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Developmental Movement: Gym,
Tumbling & Games Articles Following are brief summaries of articles on this website, available by clicking the —> READ link. The Alphabetical Index found on the main ARTICLES page provides quick links to the same articles. |
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New article - Nov. 2020
Jumping rope supports academic and athletic foundations
A guide to early skill development
Jumping rope is such a popular childhood pastime all around the world that it may escape attention just how beneficial this activity can be for the physiological development of growing children, as well as for a school’s academic program. During this period of social distancing it’s especially important to note that jump rope routines can still provide a great curriculum cornerstone. Classes can work in distanced stations with individual ropes, to learn and practice skills and tricks – perhaps even without masks if there is enough space outdoors. And when/where appropriate, groups of three taking turns in long-rope or double dutch skills can maintain at least six feet of separation. Distance restrictions aside, regular periods of learning and practicing in the early grades will always provide your students with a “super boost” of capacity-strengthening benefits, including increased focus and self-regulation, and deeper organization for writing, reading and math capacities. In short, vigorous activity sets the stage for quiet learning.
The internet is a rich source of all the things that can be done with jump rope tricks and skill building once learners are past the beginning phases; a youtube video is worth a thousand words in this regard. The purpose of this article (parts of which are adapted from my book Educating for Balance and Resilience) is to offer further insights about the lesser-known ways that skipping contributes to athletic and academic foundations, as well as how to look for and help overcome some of the many little obstacles that your early beginners might display.
Rising popularity for young and old
Especially in recent years, schools around the world have “jumped on” a Heart Association educational and fundraising program that’s become one of their premier annual events. Hundreds of schools across the USA participate in “Jump Rope For Heart”. It has four simple goals:
Get kids active (by having them jump rope).
Educate kids about their hearts, and heart-healthy habits.
Raise money for cardiovascular research and outreach programs.
Teach kids the value of community service.
--> Full article pdf
Jumping rope supports academic and athletic foundations
A guide to early skill development
Jumping rope is such a popular childhood pastime all around the world that it may escape attention just how beneficial this activity can be for the physiological development of growing children, as well as for a school’s academic program. During this period of social distancing it’s especially important to note that jump rope routines can still provide a great curriculum cornerstone. Classes can work in distanced stations with individual ropes, to learn and practice skills and tricks – perhaps even without masks if there is enough space outdoors. And when/where appropriate, groups of three taking turns in long-rope or double dutch skills can maintain at least six feet of separation. Distance restrictions aside, regular periods of learning and practicing in the early grades will always provide your students with a “super boost” of capacity-strengthening benefits, including increased focus and self-regulation, and deeper organization for writing, reading and math capacities. In short, vigorous activity sets the stage for quiet learning.
The internet is a rich source of all the things that can be done with jump rope tricks and skill building once learners are past the beginning phases; a youtube video is worth a thousand words in this regard. The purpose of this article (parts of which are adapted from my book Educating for Balance and Resilience) is to offer further insights about the lesser-known ways that skipping contributes to athletic and academic foundations, as well as how to look for and help overcome some of the many little obstacles that your early beginners might display.
Rising popularity for young and old
Especially in recent years, schools around the world have “jumped on” a Heart Association educational and fundraising program that’s become one of their premier annual events. Hundreds of schools across the USA participate in “Jump Rope For Heart”. It has four simple goals:
Get kids active (by having them jump rope).
Educate kids about their hearts, and heart-healthy habits.
Raise money for cardiovascular research and outreach programs.
Teach kids the value of community service.
--> Full article pdf
A Model for an All-Grades Tumbling & Gymnastics Circus
At Aurora Waldorf School, we've had an annual all-school circus since 1995. Each May as we present this event, I'm filled with thanks: first and foremost, to Jaimen McMillan and Maureen Curran, who taught the Spacial Dynamics cycle that continues to inspire my teaching career; and secondly to a book titled “Stunts and Tumbling for Girls” written by Virginia Lee Horne in 1943. The circus model I've built up over the years is entirely the result of those two sources; there is almost nothing in it that is original from me.
Our movement program for grades 1 to 6 includes the typical quantity of two games/gym classes a week… but also a weekly tumbling/gymnastics class. Our rhythm for these lessons is two Tuesdays doing mat skills and agilities, and then a Tuesday with apparatus. These classes – staffed by myself and two assistants – combine two grades together, i.e 1 and 2, 3 and 4, and (depending on class sizes) 5 and 6. —> See it/Read it!
At Aurora Waldorf School, we've had an annual all-school circus since 1995. Each May as we present this event, I'm filled with thanks: first and foremost, to Jaimen McMillan and Maureen Curran, who taught the Spacial Dynamics cycle that continues to inspire my teaching career; and secondly to a book titled “Stunts and Tumbling for Girls” written by Virginia Lee Horne in 1943. The circus model I've built up over the years is entirely the result of those two sources; there is almost nothing in it that is original from me.
Our movement program for grades 1 to 6 includes the typical quantity of two games/gym classes a week… but also a weekly tumbling/gymnastics class. Our rhythm for these lessons is two Tuesdays doing mat skills and agilities, and then a Tuesday with apparatus. These classes – staffed by myself and two assistants – combine two grades together, i.e 1 and 2, 3 and 4, and (depending on class sizes) 5 and 6. —> See it/Read it!
Two great new (old) articles on development through play & movement
I recently came across these two chapters in a 1984 anthology titled Child's Play and Play Therapy, edited by Anthony D. Pellegrini. If you are searching for ways to answer the frequent questions about movement goals and delaying team sports, I think you will find these both quite helpful. (Click here for a summary chart.)
Motor Development and Children's Play - contains powerful material about developing capacities before specialized skills. —> Read it!
The Young Child's Play and Social and Emotional Development - so often parents need encouragement to remember that ages birth to nine are an important window for development of right-brain skills, and that emphasis during these years on left-brain specialization can cloud this window. —> Read it!
I recently came across these two chapters in a 1984 anthology titled Child's Play and Play Therapy, edited by Anthony D. Pellegrini. If you are searching for ways to answer the frequent questions about movement goals and delaying team sports, I think you will find these both quite helpful. (Click here for a summary chart.)
Motor Development and Children's Play - contains powerful material about developing capacities before specialized skills. —> Read it!
The Young Child's Play and Social and Emotional Development - so often parents need encouragement to remember that ages birth to nine are an important window for development of right-brain skills, and that emphasis during these years on left-brain specialization can cloud this window. —> Read it!
5th Grade Olympiad Information Packet
Aurora Waldorf hosts the regional Waldorf pentathlon for schools in western New York and southern Ontario. Here is a sample of the information packet we send out each year; it includes notes on competition and judging, odes, tunic designs, registration forms, etc.
—> Read more
Space is Human
from an article by Paul Matthews
In 1921 Fritz von Bothmer was asked by Rudolf Steiner to develop the gymnastic education at the first Waldorf School in Stuttgart. When Bothmer confessed to feeling somewhat inadequate for the task, Rudolf Steiner simply advised him to “be happy” in his work with the children. That is what he did; and gradually he evolved a series of gymnastic exercises. Bothmer did not start by imposing abstract theories onto movement. He started simply by moving. He started from the one question, “what is true human movement?” and grew from there, as we all can.
—> READ
How to Teach Anything - a Primer on Classroom Management
In his 1914 book, "Teaching Gymnastics", Wellesley College professor William Skarstrom included a chapter on teaching and classroom management which I believe contains a treasure trove of wisdom and pointers for the teacher of any subject, i.e. not only the teacher of gymnastics, by any means.
—> READ
Safety Rules - Providing Structure in Gym Class
Over the years at Aurora Waldorf School, I have found it helpful to take time during the first Gym class of the year, to read and explain the following "code of conduct" to each grade, and then to make sure students know where these rules are posted. For grades 1, 2 and 3, children seem to like to know that they're going to have "manners class" right along with Gym. For older grades, the wording can be simplified but the same rules need repeating... usually several times a year.
—> READ
Gym/Games Curriculum and Goals, Grades 1 to 8
Following is the general description of the movement program at Aurora Waldorf School; this outline is provided to parents. One of the stated goals of the AWS movement program is to prepare every 8th Grade graduate with an ‘athletic generalist’ foundation of basic capacities and attitudes. We want to make it possible for any student to go on to competition at the high school level, if the desire is there.
—> READ
Movement in Education
From an Editorial by Daniel Bittleston, in the Summer 1979 issue of “Child and Man”, published by the Steiner Schools Fellowship.
When children’s feelings and imagination are deeply moved—by a great story perhaps—they are usually physically quite still and peaceful, and one senses that a profoundly healthy process is taking place. Teachers are, in fact, very often striving to engender in children inward activity accompanied by physical immobility. Is there an equally healthy form of physical movement?
—> READ
Basic string games program
Here are instructions for eight basic string games to use as a starter program for grades 1 to 5.
—> Read article
Aurora Waldorf hosts the regional Waldorf pentathlon for schools in western New York and southern Ontario. Here is a sample of the information packet we send out each year; it includes notes on competition and judging, odes, tunic designs, registration forms, etc.
—> Read more
Space is Human
from an article by Paul Matthews
In 1921 Fritz von Bothmer was asked by Rudolf Steiner to develop the gymnastic education at the first Waldorf School in Stuttgart. When Bothmer confessed to feeling somewhat inadequate for the task, Rudolf Steiner simply advised him to “be happy” in his work with the children. That is what he did; and gradually he evolved a series of gymnastic exercises. Bothmer did not start by imposing abstract theories onto movement. He started simply by moving. He started from the one question, “what is true human movement?” and grew from there, as we all can.
—> READ
How to Teach Anything - a Primer on Classroom Management
In his 1914 book, "Teaching Gymnastics", Wellesley College professor William Skarstrom included a chapter on teaching and classroom management which I believe contains a treasure trove of wisdom and pointers for the teacher of any subject, i.e. not only the teacher of gymnastics, by any means.
—> READ
Safety Rules - Providing Structure in Gym Class
Over the years at Aurora Waldorf School, I have found it helpful to take time during the first Gym class of the year, to read and explain the following "code of conduct" to each grade, and then to make sure students know where these rules are posted. For grades 1, 2 and 3, children seem to like to know that they're going to have "manners class" right along with Gym. For older grades, the wording can be simplified but the same rules need repeating... usually several times a year.
—> READ
Gym/Games Curriculum and Goals, Grades 1 to 8
Following is the general description of the movement program at Aurora Waldorf School; this outline is provided to parents. One of the stated goals of the AWS movement program is to prepare every 8th Grade graduate with an ‘athletic generalist’ foundation of basic capacities and attitudes. We want to make it possible for any student to go on to competition at the high school level, if the desire is there.
—> READ
Movement in Education
From an Editorial by Daniel Bittleston, in the Summer 1979 issue of “Child and Man”, published by the Steiner Schools Fellowship.
When children’s feelings and imagination are deeply moved—by a great story perhaps—they are usually physically quite still and peaceful, and one senses that a profoundly healthy process is taking place. Teachers are, in fact, very often striving to engender in children inward activity accompanied by physical immobility. Is there an equally healthy form of physical movement?
—> READ
Basic string games program
Here are instructions for eight basic string games to use as a starter program for grades 1 to 5.
—> Read article
