Instruction Manual - crazy5.ch · 2014-01-23 · BOSU® KIdS - Instruction Manual 5 Table of contents Preface dear sports and games specialist, What an excellent choice, integrating

www.bosu.nl

KIDS

BOSU® KidSInstruction Manual

2 BOSU® KIdS - Instruction Manual

L.M. Meijers b.v.

Kokkelertstraat 6

6116 AR Roosteren - NL

Tel. +31 (0)46-4496100

www.meijers.com

[email protected]

Contact

©Copyright 2011 L.M. Meijers b.v. All rights reserved. No part from the BOSU® KIdS edition may be reproduced in any form, be it through xerography, photocopy or any other copying or recording method without written permission of L.M. Meijers b.v.

Applying the information provided on the following pages remains under the sole responsibility and at the risk of the reader.

Photography: Bregje Crolla and Stephan Willen Page and cover design: Nicole Seegers BOSU® inventor: david WeckBOSU® KIdS developed by: Bregje Crolla

BOSU® is a registered trademark of dW Fitness, LLC.




KIDS

Contact



Contact ..............................................................................................2

Preface ...............................................................................................5

introduction .......................................................................................6

The Movement lessons .....................................................................7

Organization ......................................................................................8

Methodical organization ........................................................... 9 - 13

Lesson conditions ...........................................................................14

Table of contents Preface



Table of contents Preface

dear sports and games specialist,

What an excellent choice, integrating BOSU® KIdS in

your exercise offer. Because in doing so, you can help

kids have fun exercising again. They will be extra enthu-

siastic. This is good for their physical development and

makes your work even more enjoyable.

You probably recognized the BOSU® Balance Trainer

from our training programs for adults. Scientific re-

search has proven that it is better for kids from six to

ten to improve their motor skills rather than to focus

on training sports-specific skills. That is why, with all

my experience as a top athlete and my knowledge on

movement, I developed a BOSU® program especially

for kids.

BOSU® KIdS presents a challenge for every movement

level and can be focused on every movement situation.

Moreover, it’s a great stimulus for (sensory and) motor

skills, stamina, creativity and collaborative potential.

On behalf of Meijers Fit & Gezond, I wish you and the

children a lot of fun exercising with BOSU® KIdS!

Sporty greetings,

Bregje Crolla

Physical education teacher and 6-times

dutchjavelin-throwing Champion

Bregje Crolla is a 6-times dutch-

javelin-throwing Champion and

dutch Record holder in this dis-

cipline. After her graduation as a

physical education licentiate, the

top athlete widened her sporting

career by working as a sports

teacher and instructor. Currently,

Bregje works for Meijers Fit &

Gezond and helps adults, senior

citizens and children keep fit and

healthy.


Introduction The Movement lessons

BOSU® KIdS is a unique movement programme for

primary school level children. BOSU® KIdS is unique

because the child partakes in fun and challenging

exercises and games by means of the BOSU®

Balance Trainer, thereby developing its motor and

sensory skills, stamina, creativity and cooperative skills.

The programme combines fun and movement in one

same movement lesson.

BOSU® Balance TrainerThe BOSU® Balance Trainer is a perfect training prod-

uct that adds balance to every exercise. Training on the

BOSU® Balance Trainer requires much more stability

of your body, which makes the exercise much more

efficient. Stability stems from the core of your body.

The core of your body is the first to react during effort.

If the core muscles function efficiently, the response

from the other muscles of your body will be better.

As a result, you gain more control over your move-

ments. The functional advantages of this half ball

make the BOSU® KIdS movement exercises fun,

challenging and efficient.

When training on the BOSU® Balance Trainer,

make sure that your basic body posture is correct.

This means that head, shoulders, hips and knees

are located along the same axis. Pull in your belly-

button and tighten your tummy and back muscles.

For whom was BOSU® KidS developed?BOSU® KIdS is very useful during primary school level

gym classes. BOSU® KIdS can be used for groups of 3

to 8 children. Owing to the methodical organization of

the exercises and games, the programme can be adapt-

ed to the movement level of the group in question. The

easily useable lesson cards allow a gym teacher or a

group teacher to develop a meaningful, challenging and

safe gym class. BOSU® KIdS contains a supplementary

core element in which basic movement patterns can be

trained. The basic movement patterns and the sporty,

playful exercises have a low threshold and are also very

suitable for children with a motor retardation.



Introduction The Movement lessons

BOSU® KIdS is composed of four written-out

movement lessons that each have their own theme.

The themes are: sports, steps and dance, circus and

animals. Every movement lesson consists of the follow-

ing components:

• Warming-up

• Core: game

• Core: basic movement patterns

• Conclusion

Each lesson component is described on a lesson card.

Every movement lesson thus consists of four lesson

cards.

Warming-upA BOSU® KIdS movement lesson consists of a

warming-up session with sporty, playful exercises.

Each warming-up session is made up of about five

exercises of which three are performed during the

lesson. The exercises have to be repeated as many

times as possible so that the warming-up session

gets as intensive as possible.

Core: gameThe first core component of BOSU® KIdS is a game.

during this game, cooperation and moving as part of a

group are central elements. The aim of the game, the

starting situation and the rules are clearly described

so that safety and a desirable course of the game are

guaranteed.

Core: basic movement patterns The second core component is composed of basic

movement patterns. Especially for BOSU® KIdS, ex-

ercises have been integrated to train basic movement

patterns like running, rolling and balancing. Each les-

son, four basic movement patterns are trained. The

emphasis in this core component is put on the correct

execution of the exercise. Here, coordination and the

right body posture play an important role.

ConclusionEach movement lesson is concluded with a predeter-

mined assignment or game situation. The organization

of the game or the assignment is clearly specified and,

in order to promote safety and freedom of movement,

a few fixed rules are determined. The actual content of

the game and the assignment are determined by the

children. Thus, the children use movement creatively.


Organization Methodical organization

When developing BOSU® KIdS, we mainly used twenty

KIdS and ten BOSU® Balance Trainers as a starting

point. depending on the number of available BOSU®

Balance Trainers, the KIdS work alone or in pairs.

Threesomes aren’t advisable because this reduces

the active movement duration.

Attention! Some exercises were specifically developed

for pairs. A BOSU® KIDS movement lesson fills one full

class period, but the parts of the lesson themselves can

also be integrated into other gym classes. By combin-

ing the lesson cards for the different themes, you can

create a completely new lesson in no-time.

A BOSU® KIdS movement lesson takes about an hour.

The duration of pure movement adds up to about thirty

minutes, but depends on how active the KIdS and

the teacher are. Every component of the lesson takes

about fifteen minutes. The exercises from the Warming-

up session and the basic movement patterns are

performed 3 times 30 seconds for each child. Breaks

between training sets are also of 30 seconds. Right

after the instructions for the game and the conclusion,

you can start playing / training.

BOSU® KIdS is mostly made up of an ongoing teaching

situation, which allows for minimal waste of time due

to moving equipment around, thereby maximizing the

available time for movement. You can even use BOSU®

KIdS for an active out-of-school programme.

The approach The lesson cards provide a description of the exercises/

games, the instructions, organization and necessary

equipment. The exercises are clearly explained on the

lesson card and can be immediately applied during

class, after discovering the BOSU® Balance Trainer.

Follow the exercise instructions in order to guarantee

safety. Organization and equipment can be adapted

to the sporting location, available equipment and

the movement level of the participating children.

The recommended time frame (pure moving time)

can be adapted to the available time for the lesson.



Organization Methodical organization

By adapting the exercises and games to the movement

level of the children, the programme can be adapted

for children aged 6 as well as for children aged 11 to

12.The exercises and games explained in BOSU® KIdS

are meant for the basic movement level of children

aged 8 to 9. depending on the movement level of the

groups and the KIdS individually, the warming-up ex-

ercises and basic movement patterns can be adapted

to the movement level in several ways. By applying dif-

ferent methodical organization principles, an exercise/

game can be organized methodically.

Training variablesdifferent organization principles can be used to

organize the exercises and games methodically.

A distinction is operated between the organization

principles for exercises and the ones for games.

Below, you will find an overview of all methodical

organization principles:

Methodical organization principles for exercises:

Speed The speed at which exercises are performed or the

speed at which different exercises follow each other

is the first organization principle. The speed often

determines the intensity of the exercises. Speed can

be divided into several variables.

• The tempo of the exercise itself The tempo of an exercise can be either increased or

decreased. The higher the tempo, the higher the inten-

sity of the movement. The lower the tempo, the more

control over the exercise.

• The number of repeats of an exerciseThe number of repeats can increase. For instance,

not 10 repeats in 30 seconds, but 20. The number of

repeats can also decrease, e.g. from 15 repeats to only

10 in 30 seconds.

• The number of setsOn the lesson cards, it is

recommended to perform 3

sets of 30 seconds of training

during the warming-up ses-

sion and the basic movement

patterns. This can also be in-

creased to 4 times 30 seconds

of training. Or also less, e.g. 2

times 30 seconds of training.

• TimeHow long an exercise needs

to be performed. during the

warming-up session and the

basic movement patterns, 30

seconds of training time are

recommended. This duration

can be increased or de-

creased.


Methodical organization Methodical organization

Build up an exercise methodically in this order

Movement amplitude The size of the performed movement. The larger the

movement amplitude, the more intensive the exercise.

Examples of adapting movement amplitude are:

• Lift knees and arms higher

• Stretch legs and arms further

• Spread arms and legs wider

As the movement level and thus movement control

improve, movement amplitude can also increase

further and further.

Bearing surfaceBearing surface is related to the stability of the exer-

cise. With bearing surface, we mean e.g. the hands or

feet. The larger the bearing surface, the more stable the

child’s posture will be and the easier the exercise gets.

• Feet slightly apart – feet joined – 1 footWhen the feet are positioned slightly apart, the bearing

surface is the largest. When the child stands on one

foot, the bearing surface is the smallest. You organize

the exercise methodically in the abovementioned order.

• Resting on elbows - resting on hands - 1 handWhile resting on elbows, the largest bearing surface

is achieved. Resting on hands is the next most stable

bearing surface, then comes resting on one hand.

In order to complicate the movement level, you

methodically organize the exercise in this order.

So, always start with a large bearing surface and

end with a small bearing surface.

• Extra point of supportAn extra point of support can help provide more

balance. A partner can hold the hand of the training

child, which allows for more balance. Equipment, e.g.

a pole or a stick, can also be used as extra point of

support. For a low movement level, you can start

with one extra point of support. As the movement

level increases, the point of support disappears and

the child trains on its own.

Combination With combination, we mean a combination between

the upper body and the lower body. That way, both

can work together during an exercise, but both can

also move individually. The methodical line starts

with training forms in which the upper and lower

body portions move separately. For instance, first

work with only the upper body. Next, only with the

lower body. As the movement level increases,

combine both body

portions. By com-

bining, the children

have to coordinate

the movements

even better.




GuidanceThe organization principle of guidance is itself divided

into different principles. The more guidance from out-

side, the better the child can focus its attention on the

movement in itself. The less guidance, the more the

child has to divide its attention between performing

the movement, coordination, balance, rhythm, etc.

The different organization principles are:

• Auditory guidance With auditory guidance, we mean e.g. counting during

the step dance. By counting aloud, the teacher guides

the child while it searches the right rhythm. Auditory

guidance can also mean literally naming the individual

sub-movements of the exercises. An example is given

for the breast stroke swimming exercise during warm-

ing-up for the sports theme; “Around the roundabout

and through the alley” (arm movement) or “Backside,

circle, BOOM” (leg movement). Music can also provide

auditory guidance for the steps and dance theme.

• Visual guidanceVisual guidance helps the child, e.g. during placement

of hands or feet. By indicating the placement of the

feet with chalk, the child knows where it is supposed

to put its feet. The child can also be stimulated or

guided visually by bright colours. A brightly coloured

ball attracts more attention than a white one. A model

exercise performed by the teacher or a classmate can

also serve as a visual aid.

With children from a low movement level, always start

with auditory as well as visual guidance. As the level

improves, the children are able to guide themselves,

as it where.

EquipmentExtra equipment is used as an organization principle.

depending on the size, the weight and the height of

the extra equipment, the exercises are methodically

adapted to the movement level of the children.

• Larger/smaller equipmentThe principle of “the smaller the equipment, the easier

the exercise” isn’t always applicable. If the child has

trouble catching a ball, training may be more pleasant

with a slightly larger ball. Children of group 3 do pre-

fer to catch a small ball, because they also have small

hands. When throwing, the same principle applies.

A large ball has a larger chance to hit a target, but a

smaller ball is easier to hold and thus easier to throw.



• Heavier / lighter equipmentAlways start with lightweight extra equipment.

Use heavier equipment as soon as the KIdS have

acquired control over the movement and can also

handle the extra weight.

• BOSU® Stax systemThe BOSU® Stax system is a lifting system for the

BOSU® Balance Trainer. By heightening the BOSU®

Balance Trainer, some exercises become heavier on

the level of their intensity. The higher the BOSU® Bal-

ance Trainer is lifted off the ground, the more unstable

it becomes when performing the exercises on it. Some

exercises become easier when using the lifting system.

For instance, the exercise where you have to stand up

starting from basic movement patterns for the sports

theme. Because the BOSU® Balance Trainer is lifted,

the child can stand up from a less deep position.

Methodical organization principles for games:

RulesAdapting or adding rules to a game can completely

change that game. depending on the adapted or added

rule or the removal of a rule, the game can be made

easier or more complicated. For a good methodical

line, start with as little possible, but also with very clear

rules to a game. About four rules will do.

Number of participants The more players/participants, the more difficult the

game gets. More players mean more playing points

but also more opponents and more diversion from the

assignment. A known aspect is “cluttered playing”

because more players are participating. Game aspects

like running freely and keeping an overview are learned




more quickly with fewer players. For a good methodical

organization, start with games where 2 play against 2 or

3 against 3. Later on, expand to a game with 5 against 5.

Size of the playing fieldWith a smaller amount of players, you need a smaller

playing field. Adapt the playing field to the number of

players. A playing field that is too large or too small can

exert a huge influence on the game. Playing football

on a large field with few players makes for many long

distance shots, but there is no guarantee that those

will reach the goal. Playing football on a field that is too

small, with few players, leaves little space to move and

to take action. The ball will be out more often and it will

also be hard to score.

TasksThe game can be made more difficult on a metho-

dical level by assigning tasks. One child or a small

group of children can have specific tasks assigned

to them, which lends another dimension to the game.

Thus, a child can get the assignment to only defend

or attack. Another example of assigning tasks is when

children only want to tag their little friends. In that case,

the task for all children could be that the boys only tag

the girls and vice versa.

Equipment In this instruction manual, it is mentioned that most of

the BOSU® KIdS lesson elements can be performed

by twenty children. Only two children can perform

the exercises on one single BOSU® Balance Trainer.

Some lesson elements, like the “Chinese wrestling”

are made up in such a way that only one child is active

per BOSU® Balance Trainer. For instance, to let twenty

KIdS partake in this lesson element, you could choose

to acquire several BOSU® Balance Trainers. With a little

creativity, the same exercise or game could also be

performed by means of other equipment.


Lesson conditions

Safety• Get to know the BOSU® Balance Trainer before start

ing with the programme.

• KIdS always have to be under the supervision of an

adult who is familiar with the correct use of this product.

• In order to reduce the risk of injuries, use a falling mat

on top of a wooden or hard floor.

• It is advised to wear gym shoes or other suitable

shoes during BOSU® KIDS. NEVER only socks.

• Make sure you have enough space when working

with the BOSU® Balance Trainer. Also, never set up

the BOSU® Balance Trainer next to a wall or other

large objects like e.g. a cabinet.

Getting to know the equipment The BOSU® Balance Trainer is a balance ball. As soon

as you stand on the ball, your muscles are immediately

prompted to work in order to preserve balance. As soon

as you start to lose your balance, you should always

safely step off the BOSU® Balance Trainer onto the

floor. It is possible to use both sides of the BOSU® Bal-

ance Trainer. Firstly, put your feet on the rounded (blue)

side and secondly, sit or use your hands as support

on the platform. For some BOSU® KIdS exercises, you

need extra equipment like e.g. a little falling mat, a soft

ball, a BOSU® Stax, small soft weights and music.

Using the equipment• Keep your BOSU® Balance Trainer clean. Remove

perspiration with a towel after every use and do the

same for dust and other dirt. The platform and the ball

can be cleaned with water and gentle soap.

• The BOSU® Balance Trainer can be easily stored in

inflated as well as in deflated state. Don’t store the

BOSU® in direct sunlight (like e.g. outdoors or near a

window) or next to a heating source. direct sunlight or

excess heat can deform the top of the inflated ball.

In that event, the BOSU® can still be used, but the

deformation can modify the ball’s original balancing

characteristics.

• Avoid touching the BOSU® Balance Trainer ball with

sharp or abrasive objects. Sharp or abrasive objects

can tear the vinyl surface. Always check the soles of

the shoes for glass, rocks, etc. before standing on the

BOSU® Balance Trainer.

• To let the BOSU® Balance Trainer deflate or to store

it, you will have to pull the valve powerfully in order

to remove it. The BOSU® Balance Trainer will not be

damaged if you pull the valve powerfully to extract it

from the ball.

Non-skid, non-marking base, no rubberized “feet’’

Bladder weight of 8 lbs. Dually overmoldedplatform for extra

strength



Lesson conditions

Have fun with BOSU® KidS!

1. Roeien 2. Zwemmen 3. Skiën 4. Langlaufen 5. Schaaten- Zittend op de BOSU® Balance

Trainer met de voeten van de grond.

- Maak een roeibeweging met armen en benen.

- In buiklig op de BOSU® Ba-lance Trainer met de voeten en armen van de grond.

- Maak met je handen en benen de schoolslag, of borstcrawl.

- In skihouding op de BOSU® Balance Trainer.

- Twist heen en weer met je knieën en voeten.

- In schredestand met één voet op de BOSU® Balance Trainer en één voet op de grond.

- Spring om en wissel je benen in de lucht.

- Neem je armen actief mee.

- Spring zijwaarts van de ene naar de andere BOSU® Ba-lance Trainer.

- Land op één been.

Warming-up: Sportieve oefeningen - 15 min

Organisatie: - Kies 3 van de 5 oefeningen en ga aan de slag.- Voer elke oefening 3 x 30 seconden uit.- Rustpauze is ook 30 seconden.

Benodigd materiaal: - BOSU® Balance Trainers.

BOSU® KIDS - Thema: Sport 1

BOSU® KidS - Steps en dansWarming-up

Step-up

1. Parachute zweven 2. Fietsen 3. Vliegtuig 4. Dobberen 5. Jumping Jacks- In buiklig op de BOSU®

Balance Trainer met je armen en benen gestrekt.

- Til je armen, benen en romp hoog van de grond.

- Zak na 5 seconde weer terug in startpositie.

- In ruglig op de BOSU® Balance Trainer en steun met je handen op de grond.

- Til je benen draaiend van de grond en maak fiets- bewegingen.

- Sta op één been op de BOSU® Balance Trainer.

- Strek je andere been recht naar achter en buig met je bovenlichaam naar voren.

- Houd je bovenlichaam en het vrije been in een rechte lijn en spreid je armen opzij.

- Zit op een omgedraaide BOSU® Balance Trainer.

- Pak met je handen de hand- vaten aan de binnenkant van het platform vast.

- Dobber nu heen en weer.

- Sta op de BOSU® Balance Trainer met je armen naast je lichaam.

- Spring in een spreidsprong met beide voeten aan één zijkant van de BOSU® Balance Trainer en klap boven je hoofd in je handen.

- Spring weer met twee voeten op de BOSU® Balance Trainer.

Organisatie: - Kies 3 van de 5 oefeningen en ga aan de slag.- Voer elke oefening 3 x 30 seconden uit.- Rustpauze is ook 30 seconden.

Benodigd materiaal: - BOSU® Balance Trainers.

Warming-up: Speelse oefeningen - 15 min

BOSU® KIDS - Thema: Circus 1

BOSU® KidS - dierenWarming-up

Cheeta sprint

www.bosu.nl

KIDS

Instruction Manual - crazy5.ch · 2014-01-23 · BOSU® KIdS - Instruction Manual 5 Table of contents Preface dear sports and games specialist, What an excellent choice, integrating

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