Transcript No Slide Title

Body Management Skills
• Definition
• Required to control the body
• Agility
• Coordination
• Balance
• Flexibility
• How to control body while on
apparatus
• Develop body management skills
Copyright 2001 by Allyn and Bacon
Body Management Skills
• Return activities
• Increase movement potential of apparatus
• Perform a movement task after apparatus
• Reduces time children stand in line waiting
for another turn
• Increase activity time
• Return activities require little supervision
• Jumping
• Hopping
• Skipping
• Animal walks
Copyright 2001 by Allyn and Bacon
Body Management Skills
• Apparatus safety guidelines
• Use tumbling mats
• Apparatus carried, not dragged
• Students assist with moving apparatus
• Activity on apparatus occurs only
when directed by teacher
• Instruction should precede apparatus
activity
Copyright 2001 by Allyn and Bacon
Body Management Skills
• Examples
• Climbing ropes
• Balance beams
• Benches
• Jumping boxes
• Horizontal ladders
• Low horizontal bar
• Parachutes
• Individual mats
• Magic ropes
• Tug-of-war ropes
• Scooters
Copyright 2001 by Allyn and Bacon
Rhythmic Movement Skills
• Definition
• Basis of music and dance
• Expressive movement
• All body movements tend to be rhythmic
• Particularly appropriate for young children
• Early experiences center on functional and
creative movement forms
• Locomotor skills are inherently rhythmic
Copyright 2001 by Allyn and Bacon
Rhythmic Movement Skills
• Types of rhythmic activity
• Fundamental rhythms
• Creative rhythms
• Singing movement songs
• Folk dances
• Mixers
• Aerobic dancing
• Square dancing
• Rope jumping to music
• Musical games
• Rhythmic gymnastics
Copyright 2001 by Allyn and Bacon
Rhythmic Movement Skills
• Rhythmic accompaniment
• Tempo
• Speed of the music
• Can be constant or show gradual
increase or decrease
• Beat
• Underlying rhythm of the music
• Pulse of the music
• Even or uneven
Copyright 2001 by Allyn and Bacon
Rhythmic Movement Skills
• Rhythmic accompaniment
• Meter
• Manner in which beats are put together
to form a measure of music
• Common meters
• 2/4
• 3/4
• 4/4
• Accent
• Notes that receive more force than others
• Usually applied to the first beat
Copyright 2001 by Allyn and Bacon
Rhythmic Movement Skills
• Rhythmic accompaniment
• Intensity
• Loud
• Soft
• Light
• Heavy
• Mood
• Intensity, human feelings
• Happiness
• Sadness
• Fear
Copyright 2001 by Allyn and Bacon
Rhythmic Movement Skills
• Rhythmic accompaniment
• Phrase
• Natural grouping of measures
• Usually eight underlying beats
• Patterns
• Phrases are put together into
patterns
• Children learn to recognize when
the pattern repeats or changes
Copyright 2001 by Allyn and Bacon
Rhythmic Movement Skills
• Teaching rhythms
• Avoid formations and partners
• Use scatter formation
• Forget left-right orientation
• Forget clockwise-counterclockwise
orientation
• Perform a dance once (per session)
• Slow down the music
Copyright 2001 by Allyn and Bacon
Rhythmic Movement Skills
• Teaching rhythms
• Teach like sports
• Emphasize practice not perfection
• Combine instructions with movement
• Tell them all; they forget all
• Choose dances that emphasize strong
movements
• Avoid the phrase “You’re out of step!”
Copyright 2001 by Allyn and Bacon
Gymnastic Skills
• Definition
• Develop body management skills
• No need for apparatus or equipment
• Flexibility
• Agility
• Balance
• Strength
• Body control
• Partner and group activities offer social
interaction and cooperation
• Positive learning dependent on progression
Copyright 2001 by Allyn and Bacon
Gymnastic Skills
• Progression and placement
• Use progression to avoid injury and increase
skill learning
• Progression is divided into developmental
levels
• Emphasis on enjoyment
• Emphasis on exposure and overcoming fear
• Perfect technique is less important than
developing positive approach behaviors
Copyright 2001 by Allyn and Bacon
Gymnastic Skills
• Examples
• Developmental Level I
• Rolling log
• Forward roll
• Developmental Level II
• Backward roll
• Frog handstand
• Cartwheel
• Developmental Level III
• Headstand variations
• Cartwheel and round-off
Copyright 2001 by Allyn and Bacon
Gymnastic Skills
• Instructional methodology
• Normal introductory and fitness
activity provide sufficient warm-up
• Extra flexibility in wrists, ankles, neck
• Effective class management
• All children should be active
• Perform across mats sideways
• Consider station teaching
Copyright 2001 by Allyn and Bacon
Gymnastic Skills
• Formations for teaching
• Squad
• Mats placed in a line
• Squads lined up behind mats
• Semicircular
• Directs attention toward the teacher
• U-shape
• Mats placed in large U-shape
• Offers excellent view for teacher
• Demonstration Mat
• Mat in central position
Copyright 2001 by Allyn and Bacon
Gymnastic Skills
• Safety considerations
• Safety is foremost consideration
• Plan to avoid harmful situations
• Spotting
• Safety and injury prevention
• Guide performer through stunt
• Help support body weight
• Probably best to avoid activities that
require spotting
• Do not force students to participate in
inverted balance and tumbling activities
Copyright 2001 by Allyn and Bacon
Gymnastic Skills
• Instructional Procedures
• Use mats
• Partner work
• Respect individual differences
• Relate new activities to previous activities
• Use a standard counting system
• When appropriate, have children work in
pairs
• Shifting of mats is not necessary during
instruction
Copyright 2001 by Allyn and Bacon
Relay Skills
• Definition
• Relays teach
• Cooperation
• Competition
• Sportsmanship
• Relays not used for teaching physical skills
• Most students are not active
• Relays should require low skill level
• Test strength
• Test quickness
• Test balance
Copyright 2001 by Allyn and Bacon
Relay Skills
• Relay procedures
• Restrict teams to 4 or 5 students
• Change teams regularly
• Place less skilled students in the middle of
the team
• Briefly discuss rule infractions
• Designate a deceleration zone
• De-emphasize winning
• Conduct a trial run
• Clarify traffic rules
Copyright 2001 by Allyn and Bacon
Relay Skills
• Relay examples
• Beanbag relays
• Lane relays
• Lane relays with equipment
• Revolving team ball relays
• Circle pass relays
• Miscellaneous relays
• Modified relays
Copyright 2001 by Allyn and Bacon
Personal Challenge Skills
• Definition
• Offer opportunity to match strength and
wits with others
• Children who are quick and strong perform
well
• Give students an opportunity to test
themselves
• De-emphasize winning
• Developmental II and III
• Rekindle motivation and change pace
Copyright 2001 by Allyn and Bacon
Personal Challenge Skills
• Personal challenge procedures
• Emphasize safety
• Make instructions explicit
• Perform some activities on mats
• Determine who starts the contest
• Contests should be done with the right
side, left side and both sides
• Positions can be varied
• Develop a rotation system
Copyright 2001 by Allyn and Bacon
Personal Challenge Skills
• Personal challenge examples
• Hand wrestle
• Finger fencing
• Touch knees
• Palm push
• Elbow wrestle
• Wand lift
• Power pull
• Rope tug-of-war
Copyright 2001 by Allyn and Bacon
Game Skills
• Definition
• Contribute to growth and development
• Children experience success and
accomplishment
• Laboratory where children apply
physical skills in game setting
• Develop large-muscle groups
• Apply strategy and rules
• Modify games to match your program
Copyright 2001 by Allyn and Bacon
Game Skills
• Evaluating games
• Examine worth of games
• Physical skills required
• Number of participants
• Complexity of rules
• Amount of strategy involved
• Children must have learned requisite skills
• Cooperation is necessary
• Move from partner, to small group, to team
games
Copyright 2001 by Allyn and Bacon
Game Skills
• Creating or modifying games
• Change distance to run
• Change the means of locomotion
• Play game with one or more partners
• Change method of tagging
• Vary goals or restricted areas
• Vary the boundaries of the game
• Change game formations
• Change scoring requirements
• Increase number of players
• Change rules or penalties of the game
Copyright 2001 by Allyn and Bacon
Game Skills
• Teaching games effectively
• Put children in formation prior to
presenting a new game
• Use trial period (no scoring) during first
stages of learning a new game
• Don not use games that isolate one child
• Develop a rotation plan
• Assure all children have equal participation
• Plan before attempting a new game
• Avoid using out of bounds rule with loworganized and sport lead-up games
Copyright 2001 by Allyn and Bacon
Game Skills
• Teaching games effectively
• Change the makeup of the teams often
and play relatively short games
• Use pinnies to identify teams
• Use games to teach social skills
• Learning to perform skills correctly is
more important than game outcome
• Use the “rule of three” as a way of
simplifying rules
Copyright 2001 by Allyn and Bacon