CHildren in Action: Motor Program for PreschoolerS

What we Do

Why is CHAMPPS important in early childhood education?

Preschool motor experiences in early childhood education (recess, music/motor movement classes) often do not address the need for intentional strategies to support motor skill development and physical activity level in all children . This is critical given that many preschoolers with disabilities have motor deficits and are educated in inclusive preschool classrooms.

• All children are born with strengths and challenges.
• children need multiple opportunities to hone all of their abilities.
• An increase in motor skill does not naturally lead to an increase in physical activity, nor does increased physical activity automatically lead to strong motor skills.
• Opportunities for learning motor skills need to be intentionally supported, and opportunities for physical activity need to be intentionally provided.

What does CHAMPPS provide?

CHAMPPS includes:

• 7 Units targeting the 7 fundamental movement skills:
  • Introductory Skills
  • Walking & Running
  • Balance, Jumping & Hopping
  • Catching
  • Throwing
  • Striking
  • Kicking
• Lessons embedded with activities designed to increase physical activity level and improve specific motor skills:
  • Warm-Up
  • Core Activity
  • Core Activity 2
  • Core Activity 3
  • Physical Activity Music Video
  • Cool Down
  • example activity here. Watch video [MVS1] here.
• Music Videos designed to increase moderate-vigorous physical activity. See a music video here.
• Verbal Prompt Glossary to encourage specific language for instruction of motor skills
• Visual Supports specific to motor skills and activities for each lesson
• Universal Design for Learning suggestions to accommodate individual learning differences in motor skills and activities
• School Readiness Skill Support with specific suggestions for how to incorporate language, mathematics, science, motor, social and approaches to learning in each activity. See an example of Language & Literacy suggestions here.

• Lesson Extension activity ideas to offer more challenge or more support within the lessons
• Review Days scheduled in the middle and end of each unit. Teachers have flexibility to plan review days depending on the needs and abilities of their students
• Home Component sent home each week with activities for students to do at home with family and friends. Translations in Portuguese, Spanish and Haitian Creole are also available.

See an example CHAMPPS at Home here.

What does CHAMPPS look like?

CHAMPPS is intended to take place 2-3 times per week depending on half day vs full day preschool programs. Each CHAMPPS lesson follows national guidelines for structured physical activity and is 30 minutes in length (see Shape America for more information).

Table 1. CHAMPPS Lesson Sequence

Please see an example schedule for a half-day preschool program here .

Resources

Inside Sources

• CHAMPPS Webinar

  PowerPoint presentation describing the CHAMPPS program and findings from Year 1.

• · Young Athletes Program: Impact on Motor Development (PDF)

  [link to APAQ Manuscript on YA.Published.pdf]

  The impact of a motor program on inclusion of children with disabilities in Kenya.

Outside Sources

Explore these resources related to early childhood education and inclusion.

• Crisis in the Kindergarten: Why Children Need to Play in School
  Ways in which kindergarten has changed, and why it is important to restore play in early childhood classes.
• NASPE: Appropriate Practices in Movement Programs for Children Ages 3-5
  Indicators of high-quality motor programs.
• Playpen to Playground
  The importance of physical play for motor development.
• Efficacy of Interventions: Motor Development in Young Children
  Analysis of and recommendations for preschool motor programs.
• Active Start: A Statement of Physical Activity
  Guidelines and standards for motor programs.
• DEC Recommended Practices
  Practices to promote the outcomes of young children who have or are at risk for developmental delays/disabilities and to support their families.
• The Right to Play
  How to use motor play to educate and empower children to overcome daily challenges, promote acceptance, and build friendships.

Measures/Tools page

• Criteria for Evaluating Preschool Interactive Movement Books
  A tool to guide the selection of age-appropriate, interactive movement books for use in preschool classrooms.
• Preschool Interactive Movement Books
  A sample of recommended movement books that meet the Criteria for Evaluating Preschool Interactive Movement Books so as to provide a link between literacy and movement.
• CHAMPPS Observer Impression Scale (CHOIS)
  An observation tool to describe children’s behaviors (motor appropriate, motor inappropriate) within the context of a motor lesson (instruction, motor play), enabling a teacher to determine if the structure of the motor class contributes or inhibits appropriate motor play.
• CHAMPPS Fidelity of Implementation Record
  An evaluation tool to measure program fidelity as it relates to 4 indicators: exposure, adherence, participant responsiveness, and quality of delivery.