What we do…
In tune with the research findings that children learn a lot more from experiential learning than a seated classroom environment, the Maverick Fit Kids program is intelligently designed to incorporate various cognitive activities as students perform movements with purpose to develop specific skills.
The process of acquiring knowledge and understanding it, is embodied in action!
Maverick Fit Kids has been devised with two distinct hierarchies:
- ONE – based on age – Tiny Tots (Classes 1 & 2), Primary (Classes 3 to 5), Mid school (Classes 6 to 8) & High school (Classes 9 to 12).
- TWO – based on Fitness exposure – Level Zero (Novice), Level One (Competent), Level Two (Proficient).
That is, a school that enrols students for the first time in class 5 has a very different lessons than one that has been providing classes for over a year promoting students from class 4 to 5.
The program has also been devised with FOUR distinct categories of physical activity:
1. DYNAMIC LEARNING
Dynamic learning sessions involve movements with intelligence, working on various aspects of age appropriate fitness, taught using rhythm with customised music and implements, designed with cross-curricular exposure to enhance cognition through physical activity. These sessions work on grooming the multiple intelligence in children using Rhythm and the technique of Embodied learning.
- Howard Gardner suggested the theory of Multiple Intelligence – that is rather than seeing intelligence as a single general ability, it is differentiated into specific modalities. Applying the principle of multiple intelligences empower learners by not restricting them to one modality of learning. Research reveals that the part of the brain that processes movement is the same part of the brain that processes learning. Various studies support the relationship between movement and the visual system, movement and the language systems, movement and memory, and movement and attention.
- Rhythmic literacy is the ability to observe, control and differentiate the rhythm of an action according to the environmental demands in a particular situation. This enables the quick motor adjustment of the performer in an unpredictable environment, assuring success in performance. Rhythmic ability enhances pattern recognition. Rhythmic ability is acquired through participation in movement activities that require accurate response to rhythmic stimuli.
- Embodied learning believes the body is fundamental to learning. It challenges the dualism of mind and body that our education system has maintained over the past 300 years. It propagates that learning is the result of new practices we commit our body to, not merely in the gathering and understanding of information.
Classes 1 to 8 will have one session of Dynamic learning per week.
2. CIRCUIT TRAINING
Circuit Training sessions for High school are designed to give students creative control allowing them to prepare their own circuit using specific guidelines. Students pick 7 types of exercises to work on their upper body strength, lower body strength, aerobic capacity, back and oblique muscles, core conditioning, balance and full body movement. They select implements, form their own group and perform the selected exercises in a circuit following a timed music for each station with rest periods incorporated.
Classes 9 to 12 will have one session of Circuit Training per week.
3. COGNITIVE GAMES
Cognitive games promote the development of both fundamental movement skills and executive functions that ensure adaptability and self-regulation in social and educational settings. They reflect the three principles of mental engagement: (1) contextual interference, (2) mental control (stopping, updating, and switching), and (3) discovery.
- Cognition or the process of acquiring knowledge and understanding it, is embodied in action!
- Motor Cognition is the concept that the central nervous system that propels movement, participates in mental processing, including those involved in social interaction.
- Executive function, an important aspect of cognition, is the capacity to think before acting, retain and manipulate information, reflect on the possible consequences of specific actions, and self-regulate behaviour. Children’s core executive functions emerge at different points in time, starting early during the preschool age. Cognitive games promote motor cognition, Mental control, Contextual interference and Divergent Discovery.
Cognitive games are an important tool used by Maverick to develop physical literacy in children. These games help develop team spirit and social skills that are very important for life. The movement patterns in these games are also a precursor to sports and athletic mobility.
Classes 1 to 5 will have one session of Cognitive Games per week.
4. ACTIVE TRACKS
Active tracks are functional movements set in a layout like a hurdle race with specific requirements to cross every station. These are great ways to engage the entire class in a competitive yet fun way with lively music to keep the pace.
Classes 6 to 12 will have one session of Active Tracks per week.
The above four components constitute the heart of the Maverick Physical Literacy curriculum. In addition to these, video lessons on hygiene, nutrition, health, fitness and mental wellbeing are conducted every month to promote physical literacy, provide scientific validations and inculcate a sense of enquiry in students.
In addition to the Four physical activity categories described above, we also recommend time to be allotted during the week for:
a. COMPETITIVE GAMES – a choice provided for students of classes 6 to 12 to participate in any one of their preferred sports – racquet games (badminton, shuttle, tennis), ball games (volley ball, throw ball, basket ball), Cricket, Hockey, Football, Table Tennis or athletics. The foundation of physical literacy derived during Dynamic Learning sessions, will aid in making even the non-sports person competent to stay in the field longer.
b. CREATIVE PLAY for classes 1 & 2. Games are organised activities in which there are rules and a goal (typically, winning the game). Developmentally, playing games with rules tends to be common after about 6 years of age, whereas simple play is more frequent in 2 to 6-year-olds. The transition from play to games and from unstructured to structured activities is an important developmental step. To facilitate this transition in classes 1 and 2, it is important to offer learning experiences that maintain the essential features of play, but move toward organised, goal-oriented activities. Creative play engages a lot of safe implements to aid in structured movements facilitating the transition from unstructured play to goal oriented activities.
Based on availability of space / budget, we also help set up:
OPEN AIR GYMS for classes 9 to 12 is a lively yet competent way of getting students aged 14 and above to engage in serious fitness activity. These playground-like fitness implements use body weight leverage resistance equipment for low-impact exercises that are designed to increase flexibility, balance, agility and range of motion. If this is implemented, students of Classes 9 to 12 can have sessions at the open air gyms too
Sports specific Strength Conditioning is for after school training for podium level sports performers to enhance their sporting ability.
To summarise the highlights of the curriculum:
- Class, chronological age and fitness age specific fitness curriculum with innovative, fun and safe implements for classes 1 to 12.
- The frequency of the program is as under:
- Classes 1 to 5 – A minimum of 2 sessions per week with one session of Dynamic Learning and one session of Cognitive Games.
- Classes 6 to 8 – A minimum of 2 sessions per week with one session of Dynamic Learning and one session of Active Tracks
- Classes 9 to 12 – A minimum of 2 sessions per week with one session of Circuit Training and one session of Active Tracks / Open Air Gyms
- All Dynamic Learning, Circuit Training & Active Tracks sessions are performed with customised music recorded with instructions and timings in the indoor class rooms / auditorium of the school. Cognitive Games are conducted either indoors or outdoors in the outdoor playgrounds / courts. Open Air Gyms are dedicated spaces created in the school / community.