Body Awareness

BODY AWARENESS

MOVEMENT EDUCATION FRAMEWORK

 

Building a Word Bank - Cards

 

Body – definition (see definition sheet)

 

WHAT THE BODY IS DOING

 

The Body Awareness concept is divided into 5 categories (Body Parts, Body Shapes, Actions of Body Parts, Actions of the Whole Body)

Category of Body Parts

Segments we use for movement, either independently or in combination. (see flip-n-fold).

Body Parts

Ask students: (appropriate for students at pre control level)

"Do you know the names of the big parts of your body? See how quickly you can place your hands as I call out the body part"

"Place both hands on your head. Place both hands on your shoulders."

"How quickly can you touch your neck, your chest, your waist, your stomach?"

"Show me how quickly you can place your hands on the small parts of your body

"How quickly can you touch your eyes, your nose, your chin, your ankles, your knees."

Students are asked to touch body parts using other body parts

"When I call out these combinations show me how you can complete the body part command."

Examples:

Chin to chest

Nose to knee

Hands to hip

Ear to shoulder

Wrist to ear

Elbow to leg

Wrist to ankle

Arm to leg

 

Category of Body Shapes

 

4 elements of Body Shapes (while still or moving)

Straight

Wide

Round

Twisted

Place each of these cards in the pocket chart, emphasizing elements

"In your own space, make your body into a twisted shape, like a pretzel."

"In your own space, practice making straight or stretched shapes. How tall can you make yourself? See how narrow you can make your body. Choose 3 that you like best and practice those."

"Show me how you can make yourself into the letter "C."

"Who can make yourself into the number 1."

 

Category of Actions of Body Parts

 

Focus on specific body parts

Roles body parts play in action of the movement

Body parts can support weight, lead action, receive weight or force or apply force

Elements

Weight bearing

Receiving force or weight

Applying force

Leading the action

Weight transfer

Element of "Weight Bearing"

"See if you can support yourself on different body parts. Can you make your balance really strong?"

"Show me how you can balance on different numbers of body parts. Try 5, 4, 3, 2, 1. Remember to hold your balance for a count of 3."

"Can you balance on different numbers of body parts I call out and change your body shape?"

 

 

 

Element of "Receiving Weight or Force"

"When you hear the signal, show me how you can start running quickly. Listen for the stop signal and see how quickly you can stop without falling."

"Use your cone or other piece of equipment. Practice taking off from one side and landing softly on your feet on the other side." Can you find 5 different ways to take off and land? Show me how you can make different shapes as you practice jumping over your piece of equipment. Remember to bend your knees and absorb the force when you land."

Element of "Applying Force."

Force can be applied via body parts or to a stationary object

"When I say ‘go,’ I want you to move quickly into the general space (keeping in your own space), take off forcefully and fly in different ways. Now, try this again and see if you can find 2 ways that produce more force. Think about using more body parts." "See which creates more force (is more forceful), flight in a curled or stretched position."

"Select an object that you want to throw against the wall and then catch. When I say ‘go,’ send your object (throw it) as forcefully as you can against the wall. Can you make your object crash against the wall? Make sure you collect it once you have sent it away."

Element of "Leading the Action"

Body part initiating movement

"Balance on different numbers of body parts. Now, I want you to lean out of the first balance and change the number of body parts you are balancing on. Which body part leads the action as you change balances?"

"Start with your hands inside the hoop and your feet outside of the hoop. See if you can push with your hands so you can make your feet land in a different place outside the hoop."

Elements of "weight transfer"

From one body part to another or back to the same body part

"Show me how you can transfer your weight from your feet to your hands and back to your feet"

"Can you travel on different body parts, changing the base of support?"

 

 

 

Actions of the Whole Body

This is the 4th category under the Body Awareness concept.

Fundamental motor skills used in all Core Content Areas

Non-locomotor (nonmanipulative) (first subcategory)

Single space – little or no movement (see definition list)

Stretch/open/Curl/close

"Sit in your own space. Show me how you can open and close your hands."

"Can you create a sequence of 3 different ways to open and close the same or different body parts?"

 

 

 

 

Stretching/Opening

 

"Travel in a curled or stretched shape. See how many different ways you can stretch or open up your body as you travel."

"Practice making stretched shapes in your own space. How many different ways can you open your body and make a really stretched shape? Can you curl or close your body?"

 

Twisting

 

"See if you can twist your body at a low level. How about at a medium level? High level?"

I want you to show me how you can make three very different twisted shapes with your partner. See if you and your partner can make the same twisted shapes."

 

Swinging

 

"Can you find a body part that can swing back and forth? How many different body parts can you find that can swing back and forth?"

 

Turning

 

"Show me how you can turn on different body parts. See if you can find a way to turn on four body parts. Now try three, two, one."

"Can you find ways to jump and turn? Remember, we are looking for your entire body to face a new direction when you turn. As you jump back and turn, I want you to land softly and make sure you keep your balance."

 

 

Spinning

 

"Can you travel, stop, spin, and then make a balance shape? See if you can think of several ways to do this."

"With a partner, see if you can create a spinning sequence. You can travel, spin, make a balanced shape. Remember, a sequence has parts that repeat in the same order."

 

Pushing and Pulling

 

"Find a partner with whom you can work. See if you and your partner can support each other’s weight safely. Push against your partner to make a balanced shape. What type of a base of support is necessary to make this balanced shape?"

"Now, I want you to pull against your partner to make a balanced shape. Is it a wide shape? What does your base of support look like when you pull against your partner?"

 

Balance (also presented under Weight Bearing)

"When I ask you to do so, select a partner and come and select three balance puzzles from our pile. You and your partner may find a working space and when I tell you to begin, see if you and your partner can make the balance puzzles. Hold your balanced shapes for a count of 3."

 

Counterbalance and Countertension (similar to Pushing and Pulling)

"Select a partner. Each partner find your own space a short distance from each other. When I invite you to do so, travel toward your partner slowly, make contact carefully and smoothly. Show me an example of "counterbalance." Find a way to carefully move away and move back to your starting position. Now, do this again and show me "countertension." I am looking for you and your partner to form a base of support that shows force toward the center of the body and then force away from the center of the body."

 

 

Dodging

 

"Show me how you can travel by walking throughout the entire space. When you come to another person, I want you to quickly change direction or move to one side and keep going."

"This time, move a bit faster – a powerwalk. I am looking for good dodging when you come to another person. Quickly "fake" and keep on going." I will give you a signal to begin.

 

 

Actions of the Whole Body

 

This is the 4th category under the Body Awareness concept. (for each subcategory and element, see definition list)

Fundamental motor skills used in all Core Content Areas

Locomotor (second subcategory)

Sub categories are divided into:

Spring- like actions

Step-like actions

Roll-like actions

 

 

 

Spring like actions

 

"When I invite you, find a spot on the floor and show me you are ready to travel around the gym. When the music begins I want you walk around the gym slowly. Now, show me if you can move a little faster. How about a slow run?"

"Change to a gallop. Now a slide." (provide students with reminder cues)

 

Step-Like actions

 

Walk, cartwheel, bear walk, crab walk

Can you think of tasks for these?

 

 

Roll-like actions (provide students with reminder cues)

"Find your own space on the floor." When you hear the signal, see how many different ways you can rock your weight back and forth on body parts that are next to each other. Can you rock on your back? How about side to side?"

"Can you turn a rock into a roll?" Gradually increase the speed of your rock. See how smoothly you can roll from one body part to another. Can you roll in different directions?"

 

Actions of the Whole Body

 

This is the 5th category under the Body Awareness concept. (for each element and "sub" element, see definition list)

Fundamental motor skills used in all Core Content Areas

Manipulative (third subcategory)

Sub categories are divided into:

Sending objects away (throwing, striking, volleying, kicking)

Gaining possession of an object (catching, trapping)

Propel: Dribble, carry

 

Manipulative skills

Provide learning cues for each sub element as each is introduced:

Sending objects away

Throwing (action done with hands, body, object)

Striking (sending away with bats, racquets, etc)

Volleying (sending objects away with body parts)

Kicking (striking with body part of the foot)

Gaining possession of an object

Catching (grasping or holding an object)

Trapping (using legs/feet to "catch" ball)

Traveling with an object

Propelling (keeping object under control while traveling)

Dribbling (moving object with hands, feet, hockey stick; repeated contact)

Carrying (player with object runs with object – often in hands)