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Fitness and Fun

Fitness and Fun

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As our name implies, we have a firm belief in fitness and health, and the importance of making a start early in life. As our philosophy says: "we feel a responsibility for the health and fitness of the little minds and bodies that are in our care. Attitudes to healthy eating and fitness can be carried forward from childhood; therefore it is our aim to assist efforts at home by placing our children on the right path to a long and healthy life."

Being physically healthy is a necessary pre-condition to being able to develop in all areas. Our children are encouraged to participate in a daily exercise program, where they enjoy a large variety of activities with an emphasis on increasing general bodily activity, and also to enhance their gross motor skills. Activities are obviously tailored to suit each age group.

The following is information drawn from the Fit Kidz Learning for Life™ Early Education Program, much more detail of which is available at the menu link to the upper left: Our Program.

	Fitness Foundations - Happy Hippos (Baby Groups) Physical development of coordinated motor skills is a large part of an infant's first year. Fitness Foundations activities help build physical strength and motor coordination with daily experiences that allow infants to practice fine-motor skills, hand/eye coordination, full body movement, and more.
	Fitness Fun - Cheeky Monkeys (Toddler Groups) Physical health is the basic foundation for children’s learning and development. Extending the physical development of coordinated motor skills is a large part of a toddler’s overall development. Fitness Fun activities help build physical strength and motor coordination with daily experiences that allow toddlers to practice fine-motor skills, hand/eye coordination, hand and full body movement, and more.
	Harnessing Healthy Habits - Leaping Leopards (Pre-School Group) Children lead very active lives. They need a variety of nutritious foods for the growth and development of their minds and bodies. Concentration and learning are improved when children receive nutritionally sound meals and have an understanding of healthy habits. Well nourished and active children are more likely to be alert, vigorous, happy and interested in age-related activities. Good health and wellbeing helps them to have happier relationships with other children, and with you.

The following is information drawn from the Fit Kidz Learning for Life™ Early Education Program, much more detail of which is Some of the activities that our children enjoy, and the reasons that we do them, include:

Exercise Component:	Developmental Area:
* Stretching Various stretch poses while discussing the body parts being stretched	* lengthening and strengthening of muscles * names of muscles
* Running races Divide chn into groups. Get them to run the width of the yard.	* coordination of the whole body * turn taking * running ability
* Long jump Chn to turn take to run up to the edge of the sandpit and jump as far as they can. The teacher should demonstrate this first.	* coordination of the whole body * turn taking * running ability * spatial awareness
* Meditation Chn to lay on their back laying still breathing in and out. While listening to soft music. Teachers to guide the breathing by directing “in, out”	* relaxation * regulation of breathing
* Aerobics Various aerobics such as side steps, step touch, running, star jumps etc to music	* coordination of whole body * strengthening of muscles
* Yoga poses Assorted poses from the sheets. Discuss the importance of strengthening and lengthening muscles.	* lengthening of muscles * strengthening of muscles * body control
* Tai chi poses	* strengthen lengthen muscles * whole body control * controlled movements

Gymnastics
* Low balance beam Chn to turn take walking along a low balance beam	* balance * whole body coordination
* Balancing on a rope Chn walk heel to toe along a rope that is on the ground	* whole body coordination * balance
* High balance beam Chn to turn take walking along a high balance beam	* balance * spatial awareness
* High jump Chn to run and jump on foam mats. Alternatively chn to jump over a skipping rope held a varying heights	* whole body coordination * spatial awareness
* Balance Skipping rope on the ground chn turn take to walk along it walking heel to toe where possible.	* whole body coordination * balance
* Rolling tumbling on mats Children to roll and tumble on a flat mat	* whole body coordination * turn taking * flexion of back, spine * strengthening of muscles
Dancing
* Move to the beat The children are to move to the beat of music being played. Teachers to role model. Stomping, jumping, waving arms, clapping etc	* whole body coordination * follow instructions * refinement of existing abilities
* Row, row, row your boat song with actions Children to sit in pairs and rock back and forth to the music. Sing different versions Row, row, row your boat gently down the stream Merrily, merrily, merrily, merrily Life is but a dream Row, row, row your boat gently down the stream If you see a crocodile don’t forget to scream! Row, row, row your boat gently down the stream Chuck (child’s name) overboard and listen to them scream.	* body awareness * control * turn taking * whole body coordination * ability to follow instructions
* Statues/ freeze Free dancing to country music. When the music stops the children freeze on the spot.	* body awareness * control * whole body coordination * ability to follow instructions
* Bell game to music Children to free dance to multicultural music when the bell is rung the children have to run to a hoop and stand inside	* coordination of the whole body * running ability * spatial awareness
* As loud as an elephant song with actions “Stomp, stomp, stomp, stomp I’m as loud as an elephant Swish, swish, swish, swish I’m as quiet as a little fish” Children to stomp loudly with feet then swish their hands while they are clasped together to represent a fish.	* coordination of body * following directions * spatial awareness
* Penguin Polka dance Chn to do this dance to the “Nut bush” soundtrack. Hands on tummy. Right hand extends out twice. Repeat with left hand. Both hands extend out. Then lift elbows up. Jump backwards four times then waddle forward. Repeat process.	* coordination of whole body * following directions * learning left and right
* Dancing with ribbons Chn to dance to the beat of the music while twirling ribbons around themselves and in the air	* coordination of whole body * free movement
* Limbo dance to music Teachers to use broom stick and the song. Demonstrate the way to move underneath he bar	* coordination of the whole body * turn taking * increase flexibility * spatial awareness
* Statues Chn dance to assorted music and stand still when the music stops. Make it harder by decreasing the volume of the music.	* whole body coordination * following instructions
* Large movement dancing Children and teachers to dance using large movements with their arm, body and torso.	* whole body coordination * free movement * control of muscles
* Hokey pokey dance Children to make a circle and follow the actions on the CD or while teachers and peers sing.	* coordination, * spatial awareness * recognition of body parts * exposure to the concept of left and right * following directions * balance * awareness of centre of gravity
* Animal statues Children to dance to music. When the music stops the children are to look at carer who will hold up a picture card with an animal on it. The children then act like that animal.	* body awareness * control * whole body coordination * ability to follow instructions
Parachute games
* Parachute to music Children to flap the parachute up and down in time to the music	* coordination * large group participation * strengthening of arm, shoulder and back * two hand coordination
* Parachute with actions Children to flap the parachute up and down in time to the music and copy actions of the teachers	* coordination * large group participation * strengthening of arm, shoulder and back * two hand coordination
* Parachute to music Rise/ fall the parachute in a large group. Use different tempos to encourage chn to try and follow the music	* hand eye coordination * spatial awareness * turn taking
Obstacle course
* Set up a course that chn can climb over, crawl under, go through, jump, hop and climb.	* coordination of whole body * strengthening of skills * increase abilities * turn taking * balance
Ball skills
* Ball throwing in hoops Children are to use two hands to aim and throw a ball in a hula hoop, hanging hoop or bucket. Depending on skill level	* hand eye coordination * spatial awareness * turn taking
* Kicking balls Children to kick stationary balls across the yard, to their peers and teachers.	* foot-eye coordination * strengthening of leg muscles * turn taking * the ability to aim * leg preference * coordination of whole body * balance
* Hot potato Children to pass a ball or bean bag around to music while sitting in a circle. When the music stops the child holding the item leaves the circle and sits on the “great try mat”. Alternatively the children can just stay in the group and name the colour of the ball (will need several balls to play this way)	* hand eye coordination * turn taking * the ability to follow instructions
* Bat and ball game Children to hit a ball off the ground with bats or paddles.	* hand eye coordination * spatial awareness * coordination of body
* Ball kicking Kick balls of varying size the length of the yard in groups.	* foot-eye coordination * strengthening of leg muscles * turn taking * the ability to aim * leg preference
* Throwing/catching assorted balls Teacher and children to turn take to throw and catch balls of varying sizes.	* hand-eye coordination * spatial awareness * turn taking
* Bat and balloon game Chn to use bats to hit balloon as far as they can	* hand-eye coordination * spatial awareness
* Ball skills Children throw balls to their peers and catch them. For younger children the teacher may be the best one to throw to the chn.	* hand-eye coordination * spatial awareness * coordination of whole body * balance
* Rolling balls Children sit in small groups, large groups or pairs and roll ball back and forth.	* foot -eye coordination * spatial awareness * hand-eye coordination * strengthening of arm muscles * turn taking * develop the ability to aim
* Rolling large balls Children divided into small groups or pairs. They are each given a large exercise ball. The groups or pairs roll the length of the yard	* coordination of the whole body * hand-eye coordination * spatial awareness
* Lawn bowls Chn to roll smaller balls aiming at a larger ball which is positioned away from them.	* hand-eye coordination * spatial awareness
* Balloons in the air Encourage chn to keep the balloon in the air. Get children to do this in small groups or pairs. The balloon shouldn’t stop or hit the ground. N.B ensure all broken pieces are safely disposed of.	* hand-eye coordination * spatial awareness
* Ball skills Chn kick a ball between two markers. Do this in small groups or pairs of children	* foot-eye coordination * spatial awareness
* Ball skills extended Chn to roll large exercise balls across the yard individually or in pairs	* hand-eye coordination * spatial awareness
* Bowling balls into a hoop Children use one arm to bowl using an underarm motion to get the ball in a hoop on the ground. Increase the distance as children achieve.	* hand-eye coordination * increasing control * spatial awareness
* Balls thrown in a high hoop or a hoop on the ground Vary the distances where the child stands	* coordination * large group participation * strengthening of arm, shoulder and back * two hand coordination
Games
* Musical chairs/mat Get enough chairs for each child to sit on. Play music for the chn to dance to. When the music stops chn sit down. Remove some chairs continue the process. Alternatively use a large mat and fold it in to make it smaller.	* free movement * whole body coordination * turn taking * participation in a large group * following instructions
* Chase and spray Game is based on the rules of tip but the children spray each other with water spray bottles as opposed to tipping.	* whole body coordination * running ability * strengthening of hand muscles * hand eye coordination
* Snake game Teachers shake a skipping rope on the ground. The chn turn take to jump over it ensuring the “snake” doesn’t touch them	* whole body coordination * eye body coordination * balance
* Egg and rock race Children to hold a wooden spoon and walk/ run along a designated course without dropping the rock off the spoon (like egg and spoon race)	* coordination * balance * speed
* Bubble blowing Teacher to blow bubbles in the air. The children chase and try to pop them	* hand eye coordination * whole body coordination
* Tug-o-war Explain the process. Teachers demonstrate what to do Get chn into two groups. Assist chn to hold the rope. Say ready set go and get chn to pull.	* coordination * large group participation * strengthening of arm, shoulder and back * two hand coordination
* Animal races Children have to race each other using the movements of the animal that the teacher nominates.	* coordination of the whole body * turn taking * running ability
* Sack/ pillow races Children to turn take in small groups of 3-5. The children stand in the sack/ pillow case and jump down to a finish line (shorter course may be needed for younger children)	* coordination of the whole body * turn taking * jumping ability * strengthening muscles
* Row, row, row your boat song with actions Children to sit in pairs and rock back and forth to the music. Sing different versions Row, row, row your boat gently down the stream Merrily, merrily, merrily, merrily Life is but a dream Row, row, row your boat gently down the stream If you see a crocodile don’t forget to scream! Row, row, row your boat gently down the stream Chuck (child’s name) overboard and listen to them scream.	* body awareness * control * turn taking * whole body coordination * ability to follow instructions
* Balloon relays Chn to place balloons between their legs and walk along a set course	* coordination of whole body * balance * speed
* Animal dancing Teacher to hold up cards of varying animals. The children are to dance to music being that animal.	* whole body coordination * following instructions
* Water blowing Trough of water. Chn to use straws or their breath to blow ping pong balls across the water.	* strengthening of lungs * hand eye coordination
* Simon says Children to copy the actions of the teacher as they say “Simon says______” The children aren’t to follow the action unless “Simon says” is said at the beginning of the sentence	* whole body coordination * ability to follow instructions * recognition of body parts
* Snake game Teachers shake a skipping rope on the ground. The chn turn take to jump over it ensuring the “snake” doesn’t touch them	* whole body coordination * eye body coordination * balance
* Statues strike a pose! Played like traditional statues but when the music stops the children look at the nominated person and copy their pose	* whole body coordination * following instructions
* Balance with bean bags Children to walk along a set course while balancing a small bean bag on their head	* balance * whole body control
* Marching to the Grand old Duke of York song "The grand old Duke of York. He has ten thousand men, He marched them up to the top of the hill and he marched them down again. When they were up they were up, and when they were down they were down and when they were only half way up they were neither up or down”	* whole body coordination * ability to follow instructions
* Water balloon relay Children to hold water filled balloon in both hands. The children are to race up and down the yard without dropping the water balloon. Pass to a friend and they have a turn.	* hand eye coordination * spatial awareness * turn taking * coordination of the whole body