Body Management Skills.ppt
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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
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