Awareness of Relationships

What are Relationships?

With whom or what the body moves

Gives meaning to interaction between individuals and the environment

5 major categories

People (organization of)

solo, alone in a mass, partners, between people or groups, in groups of three, fours, fives, and multiples of these

Geometric shapes



Spokes of a wheel









Position (spatial relationship)

Above/below (still)

Over/under (moving)

In front of/behind; support/supported (still)

Lift/lifted (moving)



Arrive on (mount)


Near to/far from


Note: spatial relationships can be to: body parts (e.g. one body part above and one below the other); people, individuals to each other, individuals to groups, groups to other groups, and to equipment or apparatus.


Sample Activities

We are going to work on elements of meeting and parting. When I say go, find a partner and sit beside that partner. Show me how you can come together and then move apart. We worked on this when we learned about slow and fast. Show me how you can come together quickly and then as quickly move apart. Think of creeping slowly and silently toward your partner. When you get very close, jump back and slowly return to your starting point. Let's do this again, and think of a different way to meet and part.

This time, we are going to all find our own space. When I put on some music, I want you to travel around the general space. When you are ready, move toward someone else (meeting) and then slowly move away (parting). Keep on doing that until the music stops. Think about using a variety of locomotor movements, levels, directions, and pathways."

Now form a group of 3. See if your group can think of ways to safely come together and then move apart (meet and part).



Environment (Nature of…)

Individuals to objects, goals, boundaries, equipment

The object, implement or apparatus remains fixed - stable

Throwing a ball against a target on the wall (the target does not move)

Balancing on top of a vaulting box or bench (the box or bench does not move)

The object, equipment, or apparatus is not fixed - dynamic (in motion)

Striking a ball among four players (ball & players are in motion)

Mounting a swinging rope


Simultaneous (at the same time)

Mirror, match, contrast, canon, unison, symmetrical/asymmetrical

Note: see your definitions sheet for specific definitions of each element. Let's look at them together.


Taking turns (slower movements; taking turns)

Successive (one follows the other)

Question/answer (movements may or may not be alike; movement responds or "answers" the first)

Act/react (movements may or may not be alike)


Sample Activities

We are working on symmetrical and asymmetrical shapes. In your own space, can you show me a symmetrical shape? Change this shape and make a different symmetrical shape. Now, show me an asymmetrical shape.

Find a partner with whom you can do great work! Stand beside that partner. See if you and your partner can create 3 different symmetrical shapes. Make each shape very clear. Once you have created the 3 shapes, make these into a symmetrical sequence.


Sample Activities …

Let's try some mirroring. Find a different partner and sit across from that partner. Choose the first leader by the time I count to 3. The leader will do some movements with body parts (in your own space), and the follower will mirror the movements. After 3 turns, switch leaders. Remember, we are focusing on really mirroring our partner's movements.

This time we are going to work on matching. When I say 'go,' I want you and your partner to think of 3 movements you can both do. You might think of movements such as traveling in a forward direction, making a balanced shape, and then traveling in a backward direction. I want you to put these movements together in a sequence. After you have practiced the sequence several times, see if you can match each other and do the sequence a the same time.

Teaching these Elements

Choose from:



Situation (as a support)