Children in Action Motor Program for Preschoolers (CHAMPPS)

Michaelene M. Ostrosky, PhD
Paddy C. Favazza, EdD

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Introductions

• Micki Ostrosky
• Paddy Favazza

Objectives

By the end of today’s chat, you will:

1. Understand why motor programs are important for young children;
2. Be able to describe several key features of CHAMPPS; and
3. Have new ideas for embedding motor play into your curriculum

Favorite Childhood Gross Motor Game/Activity?

• Hide N Seek
• Hopscotch
• Chase
• Soccer
• Red Rover
• Climbing Trees
• Riding Bikes
• Baseball
• Duck Duck Goose
• Relays
• Skating
• Hiking

In the Context of Motor Play

Young children develop school readiness skills

• Physical well‐being and motor development
• Social‐emotional skills
• Cognitive skills (i.e., pre‐math, pre‐reading) and general knowledge
• Language skills

Being Physically Active During Motor Play Is Critical to Child Development!

Motor development is a continual and sequential process

What about motor development for preschoolers? Motor development does not happen automatically for all children.
Name challenges you see in your students – things that interfere or alter typical motor development and physical activity.

Other Challenges That May Interfere with Motor Play

• Social Skills
  • Getting along with others
  • Turn taking and sharing
  • Interacting/communicating with peers
  • Social exchanges
• Approaches to Learning
  • Willingness to try new activities, join in
  • Completion of activities
  • Following directions

Development Becomes Compromised When Poverty is Added to the Equation Children who grow up in poverty, even those who are born healthy, show a gradual decline in cognitive, motor and social‐emotional abilities which persists for years (Petersen, 2012)

Development May Vary Because of Cultural Influences

Variances: Gender Roles, Independence, Autonomy, Opportunities

Additional Systemic Barriers

• Lack of Policy
• Increased Focus on Academic Outcomes
• Half Day Versus Full Day
• Teacher’s Lack of Confidence & Knowledge
• Lack of Access to Safe, Appropriate Playground or Outdoor Spaces

Children are highly motivated to move, to use their bodies and equipment/materials AND You (parents, teachers, and early interventionists) can do many things to support development using physical activities.

Trivia

What do National Guidelines say about the amount of daily physical activity preschoolers should have?
Preschoolers (ages 3‐5 years of age) should be engaged
A. in 180 minutes (3 hours) daily of physical activity (PA)
B. at least 60 minutes (1 hour) daily of physical activity (PA)
C. at least 120 minutes (2 hours) daily of physical activity (PA)

What do the National Guidelines say about the type of physical activity preschoolers should have?
Of the 3 hours of daily physical activity recommended for preschoolers:
A. at least 60 minutes should be spent in structured physical activity
B. 60 minutes and up to several hours should be spent in unstructured physical activity
C. all 3 hours should be spent in unstructured physical activity
D. A and B

Elements of CHAMPPS

• Strong theoretical underpinnings
• Universal Design for Learning (UDL) infused lessons
• Links to preschool readiness skills, literacy, and music
• An internal structure to support increased physical activity level
• Adaptable for half‐day and full-day programs
• Tables with UDL strategies and school readiness suggestions
• Emphasis on involving families in motor play
• Research‐informed program

Ideas to Increase Physical Activity Across the Day

1 Create motor opportunities

2 Take periodic physical activity breaks

3 Embed school readiness skills from your curriculum into motor

1 Create Motor Opportunities in Supportive Environments

• Physical Environment
  • Safe
  • Centers or Stations
  • Materials
• Social Environment
  • Partners
  • Encourage
  • Acknowledge

Activities You Can Try!

2 Take Physical Activity Breaks

• When: In‐between two indoor activities
• Where: In your classroom; Children need to be at least an arm’s length away from each other

3 Embed school readiness skills into motor play!

This is a great way to improve motor outcomes, impact other areas of development, and develop school readiness skills.

Additional Resources

• Akamoglu, Y., Ostrosky, M. M., Cheung, W. C., Yang, H.W., Favazza, P., Stalega, M. & Aronson-Ensign, K. (2019). Move together, communicate together: Supporting preschoolers’ communication skills through physical activities. Early Childhood Education Journal. Advance online publication: doi: https://doi.org/10.1007/s10643-019-00957-1
• Cheung, W. C., Ostrosky, M. M., Yang, H. W., Akamoglu, Y., Favazza, P., C. & Aronson-Ensign, K. (2019). Merging motor and cognitive development: There’s so much to learn while being physically active! Palaestra, 33(3), 48-54.
• Ostrosky, M.M. & Favazza, P.C. Pass the Ball, Not the Remote https://illinoisearlylearning.org/blogs/special-needs/passball/
• Ostrosky, M.M., Favazza, P.C., Yang, H.W., McLaughlin, K. & Stalega, M. (2018). Let’s get moving: Using children’s literature to support physical activity and readiness skills. Palaestra. 32 (2).
• Yang, H.W., Ostrosky, M. M., Favazza, P. C., Stalega, M. V., & Block, M. E. (2018). Embedding motor activities into inclusive preschools. Young Exceptional *Children, https://doi.org/10.1177/1096250618783994.*

Contact Information

• Micki ostrosky@illinois.edu
• Paddy ostrosky@illinois.edu

Certificates

Certificates of attendance are available for download from the “Handouts” section of the webinar and from the URL below:
bpub.fyi/CHAMPPS‐Cert

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Thank You!