On a Roll
- Outcome A (K-3)-12
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Jumping Vertically |
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Jump Stopping
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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.
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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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