Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

S2.E4.5: Implements the concept of alignment with correct form, and demonstrate muscular tension with balance (e.g., gymnastics, dance, yoga).

Student Actions

Teacher Actions

The student will:

• Listen and observe the teacher demonstrating how to apply the concepts of alignment and muscular tension in order to balance.

• Practice and apply the skill of balance using the concepts of alignment and muscular tension.

• Discuss the importance of balance and their role in skill development. 

• Ask and answer questions for clarification.

• Make corrections to applying the concepts of alignment and muscle tension in order to improve the skill of balance. 

• Follow class protocols in safety measures set by the teacher. 

The teacher will:

• Introduce the application of using alignment and muscular tension to create and maintain balance.

• Explain the importance of having good balance while maintaining  safety rules. Remind students to stop, look, and listen whenever you signal.

• Demonstrate skill of good balance using concepts of alignment and muscular tension.

• Allow students enough time to apply the concepts and practice the skill of balance using muscular tension and alignment.

• Provide specific feedback to improve students’ balance. 

Key Understandings

Teacher Insights

1. Alignment: Correct body alignment is the optimum alignment of the human skeletal structure in which the body is perfectly balanced. How the head, shoulders, spine, hips, knees and ankles relate and line up with each other. Proper alignment of the body puts less stress on the spine and helps you have good posture.

2. Applying: Learners can demonstrate the critical elements of the motor skills or knowledge components of the grade-level outcomes in a variety of physical activity environments.

3. Asymmetrical balance: Unequal visual weight on each side of the composition.

4. Balance: An even distribution of weight which allows someone or something to stay upright and steady.

5. Center of gravity: The point in a body or system around which its mass or weight is evenly distributed or balanced and through which the force of gravity acts. The center of gravity is fixed, provided the size and shape of the body do not change.

6. Dynamic balance: The ability to maintain stability during weight shifting, often while changing the base of support.

7. Muscular tension: A condition in which muscles of the body remain semi-contracted for an extended period of time. 

8. Static balance: The ability to maintain an upright posture and to keep the line of gravity within the limits of the base of support.

9. Symmetrical balance: Equal weights are on equal sides of a composition, balanced around a fulcrum or axis in the center.

• Tips to improve balance using alignment and muscular tension:

• Balance body weight over center of gravity

• Shift body weight in order to compensate for changes in center of gravity 

• Use limbs as stabilizers

• Awareness of each individual’s center of gravity

• Repeat the lesson several times so that the students can improve the   skill of balance and build their confidence.

• Define muscular tension and alignment with examples.

• Body alignment is achieved by placing one body part in line with another body part in a vertical or horizontal line. 

• Squeeze all of the core muscles, glutes, and legs to generate tension throughout the lower body

• Define center of gravity in relation to the skill of balance.

• Teach the difference between static balance and dynamic balance using examples.

• Static balance examples are “Freeze” or “statue” games.

• Dynamic balance examples are running or bike riding.

• If you see some children quickly mastering the skill of balance, encourage them to try the following: 

• Ask children to close their eyes to increase the challenge. Tell them to open their eyes if they start to lose balance (so they avoid falling and getting hurt).  

• Pair students up and have them challenge each other by balancing bean bags on different parts of the body while holding their stances. 

• Encourage the children to develop good single-leg balance on the right and left legs.

• Perform all of these skills with partners or on apparatus. Ropes, bars, benches, boxes, and beams can be used for students to hang and support themselves completely or partially on apparatus.

• Students should also learn to balance upright (head higher than hips), inverted (head lower than hips) and symmetrically and asymmetrically.  

• Students should practice going off balance by shifting or changing the base of support and moving slightly out of the balance.

UDL 

Assessment 

• Provide visual diagrams or step-by-step posters illustrating the concepts of alignment and muscular tension for balance to support understanding.

• Offer hands-on experiences such as using props or tools (e.g., bean bags, balance beams, or foam blocks) to practice balancing skills to enhance learning through tactile feedback.

• Use modified equipment or adaptive tools (e.g., balancing bean bags on different parts of the body while holding their stances, incorporating the use of ropes, bars, benches, boxes, and beams) as they practice the skill.

• Use verbal cues or reminders during class discussions to encourage participation, ask questions, and offer corrections for better engagement.

• Supply checklists or visual reminders outlining safety protocols and steps for practicing balance to help the student follow class procedures effectively.

• Grades 3-5: S2.E4: Alignment and Muscular Tension Assessment

Instructional Resources

• PE Kansas Static and Dynamic Balances

• OPEN Mix and Match

• OPEN Wordles

• Dynamic PE ASAP Beginning Gymnastics

• Dynamic PE ASAP Fundamental Balance Beam Skills