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B – With the Podium
1.
Leave children the freedom to choose their own ways to climb
up and down the Podium. Observe each child’s “strategy”.
2.
Ask individual children to show the others their own ways of
climbing; either, up the side with holes, or up the sides with bars.
3.
What different ways can children find to pass through the hole?
4.
Jumping workshop: the Podium is a wide stable platform, of
average height (59 cm), that can be used for jumping in many
different ways. It is highly recommended that you use a specially
adapted landing mat for jumping exercises.
C – With the Polybase
1.
Make children aware that according to the side used, the
different spaces between bars will require different positioning
of the feet (Picture 6).
2.
The safest, most reassuring way of climbing over the peak
is to straddle it sideways on, before turning round and climbing
down.
3.
Provide new instructions: e.g.: combine climbing up, over and
down while always facing the same direction of movement. This
method of climbing over the Polybase involves taking the most
risks.
D – With two Polybases
1.
Two Polybases are positioned opposite each other (Picture 7).
Depending on the sides opposite each other, children’s height,
abilities, and the distance between the 2 Polybases, children
may be required not to touch the floor when climbing from one
Polybase to the next.
2.
Two Polybases are placed side by side (Picture 8). Children’s
sideways movement will require coordination of the feet and
hands. By placing different Polybase sides together opposite
each other, children will have to manage movement on two
axes at the same time, finding support on different levels with
asymmetrical hand and foot movements.
E – With the Tower
On the sides with bars:
Climb up each side (the distance between bars is different),
straddle the peak, climb down one of the other sides in a
sideways movement, then straddle the peak again, and turn
round to climb down via another side with bars (Picture 9).
On the climbing surface side:
The footholds are either hollow, for fitting feet into, or jut out, to
receive the tips or soles of the feet.
There are several possible methods.
The supervisor may give instructions restricting the use of
particular footholds, forcing children to climb left or right, or
in some other way that encourages children to change their
climbing strategy.
Two children should not be allowed to climb at the same time or
be situated simultaneously on the same side of the Tower.
F – With one or several structural elements
and connecting elements
In all activity courses, it is important to allow time for children
to experiment, and try out movements in order to develop their
abilities.
The initial discovery phase should therefore consist of simple
instructions, for example:
– climb the Polybase;
– scale the beam at a slight oblique angle;
– cross the gangway.
More precise instructions can be issued in the second
development phase, for example:
– on the gangway: crouch, sit, get up, turn round;
– on the slide: crawl, pull up using the sides;
– climb past a friend;
– change direction each time an element is completed;
– change the starting point so that motor actions are combined
differently;
Using more than 1 Polybase and/or the Podium. Examples:
The arrangements illustrated using 2 Polybases can also be
reproduced using 2 Podiums or 1 Podium and 1 Polybase, or
1 Small Bridge and 1 Polybase, depending on the height and
shape of the activity course you want.
Example instructions (Picture 10):
– Go from one end to the next then in the opposite direction;
– Join the activity course from the side via the gangway;
– Dare to stand up, no hands, anticipate the solutions for
forthcoming problems, such as where to place the feet and
which route to take?
– Finish up on all fours;
– T urn round then climb down or slide.
The side access or side descent should be secured by an adult
for heavier children.
Balancing on the beam (Pictures 11 and 12):
After the balance discovery phase (side progression on
the beam), work on confidence building with more precise
instructions: walk forward, stop, walk backwards, crouch, stand
up, turn round, climb over as quickly as possible, sit down,
overcome an obstacle, maintain balance while blindfolded,
balance on one foot then the other.
Examples of use with Polybases
Hanging – turning upside down.
– Advance along the beam, like an ape, arm stretched out above
the head.
– Advance along the beam, like a sloth, arms and legs around
the beam (Picture 13) or parallel bars (Picture 14).
Positions with the head upside down alter children’s usual visual
bearings; the swing of the body means children move from a
position of equilibrium to a position of imbalance then balance
once more. The processing of these impressions will develop
children’s command of equilibrium.
Rolling – Turning.
An exercise for use with a bar or beam (Picture 15).
Turning is only possible if the base, the axis of rotation is the
same height as children’s midriff and not their throats.
– Bring the pelvis level with the bar or beam.
– “Snap the body in two” letting the stomach take the body’s
weight.
– Bring the heels up to the bottom to throw the body off balance.
– Follow through the roll.
Before attempting this exercise, landing mats should be installed.
Use with Polybase and Tower, examples:
Activity course, picture 16
NB: climb the sloping parallel bars head first using hands and
feet: release a hand or foot, one at a time, to progress.
Activity course, picture 17
NB: climb sideways up the parallel bars: the upper hand and foot
are released simultaneously to progress.
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3.
Passing under, via the arch, may constitute the continuation of
a route, as a reward after having passed over it!