Discuss safety considerations relevant to balancing on different body parts (e.g. do not balance on your head or on two hands only). See Appendix A: Safety considerations. Move in a defined space and on an identified signal, students in their own personal “freeze” space. The teacher calls out the name of a body part/s and students balance on these parts. Practise a balance on an identified body part/s (e.g. students are given a card that identifies body parts using words, pictures or symbols). See Appendix C: Puzzle balances. Balance on four different body parts (not the head). Students then slowly lift one body part off the ground to change to a balance on three body parts, then two body parts and finally one. They hold the balances in the sequence for five seconds. Practise balances as individuals and in pairs that represent letters of the alphabet or numerals. Example: Learn and practise a variety of set balances chosen by the teacher to suit the skill, strength and flexibility levels of students. Appendix D: Set balances gives some examples. Explore varying the set balances they have learned by changing the position of different body parts (e.g. arms or legs). Example: Create a short sequence in which they change smoothly from one set balance to another. With a partner, students mirror each other’s sequences. Work with a partner and respond to movement activities set by the teacher that require them to demonstrate a partner balance (a balance where there is body contact between partners) that uses the previously learned set balances. Before commencing the activity, students propose ways of promoting safety when balancing with a partner. Example: In groups of four to six, students respond to movement activities set by the teacher that provide opportunities for them to explore using set balances in different formations. Students propose ways to promote safety when balancing in a group (e.g. wait until everyone is ready, do not encourage other students to attempt skills beyond their ability levels). Teacher resources Online resources The Queensland Studies Authority website contains HPE Sourcebook modules for Years 1 to 10. A PDF of Travelling and balancing is available at: <www.qsa.qld.edu.au/syllabus/747.html>. Books Teaching children movement concepts and skills: Becoming a master teacher, Buschner, C 1994, Human kinetics, , SA.
Discuss safety considerations relevant to balancing on different body parts (e.g. do not balance on your head or on two hands only). See Appendix A: Safety considerations. Move in a defined space and on an identified signal, students “freeze” in their own personal space. The teacher calls out the name of a body part/s and students balance on these parts. Practise a balance on an identified body part/s (e.g. students are given a card that identifies body parts using words, pictures or symbols). See Appendix C: Puzzle balances. Balance on four different body parts (not the head). Students then slowly lift one body part off the ground to change to a balance on three body parts, then two body parts and finally one. They hold the balances in the sequence for five seconds. Practise balances as individuals and in pairs that represent letters of the alphabet or numerals. Example: Learn and practise a variety of set balances chosen by the teacher to suit the skill, strength and flexibility levels of students. Appendix D: Set balances gives some examples. Explore varying the set balances they have learned by changing the position of different body parts (e.g. arms or legs). Example: Create a short sequence in which they change smoothly from one set balance to another. With a partner, students mirror each other’s sequences. Work with a partner and respond to movement activities set by the teacher that require them to demonstrate a partner balance (a balance where there is body contact between partners) that uses the previously learned set balances. Before commencing the activity, students propose ways of promoting safety when balancing with a partner. Example: In groups of four to six, students respond to movement activities set by the teacher that provide opportunities for them to explore using set balances in different formations. Students propose ways to promote safety when balancing in a group (e.g. wait until everyone is ready, do not encourage other students to attempt skills beyond their ability levels). Teacher resources Online resources The Queensland Studies Authority website contains HPE Sourcebook modules for Years 1 to 10. A PDF of Travelling and balancing is available at: <www.qsa.qld.edu.au/syllabus/747.html>. Books Teaching children movement concepts and skills: Becoming a master teacher, Buschner, C 1994, Human kinetics, , SA.