Calisthenics
Calisthenics
Embedded Files
Using a calisthenics...
Increases heartrate
Enhances focus
Provides opportunity to get 'energy out'
Implementation
Implementation
Overview
Movement breaks can be provided proactively for students at predetermined times or as a regulation technique
The student may identify a need for movement or a teacher may determine this need.
The teacher may use a set of cards to select different calisthenics for the student/class to try.
These activities should be no longer than 5 minutes and may include the following.
Jumping jacks
Air squats
Pushups
Running in place
Other quick exercise
Core components
Core components
Core Components
Avoid use as a punishment
Discuss with student the benefits of exercise
Provide a protocol for responsive use and possible scheduled times for repeated patterns.
No longer than 10 minutes in lenght
Proactive Implementation
Proactively providing short segmented times within the schedule to "brain break" using calisthenics provides students a built in way to reset and maintain focus.
Responsive Implementation
Responsively introducing calisthenics can result from a need for students to get up and move to support long-term engagement & focus. Didn't exercises can be trialed for a student, group, or class.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the class can attempt to trial a different form of calisthenics together and debrief.
Skills Training
If the need is skill building then calisthenics may be built in to specific rigorous or challenging times to support chunking.
Awareness
If the need is awareness then the supervising adult may prompt the rationale for the why the callisthenics are occurring.
Emotional Regulation
If the need is regulation then it may be combined with an incentive menu to offer choice based on the student's recognition of regulation needs.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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