1. Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN R O B E R T P A N G R A Z I S I X T E E N T H E D I T I O N Chapter 18 Body Management Skills

2. Copyright © 2010 Pearson Education, Inc. Body Management Skills  Important component of movement competency  Efficient movement demands integration of a number of physical traits  Agility  Balance  Strength  Flexibility  Coordination

3. Copyright © 2010 Pearson Education, Inc. Body Management Skills  Youngsters must develop an understanding of how to control their bodies while on large and small apparatus  Large apparatus help students learn body management skills while free of ground support  Small apparatus help develop body control in space and on the ground

4. Copyright © 2010 Pearson Education, Inc. Safe and Effective Use of Apparatus  Many body management skills require large apparatus  Often placed in position before class arrives  Not to use equipment until instructor approval  Establish instructional procedures for  Setup  Storage  Safe use of apparatus and mats

5. Copyright © 2010 Pearson Education, Inc. Safe and Effective Use of Apparatus  Tumbling mats to absorb shock  Apparatus should be carried, not dragged  Apparatus activity only when directed by teachers  Instruction precedes activity on all apparatus  Use return activities to increase movement potential  Have students move slowly when working on apparatus

6. Copyright © 2010 Pearson Education, Inc. Body Management Skills  Climbing ropes  Balance beams  Benches  Jumping boxes  Horizontal ladders  Parachutes  Individual mats  Magic ropes  Scooters

7. Copyright © 2010 Pearson Education, Inc. Body Management Skills

8. Copyright © 2010 Pearson Education, Inc. Activities with Climbing Ropes Instructional Procedures  Tumbling mats under all ropes  Hand-over-hand to climb, hand-under-hand to descend  No sliding, cause burns  If tired, stop and rest

9. Copyright © 2010 Pearson Education, Inc. Activities with Climbing Ropes Instructional Procedures (continued)  Students are instructed to go no higher than their strength allows  Mark rope limit at 8–10 feet high  Use spotters for activities in which the body is inverted  Use rosin to prevent slipping  Make sure other children are out of the way before swinging on the ropes

10. Copyright © 2010 Pearson Education, Inc. Activities with Climbing Ropes  Scissors grip and leg-around rest

11. Copyright © 2010 Pearson Education, Inc. Activities with Climbing Ropes  Spotting an inverted hang

12. Copyright © 2010 Pearson Education, Inc. Activities with Balance Beams Contribute to control in both static and dynamic balance

13. Copyright © 2010 Pearson Education, Inc. Balance Beam Activities Instructional Procedures  Move with controlled and deliberate movement  Step slowly on the beam and pause in good balance at the end of the activity  Tumbling mats at the end of the bench to cushion dismount & allow for rolls & stunts after the dismount  Visual focus is important  Step off if student is losing balance

14. Copyright © 2010 Pearson Education, Inc. Activities with Balance Beams Instructional Procedures (continued)  Success based on two levels:  Lower level allow for stepping off once  Higher level must stay on the beam throughout  Laterality and directionality are important  Next child begins when leader is three-quarters through  Return activities increase breadth of activity  A teacher or student can assist a performer

15. Copyright © 2010 Pearson Education, Inc. Activities with Balance Beams  Prone movement, head first

16. Copyright © 2010 Pearson Education, Inc. Activities on Benches Instructional Procedures  Three parts:  Approach  Mount  Dismount  Tumbling mats at ends of bench  Place either horizontally or inclined  4–5 students assigned per bench

17. Copyright © 2010 Pearson Education, Inc. Activities on Benches Instructional Procedures (continued)  Next child begins when leader is three-quarters across  Return activities add to the activity potential  Movements deliberate and careful  Students focus on laterality and directionality important

18. Copyright © 2010 Pearson Education, Inc. Activities on Benches  Supine movements, feet first and crouch jump

19. Copyright © 2010 Pearson Education, Inc. Activities on Benches  Preparing to do a Forward Roll and rectangular bench activities

20. Copyright © 2010 Pearson Education, Inc. Activities on Benches  Dismounting from a bench

21. Copyright © 2010 Pearson Education, Inc. Activities with Jumping Boxes Provide opportunities for children to jump from a height and propel the body through space

22. Copyright © 2010 Pearson Education, Inc. Activities with Jumping Boxes Instructional Procedures  Focus on landing in proper form  Tumbling mats used to cushion landing  Emphasize exploration and creativity  4–5 children assigned per box  Additional challenges incorporated using hoops, wands, balls  Return activities work well with boxes  Children strive for height and relax as they go through space

23. Copyright © 2010 Pearson Education, Inc. Activities with Individual Mats Mats serve as a base of operation or as an obstacle Instructional Procedures  Educational movement techniques important  Stress body management, locomotor, and nonlocomotor  Mats far enough apart to allow for free movement around them  Each child should have a mat

24. Copyright © 2010 Pearson Education, Inc. Activities with Individual Mats  Curl activities  Movements on and off the mat

25. Copyright © 2010 Pearson Education, Inc. Activities with Magic Ropes Magic ropes are flexible, children have no fear of hitting it or tripping while performing

26. Copyright © 2010 Pearson Education, Inc. Activities with Magic Ropes Instructional Procedures  Two or more children as rope holders  Many variations through changing height  Alternate strenuous and less strenuous activities  Focus on not touching the rope  Use an angled approach  8–12 ropes for class  Next child begins as leader is nearly finished

27. Copyright © 2010 Pearson Education, Inc. Activities with Magic Ropes  Jumping in and out of two magic ropes

28. Copyright © 2010 Pearson Education, Inc. Activities with Magic Ropes  Pulling in Crab position and Frozen Tug-of-War

29. Copyright © 2010 Pearson Education, Inc. Partner Tug-of-War Ropes Tug-of-War ropes develop strength

30. Copyright © 2010 Pearson Education, Inc. Activities with Partner Tug-of-War Ropes Instructional Procedures  Start and stop with clear signals  Partners are of comparable ability  Set a rotation system so partners differ  No letting go of rope  Excellent partner resistance activities  Use a line on the floor, perpendicular to rope to signal a win

31. Copyright © 2010 Pearson Education, Inc. Activities with Gym Scooters  Scooters are excellent for developmental activity  One scooter per two children  Propel scooter with feet, hands, or both  Kneel, sit, or lie prone, supine or sideways  Body weight can be wholly or partially supported on the scooter  Educational movement methodology is applicable to scooter work