B. Active Living / C. Movement Competence · Active Living and Movement: Fit, Safe and Game Smart

Routine Builder: Balance, Travel and Rhythm Together

C1 A1.5 A1.4 A1.6About 40 minutes

Learning goals

I can link static balances, dynamic balances and locomotor movements into a smooth routine.
I can change level, direction, pathway, speed and force to make a routine interesting.
I can move to a beat and count music in groups of 8.
I can perform with a partner in unison, in canon, or as a mirror, and give helpful feedback.

Words to know

static balance
A balance where you hold still, like a one-foot stand or a V-sit.

dynamic balance
Staying in control while moving, like walking a line, landing a jump or turning on one foot.

locomotor movement
A way of travelling from one place to another: walk, run, hop, skip, gallop, slide, leap, jump.

pathway
The shape you make on the floor as you travel: straight, curved or zigzag.

level
How high or low your body is: low, middle or high.

unison
Doing the same movements at the same time as a partner.

canon
Doing the same movements one after another, like a round in music.

routine
A planned series of movements with a clear start, middle and end.

Remember from earlier grades

In Grade 4 you learned about base of support and centre of gravity, and you made travelling combos with rhythm, in unison and canon. In Grade 5 you built balance sequences with smooth transitions and tried partner balances, and you practised jumping and landing with control.

This year you'll put everything together: balances, travelling and rhythm in one routine, with planned changes in level, direction, pathway, speed and force.

What makes a routine fun to watch?

Think of a figure skater, a hip-hop dancer, or a jingle dress dancer at a powwow. Even if you don't know the steps, you can see clear shapes, smooth flow, and changes: sometimes fast, sometimes slow, sometimes high, sometimes low.

You can build routines like that too, using the movement concepts.

Concept	Choices	Example
Body (what)	Static balance, dynamic balance, locomotor, turns, jumps	One-foot balance, then a skip
Space (where)	Levels (low, middle, high); directions (forward, backward, sideways); pathways (straight, curved, zigzag)	Gallop sideways on a curved pathway
Effort (how)	Speed (fast, slow); force (strong, light); flow (smooth, sharp)	Slow, strong lunge; fast, light tiptoe run
Relationships (with whom)	Unison, canon, mirror, match, lead and follow	Partners mirror each other's balances

The movement concepts. Choosing on purpose from each row makes a routine interesting.

Three floor pathways: straight, curved and zigzag. Imagine the line your feet trace on the ground.

Counting to the beat

Most music for dance and fitness can be counted in groups of 8 beats: "5, 6, 7, 8!" is how many dance teachers start. Plan your routine in 8-counts:

Counts 1 to 8: one movement or a short combo.
Hold a balance for 4 counts to show control.
A whole routine might be 4 to 8 groups of 8.

No music? Clap, use a metronome app, or count out loud.

Smooth transitions

The link between moves matters as much as the moves. Good transitions flow without extra steps or wobbles: lower from a high balance by bending your knees, step out of a turn into a gallop, roll your weight from one foot to the other.

Jump rope routines

A skipping rope is great for rhythm and dynamic balance. Some tricks to link in an 8-count:

Basic bounce: both feet, small jumps.
Skier: jump side to side.
Bell: jump forward and back.
Alternate step: jog step, one foot then the other.
Side swing: swing the rope to one side without jumping (a rest move and a transition).
Criss-cross: cross your arms in front as the rope comes over (a harder trick).

For example: 8 basic bounces, 8 skiers, 8 bells, side swing for 8, then 8 alternate steps.

Safety for routines

Clear the space: no furniture corners, toys or slippery rugs.
Bare feet or running shoes, not socks on smooth floors.
Skip rope only with room above and around you, away from lamps and people.
Only do balances, jumps and turns you can do with control. No flips or rolls unless you have mats and a trained coach.
In partner balances, agree on a signal to come down safely, and never put weight on someone's back or neck.

Worked example

Let's build a 4 × 8 routine

Build a solo routine with at least one static balance, one dynamic balance, two locomotor movements, and changes in level, pathway and speed.

8-count 1: Start in a low crouch (counts 1 to 2). Rise slowly to a high stretch on tiptoes (3 to 4). Hold a one-foot static balance, arms wide (5 to 8).
8-count 2: Gallop forward on a straight pathway (1 to 4). Slide sideways back the other way, fast (5 to 8).
8-count 3: Skip on a curved pathway (1 to 6), then a controlled jump and landing: two feet, knees bent (7 to 8). That's a dynamic balance.
8-count 4: Slow turn on one foot (1 to 4), then lower to a V-sit at a low level and hold (5 to 8).
Check: static balances (one-foot, V-sit) ✓, dynamic (jump landing, turn) ✓, locomotor (gallop, slide, skip) ✓, levels low-high-low ✓, pathways straight and curved ✓, speeds slow and fast ✓.

A 32-count routine that uses all the required parts, with smooth transitions between each 8-count.

Count by count: a low crouch (1 to 2), a slow rise to high (3 to 4), then a static balance held for counts 5 to 8. Planning in 8-counts keeps every move on the beat.

Worked example

Let's give helpful feedback

Your partner performs a routine. Their balances are strong, but between moves they take extra steps and stop to think. What feedback could you give?

Start with a strength: "Your one-foot balance was really steady. You held it for the full 4 counts!"
Name one specific thing to work on: "Between the gallop and the skip you stopped and took two extra steps."
Suggest a fix: "Try making the last gallop the first step of your skip, so it flows."
Be kind and short. One or two ideas is plenty.

Feedback: a specific strength, one thing to improve, and a suggestion, said kindly.

Joke break

Dance teachers always start with "5, 6, 7, 8!" So where did 1, 2, 3 and 4 go?

They’re backstage, warming up. They’ll be on in the next 8-count!

Hands-on activity

Routine show

You need: open floor or yard space, a skipping rope (optional), music or a way to count beats, and a family member or friend.

Plan a solo routine of 4 to 6 groups of 8 using the example as a model. Write it out count by count.
Include: two static balances, one dynamic balance, three locomotor movements, at least two levels, two pathways and a change of speed.
Practise until the transitions flow. Film it if you can, and watch it back.
Teach one 8-count to a partner. Perform it together in unison, then in canon (partner starts 4 counts later), then as mirrors facing each other.
Perform for your family. Ask for one strength and one suggestion.

Look for: steady balances held for the planned counts, soft landings with bent knees, no extra steps between moves, moving on the beat.

Your turn

Is a V-sit a static or dynamic balance?

Is landing a jump on two feet a static or dynamic balance?

Name four locomotor movements.

Name the three pathways.

What is the difference between unison and canon?

How many beats are in one "8-count"? How many in four 8-counts?

Do it and check: Hold a one-foot balance for 8 counts, then gallop 8 counts on a curved pathway.

More practice: warm-up

Name the three levels.

Is a skip a locomotor movement?

What should you wear on smooth floors for a routine?

Is jumping side to side over a rope called the bell or the skier?

What does mirror mean in partner work?

More practice: on your own

Your routine is all at middle level and all fast. Suggest two changes.

Write one 8-count using a jump rope that includes a rest move.

Why are transitions important in a routine?

Describe a dynamic balance you could do in your yard.

Your partner keeps rushing ahead of the beat. How could you help?

Challenge

A routine has 6 groups of 8 at 120 beats per minute. How long is it in seconds?

Plan a partner routine of 3 × 8 that uses unison, canon and mirror, one in each 8-count.

Explain how the movement concepts help a viewer enjoy a routine, using an example.

Check your understanding

Quiz

Which is a static balance?

Which is a locomotor movement?

Partners do the same moves one after another. This is called...

Which is a pathway?

Four 8-counts contain how many beats?

Which is good feedback for a partner?

For parents and teachers

Big idea: Grade 6 students perform movement skills by applying movement concepts (body, space, effort, relationships). This lesson combines static and dynamic balances with locomotor movements and rhythm into a routine, including partner work in unison, canon and mirror.

How to help at home:

Be the audience, and give one strength and one suggestion.
Count "5, 6, 7, 8" or find music with a clear beat.
Film a run-through so your child can see their own transitions.

Common difficulties:

Extra steps between moves. Practise just the transition, slowly.
Holding balances too briefly. Count the 4 or 8 counts out loud.
Losing the beat. Clap it first, then move.

Safety: Clear space, good footing (no socks on smooth floors), no flips or rolls without mats and a trained coach, and agreed signals for partner balances.

Social-emotional learning: Creating a personal routine builds self-awareness and identity (A1.5); partner work and feedback build healthy relationships (A1.4); choosing movement concepts builds creative thinking (A1.6).