Vary the parts of the body.

• Students demonstrate stable body positions where the weight of the body is supported on four body parts... on three body parts... on two body parts... on one body part. How do you know if you're stable or not? Invite a partner to come and give you a push. If it takes only a small push to make you fall, that means you're unstable. If you're in a stable position, your partner will have to give a fairly big push to make you fall. Now do the same to your partner.
• Students perform a front support with most of the weight on the right arm... on the left arm... shifting the weight back and forth... How far to the side can you lean without falling? How far ahead of your hands can you move your shoulders without falling? What happens to the weight being supported by your legs when you move your shoulders ahead of your hands?

Vary the actions of the body.

• Flex your elbows a little more and hold that position.
• While I count to three...now show me that you can extend your elbows very slowly until they are as straight as they can be.
• While in a front support position students flex and extend wrists, elbows, neck, shoulders, trunk, hips, knees, ankles.
• How many different body parts can you rotate while you're in a back support?
• How many different body parts can you circumduct (abduct, adduct) while you're in a front support?
• While you're in a front (back, side) support position, let me see you throw, push, roll, slide, strike your object (bean bag, ball) in different ways. Repeat using different implements-paddles, sticks, etc.
• Show me five stable support positions, five unstable support positions (e.g., front support with only 1 hand and one foot in contact with the ground).
• Find as many ways as you can to travel while in front support positions... in back support... in side support.

Vary the shapes of the body.

• Students perform front, back and side support positions where the body is in a straight shape...a wide shape...a round shape... a twisted shape.
• Students perform a sequence consisting of the four different body shapes and two of the three support positions.

Vary the location or areas.

• Students perform two different front supports in front of one door, a back support on three different colored lines-a blue, a red and a green-on the floor, two side supports directly underneath two different ceiling lights, etc.
• Students hold unstable body positions in the classroom... in different areas of the playground... while on a school outing.

Vary the levels.

• Students show different stable positions at a low level...at a medium level...at a high level.
• Students perform different supports-front, back, side-at a low level (e.g., on the floor with elbows flexed)...at a medium level (e.g., on equipment at waist height)...at a high level (on equipment at head height or above).

Vary the orientations.

Vary the force.

Vary the time.

Vary the relationships.

1. Of body parts to each other.
• Students perform supports where the hips are lower than (below) the shoulders...the legs are apart (abducted)...where the arms are behind the back...the knees are against the chest.
• Students perform front or back supports with one hand in front of the other... hands touching each other... hands far apart...one hand on top of the other.

2. To large equipment.
• Students perform front or back, or side supports on (behind, beside, etc.) different large equipment...with hands on the equipment and feet on the floor...with feet on the equipment and hands on the floor...with one hand and one foot on the equipment.
• Students perform front (back, side) supports between large equipment (e.g., between two benches, between a bench and a folded mat, between two bars, between the stage and a box horse); with one hand on one bench and the other hand on the other bench-feet on the floor; with left hand and left foot on one bench and right hand and right foot on the other bench.

3. To small equipment.
• Students are challenged to find different ways to perform front (back, side) supports using a basketball. For example: supports with both feet on the ball...with one foot on the ball...with both hands on the ball...with both knees on the ball...with one knee on the ball...with both heels on the ball...with both forearms on the ball...with left hip on the ball...with three different body parts touching the ball.
• Students perform front (back, side) supports holding a beanbag between the knees...with a beanbag perched on a body part (forehead, chest, knee, etc.) and without it falling off...with both hands on the bean bag...with both feet on the beanbag.
4. To a partner. Partners are challenged to solve problems such as the following:
• Both must be in a front support position, with only two feet and two hands touching the floor or mat.
• Both must be in a front support position, with only two hands and four feet in contact with the floor.
• One partner must be in a front support, the other must be in a back support position, with only two hands and two feet in contact with the floor.
• Partners hold static positions that would be impossible to perform alone because the centre of gravity of each person is outside the base of support. Partners may be facing each other, back to back, side to side, front to back, etc. Partners may be in tension (pulling away from each other) or in compression (pushing against each other).

Vary elements of rhythm

Vary several Movement Variables.

• Body parts + body shape + level + time (effort). See if you can hold a support position on four body parts, in a wide body shape, at a low level, for a count of ten.
• Body parts + orientation + level + time (effort). Can you find a support position on three body parts, at a low level, with one arm vertical and one leg horizontal, for a count of ten?

Combine With Other Basic Movement Patterns.

1. Locomotions + Statics (supports)
• Students perform different locomotions while in a front support position (e.g., animal walks such as the bear, the alligator, the seal, the mouse).
• Students travel in different ways while in a back support position (e.g., crab walk, cricket walk)...while in a side support position...while in a cross support position.
• Let me see you travel in other ways where your body is very stable-where it would require a strong push to make you fall as you're traveling.
• While you're in a front support position, how many ways can you find to travel (e.g.,, seal walk) that involve dragging part of your body?
• Show me three different step-like locomotions-three ways of traveling that involve taking steps with your hands and/or with your feet-while you're in a front support position.
• While in a front (back, side) support position, find different ways to travel that involve pulling with the arms (e.g., seal walk forward)... that involve pulling with the legs...that involve pushing with the arms (e.g., seal walk backward)... that involve pushing with the legs...that involve pulling with one arm and pushing with one leg.
2. Statics (supports) + Locomotion + Rotation (around the longitudinal axis). Let me see you travel by moving from a front support to a side support to a back support to a front support and so on. Only your hands and your feet are allowed to touch the floor.
• Around which axis is your body rotating as you perform this locomotion? (the longitudinal axis).
• Were you rotating in a clockwise or in a counterclockwise direction?
• As you were traveling, when were you most stable? Why?
• As you were traveling, when were you most unstable? Why?

Movement Sentences (Sequences)

• a front, a back, a side support
• a low, a medium and a high level
• two different step-like locomotions
• one jump
• a beginning and an ending shape (each held for a count of five)

Movement Analysis.

• Students analyze a single skill-alone, with a partner or in a small group.
• Students analyze a combination of skills.
• Students analyze different animal walks, identifying the Basic Movement Patterns and some of the movement variables involved. For example, the bear walk: BMP: Locomotion step-like.
• Body: body shape-angular (piked); body actions-hip and shoulder flexion and extension; body parts supporting the weight of the body-feet and hands.

(A template of the above chart is provided in the Assessment and Evaluation section of this guide.)

• Tense, tight, rigid body
• Center of gravity above the base of support
• Eyes glued to a spot
• Hold for a count of five "Saskatchewans"

Vary the parts of the body.

• Students maintain balance while the following body parts are bearing the weight of the body: two feet, one foot, one knee and opposite foot, knee and foot of same leg, both knees, one knee, back of the hips, left hip, right hip, two shoulders (inverted body with feet up in the air), one shoulder.
• Students at the intermediate and advanced levels of skill learning may go on to inverted balance positions where the following body parts are bearing the weight: head and two hands, head and one hand, two hands.
• Students demonstrate unstable body positions where the weight of the body is supported on four body parts...on three body parts...on two body parts...on one body part.
• Students hold unstable body positions where the weight of the body is supported on two upper body parts (e.g., head and elbow) and one lower body part (e.g., knee)...on one upper body part (e.g., shoulder) and two lower body parts (e.g., one heel and one knee).
• While keeping your eyes closed, see if you can balance on one foot...with one foot directly in front of the other... on two knees.

Vary the actions of the body.

• While holding an unstable position on one body part, students flex and extend wrists, elbows, neck, shoulders, trunk, hips, knees, ankles. Repeat while balancing in two...three...four body parts.
• How many different body parts can you circumduct (abduct, adduct, rotate, flex, extend,etc.) while you're balanced on four body parts...three...two...one body part?
• How many different body parts can you circumduct at the same time (simultaneously) while you're in an unstable position on two body parts... on one body part?
• While balanced on four body parts...three...two...one body part, students throw or strike an object using different body actions.
• Can you find other unstable body positions from which you can send your object?
• Students design a sequence of three (four, five or more) balance positions where each position is held for a count of five while different arm...hip...leg... actions are performed. Thus, while holding one balance position, the student could circumduct the arms a few times. While holding the second balance position, the student could flex and extend the hips. And so on.
• While balancing on different body parts in a relatively closed body shape, students stretch slowly as far as they can (open shape), and then, quickly close again (like stretching and releasing an elastic).

Vary the shapes of the body.

• Students find and hold unstable positions while the body is in different shapes: straight... wide... round ... twisted... symmetrical...asymmetrical... closed...angular.
• Students hold unstable positions on one body part...on two body parts...three...four... with the body in a straight shape...a wide shape...a round shape... a twisted shape.

Vary the location or areas.

• Students perform a balance on two body parts in two different corners of the gym, a balance one body part where a red line and a black line intersect on the floor, a balance on a different body part on a curved line, a balance at a low level at the south end of the gymnasium, etc.
• Students hold unstable body positions in the classroom (e.g., on one foot during a stretch break)... in different areas of the playground... while on a school outing (e.g., on a log, a rock).

Vary the directions.

Vary the levels.

Vary the orientations.

Vary the pathways

• A circular pathway with one foot... a zigzag pathway with one hand... repetitive curved pathways with the legs.
• Repeat curved pathways with the head, and at the same time, repeat linear pathways with both hands.

Vary the time.

• Students maintain balance positions for different durations. Can you hold that balance position for 5 seconds? While I count to 15? For 30 seconds?
• How long can you hold that balance position with your eyes closed? Do it again and try to hold the position even longer.

Vary the relationships.

1. Of body parts to each other

• Students hold unstable positions where the hands are lower than the knees... the legs are apart (abducted)... where the arms are behind the back... the knees are above the head.
• Students begin in a front support position on the floor and show three stable and three unstable positions (balances) by varying the placement of the hands and feet. (e.g., stable position-hands away from each other, feet away from each other; unstable position-hands one on top of the other, one foot on top of the other).
2. To large equipment. Students perform balances on (behind, beside, etc.) different large equipment...with hands on the equipment and feet on the floor...with feet on the equipment and hands on the floor...with one hand and one foot on the equipment.
3. To small equipment.

• Students are challenged to find different ways to perform balances using a basketball. For example: kneel on the ball...sit on the ball...with both hands and one knee on the ball... with three different body parts touching the ball. (Safety: Balancing while standing on the ball should only be attempted on a mat and by students who are at an advanced skill level.)
• Students perform different balances with a beanbag perched on top of their heads...on their foreheads...on an elbow... on other body parts. How many balances can you perform without letting the bean bag fall off your head?...your elbow?
4. To a partner or group.

• See if you and your partner can perform the same balance at the same time (matching).
• Partner #1 performs a balance while partner #2 observes. Partner #2 then performs an identical balance. It is then partner #2's turn to get into and hold a different balance position while partner #1 observes. Partner #1 then copies this balance position. And so on.
• You perform a balance and your partner observes. Your partner must then design a balance that contrasts with yours by changing three movement variables. (contrasting).



For example, if your balance position: had one body part bearing the weight of your body showed a wide body shape was at a low level

Your partner's position might: have two body parts bearing the weight of his or her body show a narrow body shape be at a high level

Vary elements of rhythm

• Students balance for four beats, move into a different balance position during the next four beats, and hold that position for four beats. This sequence is repeated a few times.
• Students travel in a zigzag pathway. They travel in one direction (zig) for four beats, hold a balance position for the next four beats, travel in the other direction (zag) for four beats. This is repeated several times. The locomotion and the balance position may be different each time.

Vary several movement variables.

• Body part + body shape + level + time + relationship with a partner. Students hold an unstable position on one body part, in a wide body shape, at a high level, a short time (to a count of five), face to face and mirroring a partner.
• Body parts + body shape + level + body actions + speed. Students hold an unstable position on two body parts, in an angular and symmetrical body shape, at a low level, and abduct and adduct the legs five times slowly while in that position.

Combine With Other Basic Movement Patterns.

1. Locomotions + Statics (balances)
• Students perform different locomotions while in an unstable position. (e.g., hopping on one foot, step-like locomotions on a narrow surface such as a balance beam).
• Let me see you travel in other ways where your body is very unstable-where it would require only a very light push to make you fall as you're travelling.
• Can you find three different step-like locomotions-three ways of travelling that involve taking steps with your hands and/or with your feet-while you're in an unstable position?
2. Statics (balances) + Locomotions + Statics (supports).

• Students begin in an unstable position, hold it for a count of five, perform a step-like locomotion (five steps), perform a support and hold that position for a count of five.
• This combination-balance, locomotion, support- is repeated several times with different balances, locomotions and supports performed each time.
• Show me three different ways to travel that are very stable-only a strong push or pull would make you fall while you're traveling. Can you think of activities where you would be (want to be or need to be) very stable as you travel? Now, show me three different ways to travel that are very unstable-a very light push or pull would make you fall as you're traveling. Can you think of activities where you would be (want to be or need to be) very unstable as you travel?
• Students perform a sequence consisting of three stable and three unstable locomotions alternating from a stable locomotion, to an unstable locomotion, to a stable locomotion and so on.
3. Landings + Statics (balances).

• Students perform a landing while rotating (e.g., shoulder roll backward) and finish in a balance position on one or two body parts. (Hold the balance position until you've called out loud the name of five body parts...of five muscles...of five movement variables.) They then perform a different shoulder roll (e.g., sideward) and finish in a balance position on two other body parts, and again hold the position for a count of five (e.g., names of five insects that sting). Repeat with landings while rotating sideward, landings on the hands, landings on the feet, etc.
• Movement Sentences (Sequences). Students perform movement sentences that incorporate balance positions, other Statics, other Basic Movement Patterns and specified Movement Variables.
Sample movement sentence:

• a beginning body shape expressing lightness (hold for a count of four)
• a step-like locomotion (for a count of eight)
• a balance on three body parts at a low level (hold for a count of four)
• a different locomotion (for a count of eight)
• a balance on two body parts at a high level (hold for four counts)
• a finish body shape expressing heaviness (hold for a count of four)
• Expressiveness of the beginning and finish shapes, control while in the balance positions and smooth transitions from one balance to another are emphasized.

• grasping and holding on to objects
• manipulating implements such as tennis and badminton racquets
• throwing objects (the wrist joint is the last one to generate force)
• rock (wall) climbing
• balancing on the hands (handstands)
• using a number of hand tools such as hammers, screwdrivers, hatchets.

Vary the parts of the body.

• Students hang from two hands... from one hand... from two knees and two hands... from two knees and one hand... from two knees.
• Students hang from four body parts... from three body parts... from two parts... from one part.

Vary the actions of the body.

• Keep the legs together and make small...medium...large circles (hip circumduction).
• Flex the right hip and extend the left hip so that the legs are in a stride position. Switch legs so that the right leg is now behind and the left leg is in front. Switch legs several times in succession.
• Abduct and adduct the left leg...the right leg...both legs at the same time...repeat several times.
• Flex and extend the head...the elbows... the hip and knees (as if walking up the stairs or as if pedaling a bicycle)... the ankles.
• Throw various objects held between the feet or placed on top of the feet (e.g., bean bags). For example, partner #1 is hanging and partner #2 places a bean bag between her or his partner's feet. Partner #1 then throws the bean bag for distance or for accuracy (attempts to make it land inside a hoop, on a carpet square, etc.).
• Strike various objects (e.g., balloon, foam balls) held or thrown by a partner.

Vary the shapes of the body.

• While hanging, students show the following body shapes: straight, wide, round, twisted, symmetrical; asymmetrical, angular.
• While hanging from the hands, students hold curved body shapes forward (concave)... backward (convex)... sideward (left)... sideward (right).

Vary the areas/locations.

• Two students walk from one end of a folding mat to the other end while holding the ends of a hockey stick (metal pipe, broom ball stick) from which a third student is hanging. Students take turns hanging.
• One student hangs from a bar (stick, pipe) by the hands while part of the body remains in contact with the ground. Two other students hold onto the ends of the stick and drag the third person from one place to another. Students take turns hanging (dragging).

Vary the directions.

Vary the level.

Vary the orientations.

Vary the time.

• How many minutes and seconds can you hang by your hands? By one hand only
• Students hang by the hands for five (10, 15) seconds while holding a wide body shape... a round body shape... other body shapes.
• Students hang for 10 seconds from five different pieces of large equipment (e.g., ladder, rope, beam, climbing apparatus, cargo net, bar).
• Students hang by the hands for as long as they can and record this time on a "personal progress/challenges" chart in their physical education journals or portfolios.

Vary the relationships.

1. Of body parts to each other. Students perform hangs with the hips lower than the feet... legs crossed... arms behind the back... knees against the chest... hips above shoulders... chest and knees together... soles of the feet against the point(s) of suspension... one hand in front of the other... hands touching each other... hands far apart...one hand on top of the other.

2. To large equipment. Students perform hangs below... between...perpendicular to... different large equipment.

3. To small equipment. Students find different ways to hang while holding a bean bag with different parts of the body-while holding a beanbag on the head... on a shoulder... on an elbow... on a thigh... on an instep... on a heel... on two other parts of the body.
• Partners hang face to face and mirror... match...copy...each other's actions, shapes, etc.
• Students find different ways to hang back to back...side by side...one behind the other.
• You'll perform a hang while your partner observes. Then, your partner will copy your hang. Your partner then performs a hang while you observe. It's now your turn to copy your partner's hang. Alternate like this at least five times.
• Find three (five, ten) ways to hang from your partner (use your partner as the equipment).
4. To a group. In small groups, students create structures with their bodies. One student in the group can then hang from the structure.

Vary the equipment.

• While hanging by the hands, students travel from one place to another (e.g., from one end of a horizontal bar or ladder to the other end) while holding a beanbag with the feet... a beanbag between the knees... a beanbag between the chin and the chest... a ball between the knees and the chest...
• Two students hold the ends of a hockey stick (metal pipe, broom ball stick) while a third student hangs from the stick
• Students are challenged to find different ways to hang from equipment that is traditionally not used for hanging-classroom desks, tables, chairs, beams, etc.

Vary elements of rhythm

Combine With Other Basic Movement Patterns.

1. Statics (hangs) + Statics (supports) + Statics (balances).

• While maintaining continuous contact with the equipment, students perform a combination that consists of a hang, a support, and a balance.
• While maintaining continuous contact with the equipment, students perform a combination that consists of two hangs, two supports, and one balance.
2. Statics (hangs) + Locomotions

• While hanging, students travel in a forward direction (e.g., along a horizontal ladder)... a backward direction (e.g., along a bar)... a sideward direction (e.g., a horizontal rope)... an upward direction (e.g., a vertical rope)... a downward direction (e.g., a vertical pole).
• Students travel while hanging from the hands only... from both hands and legs.
• Students travel while hanging from the hands, using step-like locomotions (e.g., climbing a rope, hand over hand from one end of a bar or ladder to the other end).
• Two students hold the ends of a hockey stick (metal pipe, broom ball stick) and travel from one end of a folding mat to the other end while a third student hangs from the stick (hands grasp the stick and soles of feet are against the stick-sole hang). Students take turns hanging.
3. Statics (hangs) + Sending. While hanging by the hands, students throw an object held between the feet for distance or accuracy.
4. Statics (hangs) + Rotation While hanging by the hands, students perform rotations around the longitudinal and lateral axis.

• Movement Sentences (Sequences). Students perform movement sentences that incorporate Hangs, other Basic Movement Patterns and specified Movement Variables.
• Movement Analysis. Refer to Assessing Knowledge and Understanding Movement Variables on page 348 of this curriculum guide.