Springs

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Introduction

Springing is a Basic Movement Pattern that involves performing a very rapid take-off from a surface (e.g., floor, mat, box horse, beat board). The body "bounces" off the surface much like a rubber ball bounces when thrown against the floor or a wall. The body remains in contact with the surface for only an instant-like when touching a hot stove. Springs are most often performed from the legs and from the arms but the use of equipment such as inner tubes and trampolines allows springing from other body parts.

In order to spring, the body must be kept tight (rigid). What do the following all have in common- a ball that is not properly inflated, a beanbag, a scarf, a rope? They are like the human body when it is loose (not tight)-they do not spring (bounce) very well. To be able to spring well, the body has to be tight-like a properly inflated ball or a rubber ball.

Run and Spring from the Legs Off a Box

Springing is not the same as jumping as the following table indicates.

Springs	Jumps
· short range of motion (very little flexion and extension) · force is applied for only a brief period-fast body movement · body is in contact with the surface for only an instant (like when a ball is struck) · in order to spring (bounce) the body must be tight	· large range of motion at the knee and hip joint · force is applied for a longer time-slower body movement · body is in contact with the surface for a longer time (like when a ball is thrown) · keeping the body tight is not critical

Refinement Cues

• Bouncing rubber ball
• Bounce
• Tight, rigid body
• Burning hot surface

Sample Learning Experiences

Adapt/Extend/Challenge/Apply

• Vary the parts of the body. Students spring from two feet... from one foot.
• Vary the actions of the body.
• 1. During the flight phase of springs from the feet, students perform a 1/4 turn (90-degree rotation around the longitudinal axis)...a 1/2 turn (180 degrees)...a 3/4 turn (270 degrees)...a 1/1 turn (360 degrees).
  
• 2. Students imagine standing on the face of a large clock, and:
  
  • spring in personal-space (no traveling), rotating clockwise to face 1 o'clock
  • rebound to 2 o'clock, then to 3 o'clock, and so on until facing 12 o'clock again
  • repeat in a counterclockwise direction-spring to face 11 o'clock, then 10 o'clock, and so on
  • find ways to accentuate every third spring-at 12 o'clock, 3 o'clock, 6 o'clock, and 9 o'clock-in order to create a rhythmic pattern.
• 3. While performing consecutive springs in personal space (no travel) or in general space (while traveling), from two feet or from one foot, students:
  
  • adduct and abduct the arms and/or the legs (e.g., jumping jacks)
  • adduct and abduct the legs (e.g., hopscotch)
  • clap hands once...twice...three times on each bounce
  • swing the arms rhythmically forward (shoulder flexion) on one bounce and backward (shoulder extension) on the next
• Vary the shapes of the body. Students spring from two feet and make various shapes while in the air-narrow, round or curved, twisted, wide, symmetrical, etc.
• Vary the location or areas. Students spring consecutively from two feet...from one foot
• while remaining in personal space
• while traveling in general space
• Vary the range (distance, size, dimensions, amplitude).
• 1. Students strive to increase the horizontal distance covered each time. They stand...or walk...or jog...or run, and then:
  
  • take off from one foot and land on two feet
  • take off from one foot, land on two feet and immediately spring
  • take off from one foot, land and immediately spring off the other foot, and land on two feet
  • take off from one foot, land and immediately spring off the other foot, land on two feet and immediately spring
  • take off from one foot, spring from two feet, and land on the other side of (or onto) progressively higher small and large equipment.
• 2. Students increase the distance (e.g., three steps, five steps, ten steps) walked, jogged or run before springing from two feet.
  
• 3. Students perform:
  
  • a series of high springs, then a series of low springs
  • a series of springs, alternating high and low springs
  • a series of high springs (emphasis on vertical distance), then a series of low and long springs (emphasis on horizontal distance)
  4. Students design spring sequences that focus on levels (vertical distance) and horizontal distance.
  
• Vary the directions.
• 1. Each student has a hoop (carpet square, rope in the shape of a circle, section of a folding mat) that serves as a home base. From two feet and/or from one foot, students:
  
  • spring five times away from their home bases in a forward direction, then spring backward to return to their homes
  • spring five times away from home base in a sideward direction, leading with the left side, return leading with the other side
• 2. Students stand on their home bases and imagine that it is the center of a large clock. All students face the same direction-12 o'clock. From two feet and/or from one foot, they perform:
  
  • five springs forward toward 12 o'clock
  • springs backward to return to home base
  • three springs sideward toward 3 o'clock
  • springs sideward to return to home base
  • 10 springs on a diagonal toward 5 o'clock
• 3. Students imagine standing in the center of a large compass. From two feet and/or from one foot, they perform:
  
  • five springs forward in a 30 degree direction, then spring back to center
  • 10 springs in a northeast direction, then spring back to center
• 4. Using compasses, students design springing sequences or execute pre-designed sequences. For example,
• spring 10 times from two feet in a 95-degree direction, then
• spring 10 times sideways on the left leg in a 245-degree direction
5. Students design a sequence of springs in forward, backward and sideways directions.

• Vary the pathways.
• 1. Students design a sequence of springs from two feet and/or from one foot. For example:10 springs are performed in a straight pathway, 10 springs in a zigzag pathway and 10 in a curved pathway
  
  • repeat the sequence varying the directions...the distance...other Movement Variables
• 2. Springing from two feet...from one foot, students "draw" different shapes on the floor (e.g., a triangle, a circle, a figure eight, the letters of their first names).
  
• Vary the time
  • stand outside the home base, spring inside (on) the home base on two feet and land outside
  • walk toward the home base, take-off from one foot, spring from two feet inside (on), and land on the other side
  • jog to the home base, take-off, spring inside (on), land outside
• Vary the force (weight).
• 1. Students perform a single powerful spring from two feet:
  • after a few consecutive springs from two feet
  • after a few consecutive springs from one foot
  • after a few walking steps
  • after a few slow running steps
  • after a few fast running steps
• 2. Repeat the above and while in the air, show various shapes...perform various actions...
• Vary the relationships.
• 1. Of body parts to each other. Students spring consecutively:
  
  • with one foot in front of the other foot...feet side by side
  • with feet close together...slightly apart...far apart
  • with one foot on top of the other
  • with feet parallel...perpendicular...at right angles to each other
  • on one foot while holding the other foot with the hands
• 2. To small and large equipment. Students spring consecutively from two feet...from one foot:
  
  • in and out of objects lying on the ground-hoops, tire tubes, tires, ropes arranged in a variety of closed shapes (circles, triangles, squares, letters of the alphabet, numbers, traffic signs), etc.
  • over a rope lying on the ground...a rope swinging back and forth...a self-turned rope
  • onto and immediately off from equipment-carpet squares, tire tubes, mats, benches, low balance beams, hockey sticks (mini-balance beams), tires, etc.
  • into, out of, over, on, onto, off from, beside, between, a variety of small and large equipment arranged to form a circuit or a series of springing learning centers/stations
  • while holding small equipment such as balls or bean bags between the knees...the ankles...(for tag games, races, obstacles courses, follow-the-leader, etc.)
• 3. To other persons.
  
  • In pairs, students cooperate to design a sequence of springing movements, that incorporate at least three of the following relationships: taking turns, one behind the other, face to face, back to back, side by side, meeting, parting, doing the opposite, far apart, lifting.
  • Two students stand face to face holding hands. One remains stationary while the other performs five (10, 15) consecutive springs from two feet...from one foot. Students take turns springing.
  • Two students stand face to face holding hands. They imagine standing on the face of a large clock. One student stands in the center of the clock (on a piece of carpet, inside a hoop) and the other stands at 12 o'clock and imagines being the second hand. The "second hand" student springs:
  • off the number one (1 o'clock), then immediately springs off number two, then off number three, and so on until he or she is again standing on 12 o'clock
  • from 12 o'clock to 1 o'clock, then from 1 o'clock to 2 o'clock, to 3 o'clock and then back to 2 o'clock, to 1 o'clock, to 12 o'clock
  • from 12, to 11, to 10 and so on until back on 12
  • from the right leg for three (five) consecutive springs, then from the left leg for the next 3 (5) springs and so on
  • spring three (five) times on each number
  • Two students stand facing each other holding hands. They:
  • spring from two feet or one foot while traveling in different pathways in general space
  • travel in general space, springing in different directions... at different speeds...
  • spring along lines on the floor
  • play "springing" variations of tag games
  • Two students spring:
  • face to face, with hands on partner's hips...shoulders...head...
  • one behind the other...side by side...
  • In small groups, students follow-the-leader, springing over, between, onto, on, off from, around, etc. a variety of equipment that is dispersed throughout the gym. Groups could change leaders on a signal from the teacher.
• Combine with other Basic Movement Patterns.
• 1. Springs + Rotations (around the longitudinal axis).
  
  • Students spring from two feet-forward, backward, sideways-and perform 1/4 turns, 1/2 turns, clockwise and counterclockwise.
  • Students perform sequences consisting of springs and rotations around the longitudinal axis (1/4 turn, 1/2 turn). For example, the following sequence can be performed without stopping:
  • three springs from two feet, perform 1/4 turn on 4th spring
  • three springs from two feet, perform 1/2 turn on 4th spring
  • three springs from one foot, perform 1/4 turn on 4th spring
  • three springs from one foot, perform 1/2 turn on 4th spring
  • one spring with feet together, one spring with feet apart, one spring with feet together, spring with feet together and perform 1/2 turn
• 2. Locomotions + Springs + Rotations. Walk, take-off from one foot, land on two feet and immediately spring and perform turns while in the air. Students will:
  
  • turn 30-degrees clockwise (to 1 o'clock)
  • turn 30-degrees counterclockwise (11 o'clock)
  • turn 60-degrees clockwise (2 o'clock)
• Vary elements of rhythm.
• Sample sequence #1: Three springs, spring 1/4 turn on the 4th spring. Repeat four times. Challenge students to finish on the same spot as when they began the sequence.
• Sample sequence #2: Seven springs, alternating feet together and feet apart then spring 1/2 turn on the eighth spring. Repeat three times.
• Students perform springing skills in 3/4 or 4/4 time, using ropes, tinkling sticks, etc.
• Vary the equipment.
• 1. Students spring onto...on... off from a variety of different surfaces-carpet squares, floor, folding mats, boxes, etc.
  
• 2. Students perform springing skills in 3/4 or 4/4 time using tinkling sticks.
  
• 3. Students spring using a rope:
  
  • over a rope self-turned in both clockwise and counterclockwise directions
  • over a self-turned rope in at least three different ways (e.g., forward, backward, skip step, fast, running-skip step)
  • over a swinging rope-that merely swings back and forth without turning all the way around
  • into and out of a self-turned rope
  • into and out of a turning long rope
  • with a self-turned rope using as many different types of springs as possible
  • performing in 3/4 or 4/4 time
  • Movement Sequences (Sentences). Students design and refine a sequence with a partner or a small group using various springs, other movements and objects to 3/4 or 4/4 time.

Sub-concept : Springs from the Arms

Focus :Body Awareness-Actions of the Body

· At the beginner and intermediate levels, most springs from the arms are performed from a front support position.

· Most of the force is produced by the shoulders rather than by the arms. Springs from the arms actually involve reducing the amount of elbow flexion and extension as much as possible, relying instead on the force generated by the much more powerful shoulders. Bending the elbows only serves to absorb this force and slow down the springing action.

· Any activity performed while in a front or a back support position will contribute to developing the strength required to spring from the arms. Some students do not have the required strength to perform springs from the arms. This is why some of the activities described below are lead-up activities and do not actually involve springing from the hands. Providing non-springing lead-up activities is a way of adapting the tasks to the level of development of the students.

Wheelbarrow Activities

A wheelbarrow consists of one student standing between and supporting the legs of a partner who is in a front support position. Wheelbarrow activities for students at a beginner level will consist mostly of walking on the hands, as they probably do not yet have sufficient strength to spring from the arms nor to keep the back from arching. Students at the intermediate level will perform more springing activities while in the wheelbarrow position.

Wheelbarrow

(Hold partner's legs at or above the knees)

Safety

· Insist that students hold their partner's legs at the knees, not at the ankles. When held by the ankles, weaker students are not able to prevent the lower back from arching. This results in undue lower back strain.

· Insist that students walk or spring only. Wheelbarrow running or racing (e.g., relay races) should not be allowed. When running or racing, students are more likely to become tired, fall and get injured.

· Insist that the students who are in the front support position not let their backs arch.

Refinement Cues

• Bounce
• Rebound
• Bouncing rubber ball
• Tight, rigid body
• Burning hot surface

Sample Learning Experiences

Adapt/Extend/Challenge/Apply

Vary the directions. Imagine being in a front support on the face of a large clock, with feet (or knees for those students who do not yet have the required shoulder strength) on the center of the clock and hands on 12 o'clock. (A hoop, piece of carpet, chalk mark, etc. can be used as the center of the clock.)

• Walk the hands in a clockwise direction from 12 o'clock, 1 o'clock, to 2 o'clock and so on until the hands are back on 12 o'clock. Repeat in a counter clockwise direction. Repeat while in a back support position.

• Walk the hands clockwise from 12 o'clock to 1 o'clock, then counter clockwise to 11 o'clock, clockwise to 2 o'clock, counter clockwise to 10 o'clock and so on.
• While in a front support position, walk the hands clockwise from 12 o'clock to 3 o'clock, walk the hands while in a back support position from 3 o'clock to 6 o'clock, front support walk from 6 o'clock to 9 o'clock, back support walk from 9 o'clock to 12 o'clock.
• Walk the hands clockwise from 12 o'clock to 3 o'clock, spring from the arms from 3 o'clock to 6 o'clock, walk from 6 o'clock to 9 o'clock, spring from 9 o'clock to 12 o'clock.
• Spring from the arms rotating clockwise to face 1 o'clock, rebound to 2 o'clock, then to 3 o'clock and so on until hands are again on 12 o'clock. Repeat in a counter clockwise direction-spring to face 11 o'clock, then 10 o'clock and so on.
• Students find different ways to accentuate springs at 12 o'clock, 3 o'clock, 6 o'clock and 9 o'clock in order to create a rhythmic pattern.
• Students identify the location of the axis of rotation during the previous tasks. (The axis is at the feet.)
• Vary the effort. From kneeling front support, students spring from the hands:
• consecutively rebounding off an inner tube
• back and forth over low objects (e.g., rope, hoop, stick)
• repeat the above from a front support with knees off the floor.
• Vary the relationships. Wheelbarrow Circuit. Small groups of students are formed. Each group is assigned some equipment (hoops, boxes, mats, ropes, benches, etc.) and designs a circuit (obstacle course) that will provide opportunities to perform wheelbarrow walking or springing from the hands:
• in different directions-forward, backward, sideways, clockwise, counterclockwise, upward (climbing or walking up onto equipment), downward along different pathways
• with legs supported so the body is horizontal... inclined 15 degrees... 30 degrees
• over (on, onto, off from, etc.) objects and equipment of varying heights
• Students explain and demonstrate their circuit to other groups, and then have the other groups try it out.