Developing Skills - Balance

• Published in: Dyslexia and Physical Education pp. 43 - 51
• Main Author: Portwood, Madeleine
• Format: Book Chapter
• Language: English
• Published: United Kingdom Routledge 2003; Taylor & Francis Group
• Edition: 1
• Subjects: Teaching of a specific subject; Early Learning Years; Single Leg Balance; ADHD; Foam Mats; Wobble Boards; KS1 Children; Large Soft Balls; Pe Session; Co-occurring ADHD; Vice Versa; Short Plank; Developmental Dyslexia; Feet Resting; Mention Names; Attention Deficit Hyperactivity Disorder; Chin Height; Forward Balance; Box Tunnel; Sponge Ball; Circular Boards; Sponge; Basic Movement Skills; Field Events; Sport Appeals
• ISBN: 9781853469701; 9781138175952; 1138175951; 185346970X
• DOI: 10.4324/9780203934258-5

When demonstrating movements, make sure you have the child's attention: mention names; identify a child who is trying hard: Demonstrate the expected starting position: make sure it is secure because it is the starting point for most movement sequences. Feet together, toes pointing forwards, arms alongside the body with head and eyes facing forwards. Place a target on the wall to focus on or wear a shirt bearing a logo at the children's eye level (Figure 5.1). Figure 5.1 Ask the children to move their hands with fingers slightly curved towards their chins with elbows tucked in (Figure 5.2). Figure 5.2 Support: if the child has difficulty achieving this position and maintaining balance, give him/her a sponge ball to hold at chin height. This allows arms to be in the correct position and stops them from producing associated movements (Figure 5.3). Figure 5.3 Feet together, hands positioned centrally, the children lift onto their toes and then back to the soles of their feet. Support: if the child wobbles, he/she can hold a sponge ball centrally to his/her chest. This improves balance. Feet together, the children move onto their toes, stretching their arms above their heads (Figure 5.4). Figure 5.4 Support: A marker or disc helps the child to keep on the same spot. When standing balance is achieved, move on to one-leg balance. Begin with hands positioned centrally and demonstrate raising one foot from the floor. Figure 5.5 depicts a child trying to achieve one-foot static balance: he is unsteady and is unable to maintain this position for more than 3+ seconds. Figure 5.6 shows the child holding beanbags, one in either hand. Good static balance of 10+ seconds is now achieved. Figure 5.5 Figure 5.6 During whole-class PE sessions, it is easy to identify the children who have problems with balance (Figure 5.7). The child on the left in this picture is showing associated arm movements. She, too, will achieve more competent balance skills if she is given beanbags or a large ball to hold. Figure 5.7 As skills develop, the leg can be raised higher. Support: A beanbag placed on the foot helps the child control the leg/foot position (Figure 5.8). As the child becomes more competent, he/she can be encouraged to bend forward from the waist and touch the toes of the extended leg (Figure 5.9). Figure 5.8 Figure 5.9 Support: Steady the child by holding the elbow of the opposing arm. Work gradually towards achieving higher levels of competence (Figure 5.10). Figure 5.10 From standing position, balance on one leg and bend the knee of the other. Practise lifting the foot up behind the body initially (Figure 5.11) then move on to 'high knee' lifting. With the knee still bent, bring the leg out in front of the body and lift towards waist height. Figure 5.11 Support: Where children experience difficulty maintaining balance, allow them to rest the raised foot on a small object initially (tennis ball), and then to a large ball as the child becomes more competent (Figure 5.12). Figure 5.12 Extension activities would involve a high knee position and lifting from the sole to the ball of the foot remaining on the floor. (a Older and more competent pupils can then develop a range of arm positions, both extended outwards (Figure 5.12), one high, one low (Figure 5.13), incorporating twisting from the waist. Figure 5.13 Pupils should now be able to identify their own points for visual fixation. Support: Problems with convergence may continue to affect balance: encourage a child with these difficulties to identify a large, easily visible, focus. When the pupils can balance on a solid floor, change textures using foam mats and then use a range of heights and shapes. Blocks lined up on the floor are suitable for KS1 children. The child in Figure 5.14 is concentrating on balancing heel-toe and his fists are clenched and held downwards from the waist - his balance is quite unsteady. Figure 5.14 Support: Beanbags or quoits (Figure 5.15) held in outstretched hands give greater stability. Figure 5.15 Figure 5.16 shows Year 3 pupils balancing, feet together, on a wooden bench. The pupil on the left of the picture would also benefit from holding objects in both hands. Figure 5.16 Year 5 pupils are using the surface of a sloping bench to balance (Figure 5.17). The angle of slope can be gradually increased. Standing sideways and backwards is also an extension activity. Figure 5.17 Large soft balls are very popular with children and provide further opportunities to develop balance skills. In the pictures (Figures 5.18 and 5.19), a Year 3 pupil balances, feet on the floor and arms holding the side of the ball. He extends his arms and requires a little support to balance. Figure 5.20 depicts a Year 5 pupil who is competent with single-leg balance. Figure 5.18 Figure 5.19 Figure 5.20 Wobble boards are great fun for younger children. Begin with a short plank over a cylinder. The child learns to move weight from one foot to the other. Circular boards on which a small ball can be rolled around the circumference of the board develop a child's ability to find his/her position in space and make appropriate body adjustments to remain upright. At the end of KS2, pupils should be developing balance skills that extend arms and legs in opposing directions. Figure 5.21 shows Year 5 children attempting one-leg forward balance with arms outstretched. Figure 5.21 The pupils work collaboratively, and in doing so improve and develop skills (Figure 5.22). With targets broken down into small, achievable steps, and repeated opportunities to practise, even youngsters with initial motor learning difficulties can achieve high levels of competence (Figures 5.23 and 5.24). Figure 5.22 Figure 5.23 Figure 5.24 Balance skills at the end of primary and the start of secondary education extend to tasks that introduce weight bearing through arms as well as legs.