Balance (Static) Activities - Outcome A (4-6)-4

Students explore holding balances on different body parts and at different levels.

For example:

• Three body parts – high level
  
• Two body parts, one of them a large body part – low level
  
• One body part – medium level
  
• Three body parts, with one of these body parts on a bench or trestle.

Levels, Shapes, Directions and Pathways

Now practice twisting actions. Ask students to turn 360 degrees on two feet. Repeat the turn using one foot. Ask the students which is easier. (One foot.) Ask which turn makes them feel more stable. (Two feet.)

Practice twisting with arms close to the body and then far from the body. Ask the students which makes them twist faster. (Arms close to the body.) Have them try a twist starting with the arms wide, and then quickly bringing the arms to a close position.

End the activity with students moving from a balance to a twist to a balance.

Vary the balances to different parts of the body, such as feet, hands and knees, and hips.

Try balances with partners.

Vary the levels of the balance to include low, medium, and high.

Combine balances to form a routine.

Add music once the routines have been established.

These are clues that you have reached the outcomes ...

Students demonstrate routines for their classmates.

Peer and/or group evaluations can be used at different stages. Partners can evaluate each other during creation of a routine. The group can then evaluate the final performance based on criteria such as holding a balanced position firmly, and twisting without allowing the body to move from the pivot point.

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