Landings

Introduction

The purpose of teaching Landings is to "make the child indestructible"...Landings are very important life skills which will ensure safe activity, once perfected.

Up Down All Around: Gymnastics Lesson Plans. (Series A, Lesson 1). Ruschkin Publishing, 1994.

Selecting, Extending and Designing Learning Experiences

The following general guidelines should be taken into consideration when selecting, extending or designing landing tasks for students at beginner, intermediate and advanced levels of skill learning.

1 Beginner	2 Intermediate		3 Advanced
· Landings that require the absorption of less force landing from a lower level (short vertical distance), e.g., from knee height landing with less speed (momentum), e.g., from standing, jump and land landing near the point of take-off (short horizontal distance), e.g., jump and land 10 centimeters away from the take-off point landing on a surface that absorbs much of the force, e.g., landing on a mat, landings on the feet · Landings performed in closed (planned, predictable) situations where there is time to prepare.		· Landings that require the absorption of more force landing from a higher level (long vertical distance), e.g., from head height landing with more speed (momentum) e.g., run, leap and land landing far from the point of take-off (long horizontal distance), e.g., jump and land three meters away from the point of take-off · Landings on the hands and landings while rotating (forward, backward, and sideward shoulder rolls) landing on the hands is generally less complex than landing while rotating landing on the hands forward is usually less difficult than landing on the hands going backward landing while rotating backward (back shoulder roll) is generally easier than landing while rotating forward (forward shoulder roll) · Landings performed in open (unplanned, unpredictable), dynamic situations where the response has to be automatic, e.g., tripping while running.

Landings

Examples of Extensions

Easier/Simpler More Difficult/More Complex
1. Landing on the feet 2. Landing on the hands in a forward direction 3. Landing while rotating backward (shoulder roll) 4. Landings that require the absorption of a weak force a) landing from a low level-short vertical distance e.g., land on feet from a knee-high surface e.g., land on hands from kneeling on the floor e.g., perform a shoulder roll from one knee and opposite foot on floor b) landing near the point of take-off-short horizontal distance e.g., from stand on floor, jump and land on two feet 1/2 body-length away e.g., from squat with feet on a line, push off with feet and land on the hands forward-feet are now 10 cm in front of the line e.g., from squat on mat, place hands on the floor 1/2 body-length away from the feet, and perform a shoulder roll forward c) landing at slow speed e.g., from stand, jump and land on two feet e.g., from stand, land on hands forward e.g., from stand, shoulder roll forward	1. Landing on the hands 2. Landing on the hands in a backward direction 3. Landing while rotating sideward (shoulder roll) 4. Landings that require the absorption of a medium force a) landing from a medium level-medium vertical distance e.g., land on feet from a hip-high surface e.g., land on hands from half-stand on the floor e.g., perform a shoulder roll from half-stand on the floor b) landing farther from the point of take-off -medium horizontal distance e.g., from stand on a spring board, spring and land one body-length away e.g., from squat with feet on a line, push off with feet and land on the hands forward-feet are now 30 cm in front of the line e.g., from squat on mat, push off such that hands contact the floor one body-length away from point of take-off, and perform a shoulder roll forward c) landing at medium speed e.g., slow run, take off 1 foot and land on two feet e.g., walk and land on hands forward e.g., walk and shoulder roll forward	1. Landing while rotating 2. Landing on the hands in a sideward direction 3. Landing while rotating forward (shoulder roll) 4. Landings that require the absorption of a strong force a) landing from a high level-long vertical distance e.g., land on feet from a head-high surface e.g., land on hands from stand on the floor e.g., perform a shoulder roll from stand on the floor b) landing far from the point of take-off -long horizontal distance e.g., from stand on a springboard, spring and land 1 1/2 body-length away e.g., from squat with feet on a line, push off with feet and land on the hands forward-feet are now 30 cm in front of the line e.g., from squat on springboard, push off such that hands contact the floor 1 1/2 body-length away from point of take-off, and perform a shoulder roll forward c) landing at fast speed e.g., fast run, take off on one foot and land on two feet e.g., run and land on hands forward e.g., run and shoulder roll forward

Landings-Unit Organization

Dominant Concept Landings Sub-concepts On the feet On the hands While Rotating Focus Forward Backward Sideward

Landings on the Feet Backwards and Sideways

Up Down All Around: Gymnastics Lesson Plans.

(Series A, Lesson 1). Ruschkin Publishing, 1994.

Reprinted with permission.

Safety Tips

· When students run and leap onto folded mats, or when they jump off, the mats may slide along the floor resulting in an unexpected fall. This can be prevented by placing the mats against a wall or some other solid equipment such as a box horse or a bench, or by having a partner kneel on the floor and hold the mat against the knees.

· When performing landings on the feet from shoulder height or higher on soft, thick (20 centimeters or more) mats, lay a rigid foam folding mat on top of the soft mat. This provides a more stable landing surface and ensures a more controlled landing.

Description of the Mature Landing On The Feet

All landings, in order to be performed efficiently, must respect the following two mechanical principles.

The force of the landings must be absorbed over an optimum amount:

· of body surface

· of time (distance)

All landings share the same mechanical goal of absorbing the force gradually over an optimum amount of time/distance and body surface.

When performing most landings on the feet, these two mechanical principles are put into practice by absorbing the force sequentially, first with the
toes, the
balls of the feet and the
heels, then by flexing the
knees, and finally by flexing at the
hips.

Upon contact with the landing surface, the feet should be
shoulder-width apart and parallel in order to ensure stability and comfort. If the feet are closer together, the base of support is smaller making it more difficult to land with control. Having the feet more than shoulder-width apart is not as comfortable and thus may also reduce stability and control.

Note: When landings on the feet are performed from a run-for example, the long jump in track and field-where the path of the center of gravity is more horizontal than vertical, the heels will come into contact with the landing surface before the toes. It would therefore be
incorrect to have students attempt to land toe-ball-heel when they are performing long and low jumps.

It is quite common for the heels to bounce back up after initial contact with the landing surface. This not only places undue strain on the ankle, it also results in a much smaller base of support-the balls of the feet and the toes. This smaller base of support makes the landing much less stable and more difficult to control. When the heels are allowed to come up off the landing surface, the student is more likely to have to take a step or two in order to regain lost balance. The student will probably not "
stick" the landing. The
heels should stay down-stick to the landing surface-and not be allowed to spring back up.

The knees should not be flexed too much upon landing as this could result in injury to that joint. Students should be instructed to not bend the knees more than 90 degrees.
This is approximately the same degree of knee bend as when they sit at their desks in the classroom. In this sitting position, the student's seat does not go down past the level of the knees.

In order to prevent the chest or face from hitting the knees upon landing, only slight flexion at the hips should occur-as if there is a beach ball between the chest and the knees. Another mental image that may help prevent excessive hip flexion is that of an automobile air bag inflating as the feet "collide" with the landing surface, preventing the chest and/or the face from "crashing" into the knees.

Landing on the feet in control-without taking a step or falling-is often referred to as
"sticking" the landing. Students should be required to hold the landing position for at least three seconds as proof that they have in fact "stuck" the landing.

· One strategy is to have students count to three aloud, inserting a long word after each number. For example, "Stick! One Saskatchewan, Two Saskatchewan, Three Saskatchewan."

· Or, have them stick the landing and then stay in place for a few seconds "revving up" their motorcycles (repeatedly applying throttle by rotating the wrist-activated throttle lever)-with accompanying sounds-before "putting it into gear" and moving away.

· This ensures that the landing is maintained long enough to determine whether control has been achieved. Otherwise, students land and immediately walk or run away without actually finishing the landing. Holding the finish shape for a few seconds provides students with time to do a quick self-check-a few moments during which they can analyze their landing. Are my feet shoulder-width apart?...Did I land toe-ball-heel?...Did I land quietly...? What could I do to land more softly next time? Initially, the teacher may have to ask the students these questions.

Landings that are quiet usually indicate that the force has been efficiently dissipated over time (distance) and/or body surface.
Noisy landings are an indication that the landing force has not been efficiently absorbed.

The shape of the body upon completion of the landing is similar for all landings on the feet. This "landings-on-the-feet" body shape could be described as:

· that of a person riding a motorcycle

· a lightning bolt (flash)

· a three-line zigzag shape (first line-shoulder to hips, second line-hips to knees, third line-knees to ankles)

· a question mark
? shape (curved line starting at the fingertips and ending at the knees, the dot represents the feet)

Refinement Cues

• Feet shoulder-width apart
• Feet parallel
• Toe-ball-heel-knees-hips (**See note on previous page)
• Heels down
• Sit
• Beach ball (air bag)
• Stick (count)
• Quiet
• Motorcycle rider

Sample Refinement Questions and Statements

• Who remembers what we have to do with our feet in order to absorb the force of the landing? That's right Justin, we absorb first with the toes, then with the balls of the feet and then with the heels.
• Who can explain why the heels should stay on the floor and not bounce back up after landing?
• Why should your hips not go down lower than your knees?
• How wide apart should your feet be? Why?
• Imagine there's a beach ball between your knees and your chest.
• Imagine that you are landing with an airbag-like the ones in cars-on your chest. At the instant your feet touch the floor, the airbag inflates preventing your chest and head from crashing into your knees.
• Some of you are losing balance and having to take to a step to regain your balance when you land. Why might this be occurring? Are you more stable when your feet are flat on the floor or when you are standing on the balls of your feet only? Your base of support is larger when your entire foot is in contact with the ground and therefore you are more stable-less prone to falling off balance. When your heels are off the ground, your base of support is smaller, you are less stable and more likely to lose your balance. Have a partner check to see whether your heels are remaining on the ground.
• Land in the same shape as you would be in if you were riding a motorcycle.
• Soft and quiet. See if you can land five times in a row without making any sound.
• Imagine landing beside a hungry sleeping tiger. How would you land in order not to awaken the tiger?
• Let me hear you count out loud after you land-one Saskatchewan, two Saskatchewan, three Saskatchewan-before you travel again. While you're counting check to see if your feet are shoulder-width apart... if your hips are above the level of your knees...
• Each time you land, stay in your landing shape long enough to ask yourself out loud these three questions-Are my feet shoulder-width apart? Is my seat higher than my knees? Did I land softly?
• The preceding refinement cues, questions and statements above can be used whenever students engage in learning experiences that involve landings on the feet.

Adapt/Extend/Challenge/Apply

• Students perform various manipulative actions-kick, strike, catch, throw, volley, dribble-without equipment (simulated manipulative actions).
• Perform various manipulative actions using equipment (e.g., throw a ball).
• Twist the upper body in one direction (clockwise) while the lower body twists in the opposite direction (counterclockwise). This time, do the opposite. Rotate your upper body counterclockwise and your lower body clockwise.
• Touch (pull, pinch, rub, etc.) different parts of the body. While you're in the air, touch your stomach...This time, while you're in the air, touch your knees...touch your heels... pinch both ears...slap your knees...squeeze your nose and pinch one ear...
• Make faces. Salute. Pedal as if riding a bicycle. How many times can you clap your hands together before your toes touch the floor? How many times can you clap your feet together?
• Circumduct (make circles with) different body parts...the arms...circumduct the arms in the opposite direction...circumduct the wrists...the ankles...
• Abduct and adduct different body parts. Move your legs apart (abduct) then together again (adduct) then shoulder-width before landing...This time, while you're in the air, you'll abduct (move them away from your body sideways) and then adduct your arms-like a bird flapping its wings. You're flying!
• Flex and extend at different joints. While you're in the air, let me see you flex (bend) and then extend (straighten) at the knee joint...Can you flex and extend at the hips...How many times can you flex and extend your elbows...
• Open and close the eyes, mouth, hands.
• See if you can perform the same landing with your eyes closed. Can you do it three times in a row and stick your landing each time?

1. During the flight phase of landings on the feet, students show a variety of body shapes.
• While you're in the air, show me a wide (wall) shape...This time, show me a narrow (thin, pencil, straight, stretched) shape...a twisted (corkscrew, spiral) shape...a round (tucked, curved) ...a shape that has many sharp angles...a piked (flexion at the hips)shape...a star (abduction of arms and legs) shape...
• When the flight phase lasts longer-as when jumping off higher surfaces- students may be able to perform a series of different shapes before landing.
• Note: The shape of the body may be varied during the flight phase. However, the shape of the body upon landing should be the same for all landings on the feet.
2. In and Out of Shape. Students get into and stay in the "landings-on-the-feet-shape" (motorcycle rider,
   Z-zigzag, ?-question mark) for five (10, 15) seconds:
• with hands and feet on the floor (modified front support position)
• while lying on their backs (supine)...on one side of the body...on the other side
• with the feet on the floor and the hands on an elevated surface (folded mat, bench, the back of a partner who is in a hands and knees position)
• with hands on the floor and feet on an elevated surface or against a wall
• while facing a wall, with feet on the floor and hands against the wall. The feet should be far enough from the wall to allow the arms to bear some of the weight of the body. Now move your feet a little further away from the wall but maintain the landings-on-the-feet-shape for a count of five (one Saskatchewan, two Saskatchewan...), now move your feet further away and hold again for 5 seconds...as far as you can without falling and hold.
3. Frozen in Shape. One student is lying supine in the "landings-on-the-feet-shape" on a mat. The student attempts to stay in the shape while a partner (or partners):
• pulls her or him-by the hands-to a stand (from horizontal to vertical)
• rocks her or him by `pumping' the feet up and down
• drags her or him for a specified distance by pulling on the feet. If the surface of the mat provides too much friction, sliding on the floor may be easier.
• lifts her or him to a front support position, then lowers her or him to a side-lying position. This is somewhat like rolling a rectangular box. It involves a "start-stop-start" rotation around the longitudinal axis.
4. Sculpting a Partner. Students "sculpt" a partner into the "landings-on-the-feet-shape". They sculpt the body parts in the order that force absorption occurs during a landing on the feet. Begin with the feet (shoulder-width apart, parallel), then the knees (flexed 90 degrees), the hips (slight flexion) and finally the arms (riding the motorcycle).
5. Shape Snapshot. This learning experience can be engaged in with a partner or in a small group. It involves tracing the outline of one student's body to simulate a series of five snapshots showing the sequence of body shapes that occur when a landing on the feet is performed correctly.
• One student is lying on his/her side in a stretched (pencil) body shape on a large sheet of paper or piece of cardboard. This long narrow shape, with arms up by the ears and feet extended, simulates the shape of the body during the flight phase, just before the feet touch the landing surface. The partner traces the outline of the student's body on the paper (snapshot #1). The student then moves the arms down and forward to approximately eye level, flexes slightly at the ankles and perhaps also the knees, and holds this shape. A tracing of this new shape is then made (snapshot #2). This procedure is repeated three more times so that snapshot #5 is the "landings-on-the-feet-shape". The whole class could then be involved in determining which shape snapshots poster is the best. It could be put up on a wall of the gymnasium, at floor level, and serve as a "mirror" or life-size model. Refinement cues and other pertinent information could be added.
6. Partner Structures. Students get into and hold a variety of "structures"-in compression, and in tension-while maintaining the "landings-on-the-feet-shape".
• (Note: Structures are static positions that could not be performed without the assistance of a partner because both partners are off balance. That is, the centre of gravity of each student is outside his or her base of support and if the partner wasn't there to "counter" the force of gravity, neither partner would be able to remain in the position. When students are in a compression structure, they are pushing against each other. In tension, they are pulling away from each other. Illustrations of structures are provided in the section on Statics-balances.)
• Standing face to face, toes touching partner's toes, they grab each others' wrists or hands, lean away from each other until their arms are straight and horizontal (tension) Maintain the structure for a count of five.
• Standing face to face, palms against partner's palms, arms straight move feet away from partner's (compression).
• Standing back to back, move feet away from partner's until both are in the desired shape (compression).
• Partner #1 is lying supine with her/his feet against the lower back of partner #2-both are in the "landings-on-the-feet-shape" (compression).
• Students design their own structures. At least one of the partners must be in the "landings-on-the-feet-shape" (compression or tension).

• Safety: To prevent straining the knees and ankles, students should only perform landings on the feet in a sideward direction from knee-level heights or lower.

• forward...backward...sideward
• upward (e.g., from standing on the floor, jump upward and land on a folded mat)
• downward (e.g., from standing on a folded mat, jump down and land on the floor)
• During the flight phase of landings on the feet, students perform rotations around the longitudinal axis (turns)
• in a clockwise direction
• in a counterclockwise direction

• travel forward from one end of the rope to the other end and then travel backward to return to the starting point.

• From stand, jump some distance and land. Freeze in shape for a count of three.
• Walk a few steps, leap (take-off from one leg) and land. Freeze and count.
• Run slowly, leap, and land. Freeze and count. Repeat this sequence several times adding slight variations each time (e.g., vary the pathways).
• Run more rapidly, leap and land. Freeze and count. Repeat with variations.
• Students move slowly and then more rapidly from a variety of body shapes (narrow, wide, curved, etc.) into the "landings-on-the-feet-shape".

• jump over and land on two feet (e.g., ropes, folded mats)
• jump out of and land (e.g., hoops, inner tubes)
• leap and land into (e.g., hoops)
• leap and then land onto (e.g., slide-resistant carpet squares), etc.

• Perform various landings on the feet in unison with a partner or in small groups.
• Student #1 performs a landing on the feet while student #2 observes. Student #1 observes as student #2 performs the same landing (copying). It is now student #2's turn to perform a landing which student #1 then copies. The students keep on exchanging roles like this-copying each other's landings-for a given period of time (e.g., five minutes) or until a predetermined number of landings (e.g., 20) have been performed.
Rhythmic movement.
• Walk (jog, run, skip, gallop, slide, etc.) six steps, leap and land on the seventh and eighth counts. Hold the landing shape for four counts- "vrooms" (motorcycle sounds), snap fingers four times, etc. Repeat several times in succession.
• Walk (skip, etc.) three steps, leap and land on the fourth count. Hold the landing shape for four counts. Repeat.
• Walk (skip, etc.) two steps, leap and perform a 1/4 turn (1/2 turn) on the third count, and land on the fourth count. Hold the landing shape for 4 counts. Repeat.
• From stand, students make a starting shape. Then, to an 8-beat count (using a drum, clapping hands, counting aloud), students move to finish in the "landings-on-the-feet-shape". This is repeated using a 4-beat count...then 2 beats...and finally only 1 beat.

1. Rotations (around the longitudinal axis) + Landings (on the feet).
• During the flight phase prior to landing on the feet, students perform rotations around the longitudinal axis-clockwise and counterclockwise: 90 degree rotation (also referred to as a 1/4 turn), 180 degrees (half-turn), 270 degrees (3/4 turn), 360 degrees (full turn).
• Students perform a vertical jump and a 1/4 turn (or 1/2, 3/4, full), land and remain in the "motorcycle rider" shape while the teacher asks one or two questions about a specific refinement cue. Did you land toe-ball-heel? They then perform another jump, 1/4 turn, land and freeze. The teacher asks: Are your feet shoulder-width apart? How wide apart should your feet be? And so on, until all the key refinement cues have been reviewed.
• From stand on the floor, while looking at a point on the ceiling, students perform a vertical jump and a 1/4 turn in a clockwise direction...in a counterclockwise direction. If you are able to land in control-without having to take a step or falling (`stick' your landings)-four times in a row, you can try performing a 1/2 turn.
• From stand on the floor, while keeping their eyes closed, students perform a vertical jump and a 1/4 turn in a clockwise direction...in a counterclockwise direction. If you are able to land in control-without having to take a step or falling (`stick' your landings)-four times in a row, you can try performing a 1/2 turn.
• Students are standing in their own spaces on the floor or on mats. They imagine standing in the middle of a large clock and all are facing one wall. Identify that wall as 12 o'clock. Now turn clockwise to face 6 o'clock... counterclockwise to face 3 o'clock ... clockwise to face 9 o'clock. Then, students perform a jump, turn clockwise or counterclockwise while in the air to land on the feet facing different hours on the clock. Jump, turn in a clockwise direction, and land at 4 o'clock...jump, turn in a counterclockwise direction, and land at 10 o'clock...
• Instead of numbers and times, use the cardinal points. Using a compass, have students identify north, south, east and west. Ask students to stand facing true north. Show me a jump and turn in a clockwise direction so that you land facing east...jump, turn counterclockwise and land facing south-west...north-east...
• variation of this activity is to use degrees on a compass. Jump, turn counterclockwise and land facing 270 degrees... Jump, turn clockwise and land facing 170 degrees...Subtract 50 degrees from 170, jump, turn counterclockwise and land facing this new direction...This time, add 30 degrees...This activity is limited to the mathematical calculation ability of the students.

2. Locomotions + Landings (on the feet). Students walk...jog...run...skip...gallop... on a pathway curving to the left, leap, land on two feet. Repeat on a pathway that curves to the right. Change the locomotion after each landing.
3. Movement Sentences (Sequences). Students perform movement sentences that incorporate Landings on the feet, other Basic Movement Patterns, and specified Movement Variables.

Performance Assessment

Portfolio Task

On sheets of paper, students take turns drawing a picture of a partner who is holding the "landings-on-the-feet-shape". They then circle the body parts that are most important when performing these landings, and write the refinement cues that apply to each part. Other relevant information could also be included. Some of these sheets could be laminated and put up on the walls of the gymnasium where students can refer to them rapidly and often.

Assessment Ideas

Refer to Assessment Strategies in Part Three of this curriculum guide.

Assessing Landings On The Feet
Feet · shoulder-width apart · parallel	Feet · toe-ball-heel · heels stay down	Knees · flexed no more than 90 degrees	Hips · flexed no more than 25 degrees	Control · stick the landing	· Body Shape motorcycle rider
List the names of children who do not perform the criteria more than half the time.

Sub-concept Landings on the Hands

Focus Space Awareness-Direction

Up Down All Around: Gymnastics Lesson Plans.
(Series A, Lesson 2). Ruschkin Publishing, 1994.
Reprinted with permission.

Description of the Mature Landing On The Hands-Forward

All landings, in order to be performed efficiently, must respect the following two mechanical principles.

The force of the landings must be absorbed over an optimum amount:

• of body surface
• of time (distance)