Definition

• Body management skills are required to control the body
• Effective movement demands integration of physical traits:

• Agility
• Coordination
• Balance
• Flexibility

• How to control body while on apparatus
• Develop body management skills

Return activities require students to perform a movement task after performing a task on an apparatus.

• Increase movement potential of apparatus
• Reduces time children stand in line waiting for another turn
• Increase activity time
• Return activities require little supervision
• Examples:
  • Jumping
  • Hopping
  • Skipping
  • Animal walks

Apparatus safety guidelines

• Place apparatus in position before class begins
• Use tumbling mats
• Apparatus carried, not dragged
• Students assist with moving apparatus
• Activity on apparatus occurs only when directed by teacher
• Instruction should precede apparatus activity

Examples (Specific descriptions are provided on pages 388 - 410)

• Climbing ropes -- Include:
  • Preliminary activities (pull-ups, hangs)
  • Climbing
  • Descending
  • Stunts with two ropes
• Balance beams -- Contribute to both static and dynamic balance situations.
• Benches -- Help develop strength and balance.
• Jumping boxes -- Provide opportunities for children to jump from a height and propel the body through space.
• Horizontal ladders -- Provide a good lead-up for rope climbing (more stable).
• Low horizontal bar
  • Should be different heights.
  • A primary program should be limited to hangs, travels, and simple.
• Parachutes
  • One parachute is usually sufficient for a class of 30 students.
  • The parachute should stretch tight and not sag in the middle.
  • Can promote strength, agility, coordination, and endurance.
  • Examples:
    • Elevator
    • Mushroom
    • Blooming flower
• Individual mats
  • Serve as a base of operation or obstacle to move over or around.
  • Should have rubber backing to prevent slipping.
• Magic ropes
  • Originated in Germany.
  • Each rope is similar to a long rubber band.
  • Can help develop flexibility (children do not fear hitting them).
• Tug-of-war ropes
  • Partner ropes are about 6 foot long with a loop on each end.
  • Helps students develop strength.
• Scooters
  • At least one scooter is needed for every two children.
  • Children should NEVER stand on scooters.
  • Scooters should NEVER be used as missiles.