On a Roll - Outcome A (K-3)-12

	Jumping Vertically
	Jump Stopping

The children should already have learned about safe landings from the ground and from a height. They should also have been taught a unit in floor work before taking part in this activity.

Students will already be familiar with sequence work on the floor and now will transfer this to large apparatus such as a Canadian Climber, trestles, and large foam shapes.

Write these words where the students can see them:
Jump - Land - Balance - Roll.

Ensure that students can safely demonstrate all of these actions.

Have the children work on their own on large apparatus to develop a sequence that includes a jump, a landing, a balance, and a roll. All sequences must start and end with a freeze. Reinforce the idea that one action should flow smoothly into another. Explore levels, pathways, directions, and body shapes to make the sequences more interesting.

Levels, Shapes, Directions and Pathways

Have some of the children demonstrate their routines to their classmates.

Sequences can be as easy or difficult as you wish. Word sentences stimulate ideas for sequences; e.g., jump, land, balance, roll. Younger children manage better with fewer words. Ask the children to complete the tasks only at a low level, or only at a certain level, or using a dedicated pathway. (For example, ask them to move in a curved pathway while travelling.)

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

Students are moving through the sequence with fluidity and confidence. They are controlled and in balance.

They are able to complete the sequence with appropriate actions.

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