Recommended Resources

Introduction

The discussion in this section will be limited to swings involving movement of the body as a whole. Swings that involve parts of the body, such as swinging an arm or a leg to throw or strike an object, are covered in the section dealing with the Basic Movement Pattern Sending.

Swings that involve movement of the body as one unit are grouped according to the two statics-supports and hangs-from which they evolved. When performing swings from supports, the shoulders are above the base of support. The shoulders are below the base of support (point of suspension) when swings from hangs are performed.

Physical Fitness

One of the primary reasons for having students engage in swing activities is to enhance their physical and motor development. The performance of skills is not considered as important as regular participation in physically-demanding swing activities. The emphasis is on quantity-increasing the number of repetitions, increasing the time spent swinging, etc. The teacher provides fewer refinement cues, choosing instead to provide extensions and challenges that lead to the enhancement of strength, muscular endurance, flexibility, agility and so on.

Teaching Tips

As the amplitude (size) of a swing increases, the possibility of losing control and falling onto or off of equipment also increases. It is therefore recommended that the size (amplitude) of swings be kept small.

Rather than having students increase the amplitude of a swing to make the task more difficult (extend) or more challenging, it is better to have them increase the number of repetitions of the swings. Not only does this reduce the possibility of injury, it is also more beneficial in terms of the physical and motor development of the students. As a general rule, many small swings are better than a few big swings!

Sub-concept Swings from Supports Focus Relationships-Body Parts

The majority of support swings are performed while in a front support or in a cross support position.

Front Support Swings	Cross Support Swings
The arms support the entire weight of the body. The shoulders are above the hands (the base of support). The body rotates about a lateral axis located at the shoulders. Both hands are on the same base of support (e.g., both hands on one bar).	· Same · Same · Same · Each hand is on a different base of support. (e.g., one hand on one bar, the other hand on another bar-parallel bars) Note: These swings may also be performed while supporting the weight of the body on the forearms or on the underarms.

Front Support Swings

These swings may be performed while in a front support on various equipment: a bar, a horizontal ladder, a balance beam.

The body actions that occur during the performance of front support swings are flexion and extension at the hip, shoulder and elbow joints.

Cross Support Swings

Safety: When performing cross support swings the bars should not be any higher than the students' chests. In lieu of low bars, two pieces of equipment (two box horses, one ladder and one horizontal bar, etc.) may be used. Of course, if the equipment is quite low, the students will have to bend their legs in order to swing.

Shoulder flexion and extension are the principal body actions that occur during cross support swings.

Sub-concept Swings from Supports Focus Relationships-Body Parts

Sample Learning Experiences

Adapt/Extend/Challenge/Apply

Vary the parts of the body.
Students perform front support swings with legs together (adducted)...with legs apart (abducted)...keeping the elbows flexed.

Vary the actions of the body.
At the top of the swing (front or back), students:

• abduct and then adduct the legs (at the hip joint)
• flex and extend at the hip joint...the knee joint...hip and knees
• clap their knees together...their feet
• perform kicking actions

Vary the shapes of the body.

• At the top of the swing, students make a wide shape ...make a curved shape...a round shape...an asymmetrical shape... and then quickly return to a narrow (pencil) shape before swinging down again.
• Students swing sideward (pendulum motion) while maintaining a slightly curved shape (trunk flexion).

Vary the locations or areas (in general space).

• Students perform swings from supports in different locations (areas) in the gym...on the playground...in the classroom...in the hallway.
• Equipment that can be used to perform front support swings is set up in different areas in the gymnasium.

Vary the level. Students perform front support swings on equipment at different levels (e.g., waist, shoulder, head).

Vary the directions.

• Students perform three (five, ten) front support swings and dismount. During the flight phase, they rotate 45...90...135...180...degrees around the body's longitudinal axis in a clockwise direction... counter-clockwise.
• Students swing in sideward directions-from side to side (pendulum motion).

Vary the force.

• Students hold a bean bag between their feet and after performing three (five, ten) swings, release the bag so that it lands a short distance away...farther away... as far away as possible.
• What did you do differently each time you threw the beanbag to make it travel farther? You increased the force. How did you increase the force? What did you do with your legs to produce more force? Was the force applied over a greater distance? Estimate the range (distance, number of degrees) through which your feet moved each time you threw the bean bag? Was any other part of your body involved in producing force?
• After performing a certain number of swings, students dismount from the equipment, landing a short distance away...farther away...as far away as possible.
• What did you do differently each time you dismounted in order to land farther away from the equipment? How did the range of flexion and extension at the hips...at the shoulder...at the elbow change each time?

Vary the speed. Student swing at fast, medium and slow tempos. To set the tempo, teacher or students clap hands, beat a drum, etc.

Vary the relationships. Students perform combinations of front support swings with a partner or in a group-in unison (synchronized)... side by side...one after another created by other students (copying).

Vary several Movement Variables. Individually, with a partner, or in a small group, students design a sequence of swings that meet the following criteria. The sequence must include:

• Three different body actions (e.g., flexion, extension, abduction)
• a change of levels
• two changes of directions
• a change of tempo (speed)
• a relationship with a partner (e.g., in unison)
• three relationships with the equipment (e.g., off from, away from, above)

Vary the equipment. Students perform front support swings:

• while holding a bean bag between their feet...their knees. Can you perform five (10, 15) swings without dropping the bean bag?
• on a chest-high bar...horizontal ladder...balance beam...

Vary elements of rhythm. Students perform front support swings in four, or eight beat groupings.

• They swing for two counts and then remain stationary on the equipment for the next two counts (swing one, swing two, hold three, hold four; etc.). Or, students swing for four beats and hold for the next four beats.
• They accentuate the first swing of each four beat grouping by performing it with more force than the following three swings.
• They place the accent on every fourth swing by clapping the feet together...abducting and adducting the legs...counting out loud.
• A partner counts out loud...claps hands...strike a drum...in time with the swings.

1. Locomotion + Static + Swings + Landing. From stand near the equipment:

• students jump to front support and hold that position for a count of five
• perform three (five, ten) front support swings
• dismount, land on feet and hold the landing position for a count of five.
2. Rotation + Landing + Static + Locomotion + Static + Swings + Landing + Rotation + Landing.

From stand near to and facing away:

• Students jump upward and rotate 180-degrees clockwise (1/2 turn about the long axis)
• land on feet
• hold a balance on one foot for a count of five
• jump to front support on the equipment and hold that position for a count of five
• perform three (five, ten) front support swings,
• dismount, land on feet, and hold the landing position for a count of five
• jump upward and rotate 180-degrees clockwise (1/2 turn about the long axis)
• fall forward and perform a landing on the hands.

Movement Sentences (Sequences).

1. Students perform movement sentences that incorporate front support swings (and perhaps other swings as well), other Basic Movement Patterns and specified Movement Variables. For example, students are challenged to design a sentence of movement that consists of the following:

• two balances (each one held for a count of five)
• two rotations about the longitudinal axis (one in a clockwise and the other in a counterclockwise direction)
• five front support swings in a forward and backward direction
• two front support swings in a sideward direction
• a landing on the feet
• a landing on the hands
• Note: These components may be performed in any order.

2. Students play Add-On (Partner A performs a short sequence while Partner B observes. Partner B then performs the same sequence and adds a movement at the end of the sequence. Partner A performs this now longer sequence and adds a movement. And so on.)

• Movement Analysis. Individually, with a partner or in small groups, students are assigned movement analysis tasks related to the movement variables of Body, Space, Effort, and Relationships.
• Students observe a swing. One group identifies the body actions and shapes. A second group, identifies movement variables of Space such as the directions, levels and pathway of the center of gravity. The third group looks at the variables related to Effort, and the fourth group identifies Relationships to the equipment.
• Students observe a small amplitude swing and identify variables of Body, Space, Effort and Relationships. Prior to observing a large amplitude version of the same swing, they predict what will occur. For example, they identify the variables that will change and those that will remain the same.

Sub-concept Swings from Supports Focus Body Awareness-Actions of the Body

Sample Learning Experiences

Adapt/Extend/Challenge/Apply

Vary the parts of the body.
Students perform cross support swings:

• while supporting the weight of the body on their hands...forearms...underarms
• with legs apart sideways (abducted, straddle)...with legs apart front and back (stride)
• with hips flexed...knees flexed...elbows flexed...

Vary the actions of the body.
As they swing, students:

• perform pedaling actions with the legs
• flex and extend the hips...knees...elbows...
• twist the lower body clockwise and counterclockwise
• clap feet together...knees (at the top of the swing)

Vary the shapes of the body. Students maintain a shape as they swing-round, wide, twisted, angular, curved, symmetrical, etc.

Vary the level. Students perform supports swings on equipment at different heights.

Vary the directions. Students swing forward and backward...side to side...in a circle clockwise...in a circle counterclockwise.

Vary the speed. Students swing to different tempos.

Vary the relationships. Students perform cross supports swings with a partner-in unison (synchronized)... side by side...one after the other.

Vary several Movement Variables. Individually, with a partner or in a small group, students design a sequence of cross support swings that includes:

• supporting the weight of the body on the hands
• supporting the weight on the forearm
• flexion and extension at the elbow
• swings in six different directions (e.g., forward, backward, upward, downward, sideward-left, right)
• a change of speed
• a change in the relationship of body parts to the equipment

Vary the equipment.

• With a bean bag perched on the head...shoulder...students see how many swings they can perform before the bean bag falls to the ground. Or, they may try to perform a specified number of swings (5, 10) without letting the bean bag fall off.
• Students perform cross support swings using different equipment. The following chart shows possible arrangements of equipment. One hand (forearm, underarm) is placed on one of the surfaces listed in the column on the left and the other hand (forearm, underarm) on one of the surfaces in the column on the right. For example, the left hand could be on a balance beam and the right hand on another balance beam, a bar, a box top and so on.

Left hand (forearm, underarm) is on	Right hand (forearm, underarm) is on
a balance beam a bar a box top a horizontal ladder a stage a stack of rigid foam folding mats a rail of the climbing frame a table (ensure that the table will not tip over) a school desk the back of a chair (ensure that the chair will not tip over) a person on hands and knees (place hand atop of the shoulders or the hips-not in the middle of the person's back)	a balance beam a bar a box top a horizontal ladder a stage a stack of rigid foam folding mats a rail of the climbing frame a table (ensure that the table will not tip over) a school desk the back of a chair (ensure that the chair will not tip over) a person on hands and knees (place hand atop of the shoulders or the hips-not in the middle of the person's back)

Vary elements of rhythm. Students perform a sequence to a 4/4 beat rhythmic pattern. For example:

• hold cross support position with knees up near the chest for 4 beats (count of four)
• swing for four beats
• hold cross support position with hips flexed 90 degrees (thighs perpendicular to the trunk) for four beats
• swing for eight beats, (dismount on beats seven and eight)
• hold the landings-on-the-feet shape for four beats

Combine With Other Basic Movement Patterns.

1. Static + Rotation + Swings + Rotation + Landings. Beginning in a cross support on the hands, students;

• hold the support for a count of five, (one hand on each piece of equipment)
• rotate 90-degrees clockwise to a front support (both hands are on one piece of equipment)
• perform five front support swings
• rotate 90-degrees clockwise to a cross support
• perform five cross support swings,
• dismount, land on the feet and remain in the motorcycle rider shape for a count of three
• perform a landing on the hands

Movement Sentences (Sequences). Students perform movement sentences that incorporate cross support swings (and perhaps other swings as well), other Basic Movement Patterns and specified Movement Variables.

For example, a movement sentence might consist of the following:

• an original/expressive beginning shape (held for a count of three)
• a mount onto the equipment
• a cross support with hips and knees flexed 90-degrees (held for a count of 10)
• five consecutive cross support swings
• a cross support with elbows flexed 90-degrees (held for 10 seconds)
• a dismount with a landing on the feet
• an ending shape (held for a count of three)

Movement Analysis.

• Individually, with a partner or in small groups, students are assigned movement analysis tasks related to the Movement Variables of Body, Space, Effort, and Relationships.
• Individually, with a partner or in small groups, students are assigned movement analysis tasks related to physical development. For example, students are challenged to find ways of modifying a cross support swing so that it will contribute more to strength development of the abdominal muscles (e.g., by swinging with the hips flexed 90 degrees)...to strength development of the arms and shoulders (e.g., by swinging with the elbows flexed 90 degrees...to increased flexibility of the shoulders (e.g., swinging with the shoulders at the same level as the hands-with the shoulders extended as far as possible).
• Individually, with a partner or in small groups, students are challenged to design a sequence of movement that incorporates swings and that also contributes to the development of muscular strength and/or muscular endurance and/or flexibility of designated muscles groups.
• Make It a Game.
• Swings are incorporated into pre-designed games. For example, when playing a tag game, students who get tagged must perform three (five) swings before resuming play.
• With a partner or in small groups, students design a game that incorporates support swings.

Sub-concept Swings from Supports Focus Body Awareness-Parts of the Body

Teacher Notes

When swinging from a rope, students should not sit or stand on a knot. This defeats the major purpose of swings-the development of upper body strength and endurance. Students should swing while hanging by their hands only. If they are not strong enough, they may also use their knees and feet to squeeze the rope. Having knots in the rope is also discouraged as they may cause injuries if the rope hits a student.

Safety

When students are performing swings from hangs, they should be reminded to dismount (release their grasp of the equipment) only at the top of the back swing. At that point, the body has finished its backward swing and is just beginning to swing downward and forward.

Sample Learning Experiences

Adapt/Extend/Challenge/Apply

Vary the parts of the body.

· Students swing while suspended from different body parts-two hands...one hand...two hands and one knee...two knees and two hands. Safety - It is recommended that students not swing from the knees only. When swinging from one or two knees, the hands should be grasping the equipment. Swings performed while hanging by one hand only should be kept small.

· Students swing while hanging from the hands, using different hand grasps-over grasp (hands pronated)...under grasp (hands supinated)...mixed grasp (one hand over, one hand under).

Vary the actions of the body.

1. At the top of the front and back swings, students:

• abduct and then adduct the legs (move the legs apart and then together)
• flex and extend at the hip joint...the knee joint...hip and knees
• clap their knees together...their feet...
• perform kicking actions.

2. To increase the amplitude of swings from the hands, students

• flex the knees (knees and hips; knees, hips and trunk) when the body is moving upward/forward and upward/backward. (In other words, shorten the body on the way up-decrease the distance between the body's center of gravity and the axis of rotation).
• extend the knees (knees and hips; knees, hips and trunk) when the body is moving downward/forward and downward/backward. (Lengthen the body on the way down-increase the distance between the body's center of gravity and the axis of rotation).

Vary the shapes of the body.
Students swing with the body in different shapes-round, wide, twisted, angular, symmetrical, etc.

Vary the locations or areas (in general space).

• Students perform swings from hangs in different locations (areas) in the gym...on the playground.

Vary the level.

1. Students swing from equipment at different levels.
2. Hanging by the hands from equipment at head level, students:
• run forward and swing backward, keeping the arms and legs straight
• run backward and swing forward, keeping the arms and legs straight
• swing with hips and knees flexed

Vary the directions. Students swing forward and backward...side to side...in circles clockwise and counterclockwise.

Vary the force. Students perform every second...third...fourth swing upward/forward more forcefully than the others by more rapidly contracting the abdominal and hip flexor muscles.

Vary the relationships.

• To a partner. Students perform swings from hangs with a partner-in unison (synchronized), side by side, one after another.
• In pairs, one student assists the other to start swinging by pulling or pushing the hanging partner.

Vary several Movement Variables. Individually, with a partner, or in a small group, students design a sequence of swings from hangs that includes:

• swings while hanging from two body parts

• swinging with four body parts in contact with the equipment (two hands grasp the bar, soles of both feet are in contact with the bar)
• swings in six different directions
• a change of speed
• two changes in the relationships of body parts to each other (e.g., legs away from each other, hands closer to each other)

Vary the equipment.

• Students perform swings while hanging from bars, parallel bars, ropes, horizontal ladders, playground equipment, etc.
• Students stand on a knee-high folded mat, grab the equipment (e.g., bar, rope) and swing forward and backward to stand on the mat again.
• Students hold an object (e.g., bean bags) with their feet and perform three (five, ten) swings from the hands. On the last swing, the object is released so that it lands inside a hoop on the floor...where a partner can catch it...for distance.

Vary elements of rhythm. Students perform three swings with legs straight, then flexes the knees on the fourth swing and repeat this sequence.

1. Locomotion + Swing.

• Students swing from each rung of a horizontal ladder as they travel from one end of the ladder to the other.
• Students hang from a rope and swing from one folded mat (box, bench) to another.

2. Locomotion + Swings + Landing. Standing a short distance away from the equipment, students:

• jump to hang from the equipment
• perform several swings
• dismount and land on the feet
• perform a landing on the hands

• hold an original and expressive shape for a count of five
• perform three different locomotions (e.g., a step-like, a rotation and a jump) to travel to the equipment
• perform five swings hanging from the hands (over grasp)
• on the fifth swing, at the top of the back swing, release the bar and land on the feet, hold the landing-on-the-feet shape for a count of three
• perform a vertical jump with a 1/2 turn (180 degree rotation about the longitudinal axis) and land on the feet
• hold an original and expressive shape for a count of five

• Individually, with a partner or in small groups, students are assigned movement analysis tasks related to the movement variables of Body, Space, Effort and Relationships. (See front and cross support swings).
• Individually, with a partner or in small groups, students are assigned movement analysis tasks related to physical development-strength, endurance, flexibility. For example, students are challenged to find ways of modifying swings from hang so that they will contribute more to strength development of the abdominal muscles (e.g., by swinging with the hips flexed 90 degrees)...(Refer to Front Support Swings and Cross Support Swings on page 356 of this curriculum guide.)
• Give It a Name, Make It a Game.
• Swings are incorporated into pre-designed games.
• With a partner or in small groups, students design a game that incorporates swings from hangs.