Throwing and Catching Skills for a Variety of

Diverse LearnersBrad Weiner, M. Ed., NBCT, CAPE

National Adapted Physical Education TOY 2013

Goal By the end of the presentation, the audience will

have a heightened level of understanding for the rationale behind developing a diverse environment and the developmental milestones for throwing and catching, in order to implement it into their classrooms.

HandballThe class is split into two groups. Each group places 5 people on the field The rest of the team can choose a spot along the

sideline to provide supportThe players on the field are only allow 3 steps when

they hold the ball. If the ball hits the floor, it is turned over at that spot. A goal is scored when a player catches a ball in their

goal (behind the goal line)

Essential Components to ConsiderBalanceGrasp and Release SkillsProprioceptive Development Body AwarenessCoordination (Unilateral and Bilateral) Visual Tracking Ability to Transfer Weight

The Key IdeaMosston’s slanted line theory is the belief that all

children have a right to participate in activities at their own ability level.

Children will not continue activities in which they are continually eliminated or wait to take turns.

Given opportunities, children will seek out challenges and take risks.

This is the essence to developing a diverse learning environment, along with having a clear knowledge base for progressions and development.

Dr. Muska Mosston’s Slanted Line Theory Mosston will argue that developing an activity the

presents one standard of achievement is counterproductive in the development of young people because you first eliminate the individuals who need the most practice time. This is considered the straight-line theory.

When the line is slanted, children have the opportunity to challenge themselves at a level that success can be achieved alongside peers working at a different level of success. The environment is comfortable and secure to seek out new challenges.

In this approach everyone participates at their own ability levels.

Throwing Cues: 2 – 3 years Infant /Pre-school

Look at target Body faces targetFeet remain stationary Ball thrown with forearm extension only

Resembles a pushing action Follow through is forward and downward

Throwing 3 ½ - 4 Years (Pre-School)Body faces targetFeet remain stationary Ball thrown with forearm extension only

Arm is swung upward, sideward, and backward to a position of elbow flexion

Ball is held behind head

Slight Upper Body RotationTrunk rotates toward throwing side during preparatory

actionShoulder rotates toward throwing side

Throwing 4 – 5 Years (Pre-K / K)Body faces targetFeet remain stationary Ball thrown with forearm extension only Slight Upper Body Rotation Steps forward with the leg on the same side as

the throwing arm Definite forward shift of body weight

Throwing 5 – 6 Year Old (K -1st)Body is side to target Arm swung backward in preparation Opposite elbow is raised for balance as

preparatory action in the throwing arm Trunk rotates to throwing side Starts to weight shift to rear foot and step forward

with opposite foot

Throwing 7 – 8 Year Olds (2nd – 3rd)Stand side to target Bring throwing arm way back so that your elbow is

almost above your ear and your hand is behind your head

Upper Body Rotation with non-throwing elbow pointing to target

Step forward on the foot opposite the throwing hand

Follow Through (throwing arm following the ball, ending up close to your knee)

Throwing 9 – 10 Years Old (4th – 5th)Use previous cues towards a smaller target and/or

move the throwing distance further. Work on accuracy while maintaining the technique

Throwing 11 – 13 Years Old (6th – 8th)

Use previous cues while engage in an authentic game situation with variables

Catching: 2 Year Olds Infant Eyes to watch ball Chases ball, doesn’t respond to aerial ballsDemonstrates a slower reaction time Will stop ball rolled to midline from short distance

Catching: 2 – 3 years Infant /Pre-school

Looks at object Responds to aerial ball with delayed arm

movements Needs to be told how to position armsIs supported with a preparatory count down Catches object propelled to midline using the

basket catch with the body

Catching: 3 – 4 years Pre-school Shows hands in preparation Fears reaction (turns head away)Stands in stationary position to catch a ball tossed

to midline from 4 – 6 feet away Uses basket catch using the body

Catching: 5 Year OldsUses eyes to track object approaching midlineWill show more control and will lean to either side

to attempt to catch an object outside of midlineCatches an object using the hands only with a 6

inch sized ball Will toss and catch a ball to self

Catching: 6 Year Old (1st Grade)Eyes track the ballArms are held relaxed to ball at sides, and forearms

are held in front of body Arms give to absorb the force of the ball Body steps and weight shifts to the trajectory of the

objectMore efficient reaction time to catch the object Will toss and catch an object with peers from a short

distance of 4 feet

Catching: 7 – 8 Year Olds (2nd -3rd)Begins to become more efficient with catching

smaller objects with dominant handWill get under objects that are propelled highUsing the previous cues, catches objects in a

stationary position from further distancesUsing the previous cues, smoothly moves in the

direction of the propelled object

Catching 9 – 10 Year Olds (4th – 5th )Practice previous cues while catching various

sized and shaped objects in movement

Catching: 11 – 13 Year Olds (6th – 8th)

Use previous cues while engage in an authentic game situation with variables