar reflex is performed by apply- reflex” because it allows your baby ing pressure to the lateral aspect to make the transition from lay-of the plantar surface of the foot. ing down to getting up on their 41 hands and knees. There are also If a child or an adult has success-two movement patterns - flexion ful y integrated their primitive re-and extension. As the infant moves flexes, a sudden or chronic bout of from prone (on bel y) to quad (on trauma, stress or injury can re-acti-hands and knees), they will be- vate these reflexes. There are some gin to extend their neck - look up, different exercises and play activi-and flex their neck - look down. ties that you can incorporate into These movements will then elicit your child’s daily routine that can a response in the upper and lower help promote the integration of the limbs. During neck extension, the STNR. arms will straighten while the legs will flex/bend. During neck flexion, Some yoga poses are an excellent the opposite will occur - the arms way of integration of the STNR – will flex/bend while the legs will for example Cat-Cow pose. straighten - moving the infant into a somewhat down dog position. Potential factors for unintegrated primitive reflexes, including the STNR are: • Stress during pregnancy • Substance abuse during preg- nancy Source: www.yogajala.com • Caesarean section birth • Brain damage during labour ASYMMETRIC TONIC NECK RE- • Premature and low birth weight FLEX • Significant illness during the ATNR is intended to help the child first year of life pass through the birth canal, and • Insufficient stimulation and later to develop cross-motion skil s tummy positioning and good visual-motor coordina- • Lack of free movement time on tion. It is in relation to skil s for the floor reading, writing, temporal and spa- • Stressful environment tial orientation. The ATNR mani- • Not enough nourishment/in- fests when the baby’s head is turned sufficient weight gain to one side. The infant’s arm and 42 Source: Luchya Taskova’s personal archive, 2015 leg on the side to which the head lems in restoring emotional and is turned will extend and the oppo- physical balance. Also can lead to site limbs will flex (curl inward) so some motor problems, low muscle that the child appears to be in what tone, and tiptoe walking. Symp-has been called a “fencer’s pose”. toms of an active TLR reflex are Some of the symptoms relat- poor balance, fear of heights, low ed to an unintegrated ATNR in muscle tone, poor posture, prob-older children or adults are left / lems with coordination, weak neck right confusion, challenges cross- muscles, tension and neck pain. ing midline, poor hand domi- nance establishment, poor bi- lateral coordination and others. TONIC LABYRINTHINE REFLEX Tonic Labyrinthine Reflex - con- trols head movements and body posture using major muscle groups. Unintegrated TLR can lead to poor balance and equilibrium problems, disorientation and prob- Source: Dyslexic Strategies, 2023 43 The untimely integra- SPINAL GALANT REFLEx tion of this reflex will Spinal galant reflex activates around 18-20 weeks after concep-lead to problems with tion and is usual y integrated by 6-7 months after birth. Because of body posture, urina- the neurological association with tion, trouble focusing, the bladder voiding reflex, children with a retained spinal reflex and problems with may have poor control of the pel-short-term memory. vic reservoirs. The untimely integration of this reflex will lead to problems with body posture, uri- There are two components to this nation, trouble focusing, and prob-reflex: flexion and extension. Flex- lems with short-term memory. ion can be observed when a child is lying with stomach to the floor. Head moving down causes the body to assume a flexion pattern: spine rounding and limbs bent. Exten- sion can be observed when a child is lying with its back on the floor. Head tilted back causes the body to react in an extension pattern: caus- ing spine arching and leg extension. Source: Dyslexia Strategies, 2023 The arms may assume a surrender The Spinal Galant reflex supports position, meaning hands raised up the development of the mus-to the side of the head. This helps cles in the lower back, pelvic area a baby straighten out after birth. and legs. It is an integral part of Excellent exercise for TLR is Baby preparation to help the child de-yoga pose and Supermen pose. velop gross motor coordination. The TLR is involved in the simulta- The toddler may have an unbal-neous development of postural re- anced gait and may trip frequently. flexes, symmetrical tonic neck re- Signs for retained TLR are un-flex, and the Landau reflex to help balanced gait, struggles with the infant develop coordination, running, difficulties for climb-proper head alignment, and posture. ing stairs, trips frequently. 44 When a child or an adult with landau reflex a retained spinal Galant reflex reaches the age to attend school, At around 4 months old, infants can he or she may experience great lift their head while lying on their challenges with focus and concen- tummy and raise their legs along tration in general. Tight clothing with their chest. The Landau reflex and even certain textures of mate- should be ful y integrated around rial may trigger a reflex response the age of 3. The abilities develop on the back and cause fidgeting gross motor skil s like coopera-and squirming. This increases the tion and coordination between child’s hypersensitivity to any tac- the top and the bottom and front tile stimulation. Because of these and back to the body posture. Sure, experiences, the child could have the indication for nonintegrated difficulty in concentrating on both Landau reflex is low muscle tone, verbal and written instructions. especial y in the neck and back. Spinal Galant reflex can be inte- Oftentimes, this can extend even to grated using exercise when the kid depression in adults, as the landau is lying on back and moving her reflex is associated with body pos-limbs in a “snow angel” shape, un- ture and linked to positive emo-til her hands meet at the top of her tions such as joy and happiness. head and her feet come together. By moving the body through physical exercise at the stage of devel- opment that has been missed, the brain is encouraged to develop the connections that should be formed in early childhood. This results in the release and replace- ment of primitive reflexes with high-level reflexes. Brain rewiring shows great promise for treating even ADHD. Physical activity has a major role for the integration of primitive reflexes and improves child development entirely, be- cause primitive reflexes are close- Source: Luchya Taskova’s personal ly related with cognitive, emo- archive, 2021 tional, learning and social skil s.45 cognitive development The children grow physical y during development in childhood ages: early childhood and they also grow 1. Sensorimotor (from birth to 2 mental y by observing and inter- age) - In this period, intelligence acting with the world around them. is demonstrated through motor In a fast developing and competi- activity without using symbols. tive world cognitive skill from an Knowledge of the world is limit-early childhood is very crucial. ed but develops because it is based Cognitive development provides on physical interactions and expe-children with the means of pay- riences. Children acquire object ing attention and thinking about permanence (memory) at around the world around them. It’s the seven months of age. Physical de-development of knowledge, skil s, velopment (mobility) allows the solving problems and dispositions, child to begin developing new helping children to think about intellectual abilities. At the end and understand the environment. of this stage, some symbolic (lan-Cognitive development affects in- guage) abilities are developed. formation processing, intelligence, 2. Preoperational stage (ages 2-7) reasoning, language development, – Children of this age have serious and memory. Children should be difficulties seeing the world from a able to improve their ability to fo- different point. Self-centred think-cus, remember information, and ing prevails. In this period, intel-develop critical thinking as they ligence is demonstrated through age. Cognitive skil s allow chil- the use of symbols, language ma-dren to understand the relation- tures, and memory and imagina-ships between ideas, to grasp the tion develop, but thinking is done process of cause and effects and in an illogical y irreversible way. to improve their analytical skil s. Preoperational children do not The Swiss psychologist Jean Piag- easily understand how things can et describes 4 stages of cognitive change from one form to another. 46 Source: Pexels, 2023 4. Formal operational stage (11- 15) - At this stage intelligence is Children who engaged demonstrated through the log-in physical activity ical use of symbols, associated with abstract concepts. At the demonstrated better beginning of the period there is executive functions in a return to self-centred thought. Children who participate in phys- terms of inhibition and ical activities improve their ability better planning abilities to focus and concentrate. In addition, their attention span is also de- than children who did veloped. Aerobic exercises improve not engage in any the selective attention of children. It is proven that children who engage physical activity. in physical activity demonstrate 3. Concrete operational stage better inhibition and planning (ages 7-11) – developing oper- abilities than children who are not ational thinking. Self-centred physical y active. Physical activities thinking is reduced. Children are improve brain development. Chil-able to create hypotheses and can dren who are more fit have greater predict what the possible conse- basal ganglia and hippocampus ca-quences of a certain action will pacities, which are associated with be without having to perform it. cognitive control and memory. 47 social and emotional development Social and emotional develop- the brain, which can lead to an ment prepare kids for healthi- increased risk of anxiety and de-er interactions in all life aspects. pression in children. In addition, These skil s are a vital part for so- they may exhibit increased sensi-cial functioning. Helping children tivity in the limbic system, which develop these important skil s can lead to anxiety disorders, and requires a different set of strate- reduced growth of the hippo-gies at each stage of development. campus, which can contribute to Younger children are self-cen- learning and memory impairment. tred by nature and through Children acquire their first so-games they learn skil s that cial and emotional interactions in family environment. After, Children’s in their preschool years when they start kindergarten, they social-emotional learn how to interact with oth-development ers. The kindergarten allows kids influences all other to expand their skil s for empa-areas of thy communication with others. development. As the children grow up, they they use in their whole life. learn how to recognize their own Social interaction is closely relat- and other people’s emotions. Тhey ed to emotional development in also acquire emotional self-regu-early childhood. Not only can a lation skil s. In their school years child’s emotional development be children start to understand bet-hindered by a lack of social con- ter what the emotions are and tact, the physical growth of their be able to discuss how they feel. brain can also be affected. Lack of Children’s social-emotional devel-social contacts leads to reduced opment influences all other areas growth of the left hemisphere of of development: Cognitive, mo-48 tor, and language development are the infant to achieve physical and all greatly affected by how a child emotional closeness and the care-feels about herself and how she is giver’s responses to these attempts. able to express ideas and emotions. Doing sport activities together can An attachment relationship is an be a great way to achieve this goal. enduring one that develops during Play is also an important part the first few years of the child’s life. of emotional development for It is built upon repeated interac- children. Through play, chil-tions between the infant and the dren can express their feelings primary caregiver. These interac- and learn to cope with emotions tions mainly involve attempts by such as sadness, anger, and fear. why is sport important for children? Mobile games reflect ancient component of society’s the objective need of physical culture. They reflect the objective need of society to devel-society to develop the op the physical, motor and func-physical, motor and tional abilities of adolescents with a view to realising general physical functional abilities of training, improving motility and adolescents. forming motor habits. They help to manage the child’s physical de- The physical development of the velopment as an integral part of child as a natural process takes the multifaceted development place by virtue of objective biolog- and realisation of the personality. ical factors. The effect of natural Through them, the child’s organ-objective regularities on physical ism is gradual y involved in active development is manifested de- motor activity and satisfies its nat-pending on the exogenous factors ural needs for movement, func-of life and motor activity of the tioning and physical development. child. Mobile games are the most The sport activities strengthen the 49 locomotor apparatus, improves the these skil s help to better adapt to activity of all organs and systems. the role that the child will take on Early mobile games develop a wide later as an adult and build skil s and range of gross motor, fine mo- resilience to deal in difficult situa-tor and sensorimotor integration tions personal y and professional y. skil s such as coordination, bal- The team games develop the sense ance, visual-motor coordination that the kid is a part of a team and and much more. The mobile games also leader skil s. Having a wide va-are a great prevention of problems riety of play, from standalone game with primitive reflexes and they are to small or large group play, from a way for its integration if there ex- passive to more active games, pro-ist some delay with the integration. vides leadership and consistency Positive emotions during sport ac- skil s and helps each child deter-tivity are another feature of them. mine their place in the team or in The mobile games the group. Sports discipline children and develop a sense of ded- are a great ication. Playing in this way gives a sense of value and belonging. prevention of Games teach patience and make problems with it easier for children to bear de- feats, because they are not always primitive reflexes. winners. The most important things that any child can acquire Emotions are much more pro- on the path to adulthood are au-nounced and spontaneous. Par- tonomy and self-actualization. The ticipating in sports activities is sport provides this opportunity. important for children as it reduc- The swinging supports the child’s es stress, improves mood and im- development of a sense of bal-proves sleep quality. Sports build a ance and teaches the child where strong bone structure and muscles his body is in space. The swing-and reduce the risk of obesity. It ing also helps the brain learn to also helps children with socialisa- make sense of speed and direction. tion and improves teamwork skil s. Climbing also helps for aware-Games are not only fun, they help ness of direction. The games with to reduce stress. In games children a ball develop motor coordination learn to manage their time. All skil s and also analytic thinking. 50 Source: Neliana Valcheva’s personal archive, Bonts event, 2023 summary Participating in sports or reg- bile and sports games is primarily ular physical activity provides their joint nature. With them, chil-both direct and indirect benefits. dren usual y play in groups or pairs Moving and sports games are a united by common interests. Thus, form of organising the life of chil- in the process of the game, it is dren of preschool and school age. possible for them to enter into cer-Along with this, they are actively tain relationships with the partners used in educational and thera- imposed by the nature of the game. peutic work as a method, means This is a prerequisite for mastering and form of training and therapy. social y significant skil s and for The essential characteristic of mo- forming valuable personal qualities.51 didactic and methodology 52 53 introduction be highlighted that family sport Movement is a basic activities can form a powerful ve-human need. Regular hicle for the acquisition and/or enhancement of essential skil s and and sufficient exercise competences needed for daily life which extend beyond physical ex-brings a number of ercise, such as teamwork, communication, discipline, positive role benefits to the indi- modelling, respect and fairness. vidual throughout all At a glance, the overarching goal age periods, among of adaptive family activities is to create an environment which will other things it foster family bonding and gener- ate beautiful and lasting memories protects and for the family members participat- strengthens human ing. As this manual is intended to be used as a guiding tool by indi-health, both physical viduals with or without any prior knowledge, expertise and experi-and mental. ence in adaptive family sport activ- Engaging in sport activities as a ities (e.g. parents, youth workers, family offers a great opportunity to grandparents), in this section we all family members, from children will explore some methodological to parents and grandparents, to approaches and parameters which cultivate physical fitness and pro- should be taken into consideration mote health and well-being. Ιt fur- in order to enhance the family ex-ther facilitates the early establish- perience, ensure inclusivity and ment of a culture of active lifestyle equality as well as boost enjoyment giving the opportunity to children for the entire family, taking into to continue physical activity as they consideration the fact that “chil-grow up. However, it should also dren are not the mini - adults”. 54 some key characteristics of a child in motion: • A growing child has a dis- Anaerobic, intense activities proportional body, poor co- are very exhausting for chil- ordination and aneconomic dren. Thermoregulation is movements. Anaerobic me- also poorly developed, which tabolism is poorly developed means that they can quickly and when it is overworked, overheat and dehydrate. he does not “feel” pain like an adult, because the mus- • A child can develop aerobic cle does not produce enough capacity with medium-inten- lactate.The breakdown of fats sity and continuous exercise. is worse and they use up en- The emphasis should be on ergy faster. Because of poor the development of various anaerobic capacity, it also has motor skil s, coordination, a low tolerance for exercise technique, and less on inten- where speed and strength sity. are required, such as sprint. Source: Vanja Zal atel, Vrtec pri OŠ Gračišče, 2016 55 MOVEMENT CHARAC- TERISTICS OF CHILDREN With appropriate content, we in- stretching exercises. fluence the development of motor skills: • Coordination • Speed it is encouraged by natural forms of movement, different polygons and The ability to move the whole body overcoming obstacles, different ac-quickly through space or move the tivities performed in rhythms, use limbs quickly in order to catch or of aids, activity with both limbs at throw (e.g. a sports equipment). the same time. coordination - by Fast execution of running, crawl- performing complex and unusual ing, climbing, and various throws, movement tasks. strikes, blocks; Games to stimulate the development of speed are run- • Balance ning on a slope, relay runs, rhythmic jumps. The ability to get into or maintain a position without losing control or • Range of motion falling. Movements on a reduced support surface (walking, running, The anatomical range of motion in crawling, pulling, pushing, carry-a joint or chain of joints. We de- ing), walking on a line, walking on velop it with various dynamic ex- a rope, standing on one leg, stand-ercises, exercises with swings and ing with eyes closed... stretching exercises. It can only develop to a lesser extent or can • Strength only be maintained by achieving large amplitudes of movements in: The ability to produce force to crawling, crawling and some forms overcome loads - own weight or of climbing and by performing the weight of objects we manip-56 ulate. We develop it with natural develop it by running with inter-forms of movement and games mediate walking, faster walking, where we include as many large running games. muscle groups as possible, with all forms of elementary and com- • Accuracy pound movements and their combinations, with greater loads on the The ability to lead or direct an ob-trainees through the use of weights. ject to the goal and at the same time the ability to repeatedly suc- • Endurance cessful y perform a more complex movement task. We encourage it The ability of an individual to over- with tasks suitable for the age and come the load for a long time. We abilities of the child and gradual y make the task more difficult (throwing a ball at a target...). Precision is trained through pre- cise execution: running, crawling, jumping, falling or in manipula- tions of hitting the target - throws, catches, hits, blocks. • Agility The ability to effectively change body position and combine bal- ance, coordination, speed, strength and endurance to integrate indi- vidual movement skil s. In early childhood, speed and co- ordination develop intensively, while balance, strength, mobility and endurance develop more slow- ly (Malina et al., 2014; Gal ahue and Ozmun, 2002; Thomas and French, 1985). Source: Canva, 2023 57 Source: Vanja Zal atel, Vrtec pri OŠ Gračišče, 2016 different types of motor skills Movement skil s are the founda- ditions. Stabilization skil s tion of a wide range of different include both maintaining locomotor skil s, object manipu- balance, e.g. after landing as lation skil s and body stabilization maintaining balance, e.g. in a and control skil s. certain position. • Locomotor skil s involve dif- • Object manipulation skil s in-ferent movements of the body volve manipulating and con- in different directions such as trolling objects with the hand, walking, running, dodging, foot or other object, such as a jumping, hopping, skipping, racket. Manipulations include crawling and crawling. throwing, catching, hitting with hands, feet or objects. • Stabilization skil s involve bal- ancing the body in place in • Skil s on moving objects (cy-static conditions, or during cling, skateboarding, etc.). movement, in dynamic con- 58 physical and motor developmental characteristicS EARLY CHILDHOOD (2-6 YEARS OLD) 1. Boys and girls measure from repetition of selected movement 83.8 to 119.4 cm and weigh from tasks is important)! 11.3 to 24 kg. 6. Motor skil s are developed to the extent that children begin to learn 2. Perceptual-motor abilities devel- how to dress themselves inde-op rapidly, but there is often confu- pendently while they need help in sion in body, spatial, temporal and tightening or tying individual parts directional perception. of clothing or footwear. 3. Good urine and stool control is 7. Body structure is remarkably mostly established by the end of similar between boys and girls. A this period, but “accidents” can still detailed examination of boys and happen. girls revealed that there were no visible structural differences be- 4. During this period, children tween them. rapidly develop fundamental (ba- sic) movement skil s in the form 8. Fine motor skil s are not ful y of various movement skil s (loco- developed, while gross motor skil s motion, manipulation, compound develop quickly. movements). Bilateral (two-sided or complex) movements, such as 9. The eyes are usual y not yet ready skipping, hopping, galloping, can for long-term near work due to far-still present more problems than sightedness! unilateral (one-sided) movements. 10. The functioning of the body 5. Children are active, energetic and its development become coor-and would often rather run than dinated. The state of physiological walk. However, they often urgent- homeostasis remains well estab-ly need intermediate rests (cyclical lished. 59 LATER CHILDHOOD (6-10 YEARS OLD) 1. Boys and girls measure from 9. Children are often farsighted, 111.8 to 152.4 cm and weigh from so they are not yet ready for long-20 to 40.8 kg. term close work (work from a short distance). 2. Growth is slow, especial y be- tween the ages of 8 and 10. Body 10. Most basic motor skil s have height and weight increase steady the potential to be well developed and slow compared to the pre- at the beginning of this period. school period. 11. Basic movement skil s become 3. Large muscles develop visibly essential for successful play and more than small muscles. participation in movement/sports games and sports. 4. Usual y, girls are more psycho- logical y developed and lead by a 12. Activities involving the connec-year. By the end of this period, dif- tion between eyes and limbs (ma-ferent interests also begin to show. nipulation) develop slowly. Skil s like hitting the ball with a racket 5. The “leading” hand is expressed, can take a lot of time to develop. i.e. 85% right and 15% left, or vice versa. 13. Transition from refined ele- mentary movement skil s to the 6. At the beginning of this period, development of transitional move-reaction time is slow, which caus- ment skil s, which are an integral es problems with eye-hand and part of didactic movement games eye-foot coordination (fine motor and techniques and tactics of var-skil s). ious sports. 7. Children are full of energy, but have poor physical performance and tire quickly. 8. Visual, perceptual mechanisms are ful y developed by the end of this period. Source: Canva, 2023 60 forms of sport activities moderate exercise / sports intensive exercise / sports activity activity Activates between 40% and 60% We breathe intensively, have an el-max. aerobic capacity (VO2max). evated heart rate and sweat. We are We breathe a little faster, have a not or we are slightly out of breath. higher heart rate and feel a slight In this case, there is a continuous, warmth, we must not be out of coherent contraction of large mus-breath and sweat a lot. cles, which activate more than 60% of the max. aerobic capacity (VO- 2max). Examples of moderate-intensity Examples of high-intensity form of sports activity: forms of sports activity: • hiking • Active movement games that • surfing include running and chas- • skateboarding ing (i.e. elementary running • skiing games) • cycling • Active cycling and cycling • walking to kindergarten/ on more demanding surfaces school • Jumping the seesaw in the • swimming form of various elementary • walking and fast walking running and elementary • roller skating group games • gardening • Martial arts: judo, karate, ... • elementary games • Running on uneven surfaces • gaming • Sports such as ice or field hockey, ball games, swim- ming, tennis, skiing. 61 • Gymnastics Examples for bone strengthen- • Weight training ing: • Heavy household and housework • Various movement games that include jumps and bounces (i.e. elementary running and elementary group games) • Jumping, galloping, hop- ping (on uneven surfaces and in the form of elemen- tary group games) • Jumping the seesaw in the form of various elemental running and elemental group games • Sports such as gymnastics, Source: Canva, 2023 basketball, volleyball, ten- Examples for muscle strength- nis, … ening: • Movement games that in- clude crawling or crawling (i.e. elementary group games • Climbing frames, ropes, poles,... • Endurance movement tasks with own body weight • Sit-ups (recommended in the form of an elementary movement game) • Gymnastics Source: Canva, 2023 62 FAMILY AND SPORT ACTIVITy WITH PRESCHOOL CHILDREN Just a daily walk with the children a child develops most in the pre-is not enough. Children and ado- school period. lescents must be physical y active at least 60 minutes a day. During Children can be taken to play-high-intensity activity, the individ- grounds, where they practise ual becomes short of breath and climbing, swinging, spinning, and sweats, and the body’s metabolism thus develop a wide variety of skil s. goes to a level six times higher than If the children are old enough, we at rest. can choose such playgrounds that allow adults to exercise (e.g. out- Daily physical activity in children door fitness) so that we can use the can be encouraged by offering to time on the playground ourselves. play ball games with them. Passing, We can take care of balance games catching, kicking are the skil s that and coordination when we go for Source: Canva, 2023 63 a walk. We encourage children to a way that it is not too strenuous, sometimes walk on a stone wall but still just enough of a challenge and catch their balance, climb that we can be happy about the a tree, jump over stones over a achieved goal. stream, roll down a hil , walk a line, jump from different heights. During the rainy season, we can make a polygon for crawling for- Hiking with children is the best wards and backwards in the liv-teacher for learning persever- ing room with the tools we have at ance, effort and enjoyment of one’s home. If the children are not par-achievements. Mountain excur- ticularly fond of sports, we can ensions are suitable for all age groups courage them to move with danc-of children, we just have to always ing or activities they like. choose the destinations in such Source: Canva, 2023 64 FAMILY AND SPORT ACTIVITy WITH ELEMEN- TARY SCHOOL CHILDREN During the year, many elementary dancing, swimming. In the after-school students attend sports activ- noon, we can go together with ities. Therefore, in the summer it is the children to natural swimming good that he does not stop his ac- pools, adrenaline or adventure tivity and focuses on another sport, parks, visit nature trails or go cy-in order to develop muscle groups cling. that he may not have used during regular training. In the summer, you can propose a wide variety of camps, activities or meetings to el- ementary school students, which also include sports training. He may be able to experience sports at such workshops that he may not be able to do with you (e.g. horse rid- Source: Canva, 2023 ing, kayaking, archery). During the colder periods of the day, primary school children can Aerobic physical activity can also hang out on the nearby playground be provided by jumping over a playing basketbal , footbal , volley-swing, cycling, running, intense ball or other sports. Thus, through sports, they also strengthen social skil s. Children will surely like it if you yourself introduce them to the games you used to play. Let us re- mind you of “Land stealing” game, “Simon says” and gumtwist. Source: Canva, 2023 65 FAMILY AND SPORT AC- TIVITY WITH TEENAGERS For teenagers, sports in the fami- go to the mountains, and you will ly can be taken as a team-building be able to get to know your grow-opportunity. Visiting the moun- ing child in a different light. tains, jogging, volleyball and simi- Make sure the sports you invite lar sports can quickly open up top- your teenager to are attractive and ics that cannot be coaxed out of a interesting enough to keep them teenager within four wal s. from getting bored. Instead of buy- You can also invite your teenager’s ing him a new smartphone, buy friends on a trip to the mountains. him a ping pong table, rib chair or This will make it easier for them to roller skates. Source: Canva, 2023 66 Competitive learning to cope with pressure and failure as well as mastering a sense of achievement are among the pos- as educa- itive aspects of competitive sports identified in the literature (Eime, tional sport 2013). Therefore, the engagement of the whole family in a sport which has a competitive character, activities in the sense that the members will compete either as teams or as indi- viduals against each other in order to determine the winner, should There is a great amount of research prioritise the positive aspects of investigating the positive and neg- the sport and eliminate the associative aspects of competitive sports ated negative dimensions. Shifting for children. While competition in the emphasis from winning to par-sports can be a determinant fac- ticipation is a key element to help tor leading to excessive pressure, children understand that the goal performance anxiety and bul ying of the activity is not ultimately to among children (Bean et al. 2014), be the winner but to have fun while the development of self-esteem, acquiring new skil s, competences and knowledge. In addition, com-Development of petitive sports can also be enriched with educational elements appro- self-esteem, learning priate for the age groups of the to cope with pressure participants. For example, a set of distinctive educational questions and failure as well addressing children and adults as mastering a sense (i.e. parents, grandparents) can be embedded in a treasure hunt ac-of achievement are tivity giving the opportunity to the among the positive contestants to test, acquire and improve their knowledge while par- aspects of competitive ticipating in a physical activity. sports identified in the literature. 67 AdaptationS to known Abilities/disabilities The goal of the adaptive sports ac- participate and succeed. Therefore, tivities for families is to avoid stig- before implementing the activity, matising individual characteristics, consider whether the activity can such as gender, health, skil s and be performed by all family mem-age. In order to achieve that, the bers and if not, identify parame-physical abilities of the participants ters which could be adapted for should be identified as early as pos- the benefit of each individual (e.g. sible. This way, all members can rules, equipment, duration). Source: Canva, 2023 68 RULES Time: In sport activities in which players have time constraints to perform an action (e.g. basketball), different Acknowledging that individuals of time rules could apply to children different ages have a diverse range and grandparents as opposed to of physical and mental abilities as rules applicable for parents. wel , modifying the rules of the ac- tivity can be a helpful mechanism Scoring system: to ensure that everyone will par- A different scoring system to as-ticipate and enjoy the activity. To sess performance occurs in vari-this respect, the rules of the exist- ous sports, ranging from net sports ing activity should be identified at such as football and basketball and the beginning and modifications racket sports such as tennis and vol-to the rules should be included leybal . In order to foster inclusion and be applied either for the whole and active participation among all members in the activity, consider Modifying the rules of introducing different scoring sys-the activity can be a tems for different age groups. For example, while in a tennis game helpful mechanism to the player loses a point if the ball bounces twice in his/her court, this ensure that everyone rule can be modified in an adaptive will participate and family tennis activity and allow the child to hit the ball even if the ball enjoy the activity. has bounced twice in the court. In addition, modified rules can be activity or for different age groups applied for all members in team in order for the activity to become sports, such as volleybal , in which interesting and not boring for any multiple attempts can be allowed of the participants. Once the rules during the activity. For instance, have been established, they should more hits can be performed by be communicated and explained to each player or by the team before the participants. Modifications can the ball passes the net in volleybal . be considered for the following el- Final y, in order to eliminate the ements: competitive nature of the activity, 69 the scoring system can be entirely removed. The appropriateness of equipment for Environment: Consider modifying the size of children is mandato-the playing area to adjust to the abilities and physical condition of ry to ensure the suc-the participants. For example, you cess of the learning could decrease the size of the football or tennis field according to the activity. number of players and their condi- tion in order to extend the duration Equipment: of the game and eliminate risks of An important factor to consider in fatigue by children or elderly. Also, the design and implementation of regarding net sports, such as beach family sport activities is the appro-tennis, volleyball and basketbal , priateness of equipment for chil-consider reducing the net height to dren. For instance, a soccer and a provide an equal and inclusive op- basket ball might be too hard for portunity for children to play and children while a tennis racket is enjoy. too heavy for them to lift and play. Using equipment which is not ad- justed to the physical abilities of Consider the children will lead to unsuccess- ful results as the children might be modifying the unwilling to play adding to the increased risk and injury factor. As a size of the playing result, consider replacing standard equipment with alternative options area to adjust to as for example, low air pressure bal s, lighter rackets, etc. the abilities and * These rules should be reviewed physical during the actual implementation of the activity and modifications condition of the should be considered to reinforce participants. active participation of the mem- bers. 70 SAFETY according to their age and subse- quent body structure and size; Rules and boundaries: Sport activities and safety go hand The rules of the sport activity as by hand and ensuring that the de- well as core principles and guide-signed family oriented activities lines regarding proper behaviour are aligned with some basic safety during the implementation of the conditions is mandatory. To this activity should be communicated respect, the follow steps should be and discussed prior to the com-considered during the design and mencement of the activity in order implementation of the activities to ensure that all participants have with the whole family: clearly understood what is expect- ed; Appropriate activities: Identify activities which are suit- Warm-up and stretch: able for all family members regard- Regardless of the physical intensi-less of their age, physical abilities ty of the activity, the participants and competences. Activities with should be engaged in a warm-up high risk should be avoided; and stretching session in order to get their bodies ready for the Risk factor: activity allowing their body tem- During the design of the activities, perature to increase, their brain to a risk assessment activity should be engage with the body and thus pre-undertaken in order to identify, on venting any injury; the one hand, potential risks and, on the other hand, mitigation mea- Listen to your body: sures to avoid or eliminate them. Acknowledging the different con-In addition, potential risks should dition of physical activity for each be classified in terms of likelihood of the diverse family member, the and severity; participants should be encour- aged to pay attention at their body Equipment: The equipment to be during the implementation of the used in the activity should be of activity and take a break or stop good quality and condition and playing if they feel tired, fatigued appropriate for all family members or injured; 71 EVALUATION The activity should be regularly evaluated in terms of its effective- ness, adaptability, engagement and success either through a non-for- mal peer or self evaluation session after the completion of the activity or by simply observing the par- ticipants’ reactions during its im- plementation. Collected feedback should be respected and consid- ered for the improvement of the activity. Source: Vanja Zal atel, 2016 Source: Canva, 2023 72 RECOMMENDATIONS FOR SUCESSFULL SPORT ACTIVITy Organise targeted activities ac- can learn to anticipate situations cording to family goals. during movement and react to them with the widest possible Create a positive and supportive range of movement responses - environment for developing phys- this means greater creativity, and ical performance and movement thus also greater safety and enjoy-skills. ment in movement. Make the activity fun and provide Children learn and develop differ-opportunities for children to play. ent skil s in different ways and at different paces according to their Children will be active if they have age and experience. an interest and motivation to do so. Therefore, when choosing an Learning new skil s will be easier activity, it is necessary to take into if it is progressive. From simpler account both the level of their to more complex, from easier to (movement, mental and social) harder. abilities and skil s. Provide a variety of activities in a Provide opportunities for un- variety of environments. structured play, so that children Physical activity and sport should be the value of every family. Source: Canva, 2023 73 MOVEMENT PYRAMID The habits raised in childhood will accompany him even in adulthood. We encourage the child to move so that this becomes part of his everyday life. Let’s start gradual y by increasing the time devoted to moderate physical activity and at the same time reducing the time the child spends inactively watching different screens. Source: Barbara Konda, Fit International, 2023 74 Guidelines for physical activity The World Health Organization three times per week. It is rec- (WHO) recommends the follow- ommended to perform a variety ing guidelines for physical activity of movement activities, which in children and adolescents: include exercises that affect mus- cle strength, mobility and bone On average, children and adoles- health. cents should be physical y active for at least 60 minutes every day, Children and adolescents should mostly aerobical y, at a moderate limit the amount of sitting, and to high intensity, which means especial y the free time they spend that children pant, feel the heat in in front of the screens of electron-their body, or sweat to get their ic devices. heart rate up. Physical activity should consist of High-intensity aerobic and mus- 50% aerobic activities, 25% muscle cle-skeletal strengthening activ- strengthening exercises and 25% ities should be included at least mobility exercises Source: https://www.who.int/europe/publications/i/item/9789240014886#:~:text=- For%20health%20and%20wel being%2C%20WHO,All%20physical%20activity%20 counts. 75 CONCLUSION 76 In conclusion, the Recommenda- ture of mobile and sports games tions for intergenerational adapted presents opportunities for children sport activities presented in this and adolescents to enter into cer-handbook are an essential tool for tain relationships with the partners promoting physical activity, in- imposed by the nature of the game, clusivity, and family bonding. The which is a prerequisite for master-guidelines provide practical and ing social y significant skil s and innovative ideas for adapting ex- forming valuable personal quali-isting sports and games to accom- ties. modate every family member, re- gardless of their age, aptitude, and With this handbook, we hope to physical condition. inspire and guide everyone inter- ested in promoting physical activ- By implementing these recom- ity, inclusivity, and family bonding mendations, event organisers and by providing practical strategies professionals can create mean- that can be applied in various con-CONCLUSION ingful col aborations that offer texts. Our collective efforts towards mutual respect, trust, and shared creating more intergenerational values, fostering the development adapted sport activities will lead to of stronger and more meaningful a healthier, more active, and more relationships among family mem- connected society. bers. Youth workers and sport ex- perts will benefit from the practi- cal advice and activities included in the recommendations, expand- ing their capacities and supporting their professional growth. Physical activity and sports play a crucial role in the overall well-be- ing and development of individu- als, particularly children. We must also acknowledge the influence of role models and community sup- port in inspiring individuals to pursue their passions and achieve BUILDING FAMILY BONDS their goals in sports. The joint na- THROUGH SPORTS 77 78