1、Copyright 2001 by Allyn and Bacon,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
2、 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 sa
3、fety 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 bea
4、ms 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 appro
5、priate 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 A
6、erobic 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
7、 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 All
8、yn 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 Patt
9、erns 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
10、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 mov
11、ements Avoid the phrase “Youre 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 Positiv
12、e 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 techniq
13、ue 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-o
14、ff,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 teachin
15、g,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,Copy
16、right 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 stu
17、dents 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 childre
18、n 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 stren
19、gth 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
20、 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,Definiti
21、on 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,Per
22、sonal 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 C
23、hallenge 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 whe
24、re 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 o
25、f 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 partner
26、s 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 forma
27、tion 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 low-organiz
28、ed 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,
