BODY INTELLIGENCE - BODY COORDINATION
What is body coordination?
Ability to catch, kick, throw, aim, stop a ball, run with coordination (basketball), tackle, maneuver, balance,
pouring, peeling, putting, chopping, move away (reflex.
What it implies? Why we need this objective?
Body efficiency, ability to do daily tasks and more specialised tasks - specially in physical work and sports,
physically safety (reflex), to be able to work independently
How the child exhibits?
Shows all coordination skills in various physical works and in sports
RUBRICS
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I do eye hand coordination with ease (catch, balance, throw).
I do leg - body coordination with ease (kick, stop, maneuver)
When activity requires balance and control - i do balancing with ease
I do craft / clay / modeling work with dexterity (hand skill)
ELEMENTS of Body Coordination
1. Mind and Body
2. Hands on skills
1 Body Intelligence - Body Coordination - Mind and Body
KGQ’s
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How am I able to use my different body actions like catch, throw, kick etc.
Am I able to catch the ball?
While playing relay, am I able to take (stick) ballet & run faster simultaneously
How am I fielding in cricket, baseball or in other games?"
How is my active body related to the brain? Why do people work on exercise when they have brain
related diseases? Why the walk inside the house is not same as outside the house (in open)?
How is my reflex connected with my body efficiency?
How does sense of time helps in coordination?
What it is ?
Ability to catch, kick, throw, aim, stop a ball, run with coordination (basketball), tackle, maneuver, balance,
pouring, peeling, putting, chopping, move away (reflex), sense of time.
What it implies? Why we need this objective ?
Able to use different parts of the body with different combinations (eye hand, hand leg etc). Make body
active by various actions like catch, throw, aim etc. Able to protect body. Use body to make mind active.
How the child exhibits?
Shows all coordination skills in various physical works and in sports. Able to catch, throw with ease. Feels
secure in group running games - able to balance and run. Develops coordination and a sense of timing.
Locate, organize, estimate, choose, recommend.
How to develop?
Brain gym, sports, juggling, shooting, making things-junk, clay, perform tasks with physical constraints,
Dance steps, typing, physical games, daily home activities like pouring water into bottles, serving food,
folding mats etc, experiment with danger like fire, guess the time, predict the time. Has the ability to finetune and perfect physical performance through mind and body integration. Actions and movement filled
review games
Activities examples, Real Life experiences, Places where and how one create opportunity
of exposure.
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Do various brain gym exercises.
Move both the hands together-rolling pin action
Move one hand and the opposite leg to draw a circle
Catching the ball, hitting the ball
Hold a tennis ball in one hand and stand with good posture. Squat so your thighs finish horizontal to
the ground and your feet stay flat. Hold this position and throw the ball to a friend or against a wall.
Try for 10 consecutive throws and catches without dropping the ball. Stand up and repeat.
walk in a straight line
Obstacle race with different obstacles placed in different heights and sizes
Skipping in different ways- single leg, both legs, with partner
Dancing, Tribal steps, Make own steps
Hopscotch grid on the ground, making it as long or as complex as you wish. Try different
combinations of jumping and hopping through the various squares without touching any of the lines.
Toss a beanbag into a square or two and avoid those squares as you jump.
Walk heel-to-toe along a line marked on the ground or along a stretch of rope. Keeping your feet in
the heel-to-toe position, catch a ball thrown to you by a friend, or toss a ball against a wall and catch
it again. Also try lifting one foot to stretch out and pick up objects to the side and then return to the
heel-to-toe.
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Experiment with fire, heat, thorns (reflex activities)
Give physical challenges to solve as a way to develop critical thinking skills – like jump across
without …. (What? Is something missing here?)
Each child wears simple finger puppets to think about what is happening in the story as the teacher
reads the story.
In teams of two or three, form a letter shape (using the whole body).
Do other group dances which require children to synchronize their movements together – dance as a
troupe.
Play games that require children to move together or do tasks physically interdependently (like one
carrying another on the back to collect items, or run with a sheet of newspaper between their backs
etc.
Get children to just move in a given space with music playing – preferably with eyes closed. This is
not really dancing, rather letting the body to just respond to the music, naturally.
Pairs of children work with natural material together – like make, play or shape clay, sand, water,
paint, etc together.
What it is not?
Just moving around.
Some Misconceptions
Activities like catch, throw are only for sports people. Sports is extra curricular activity. Use only one had to
eat, write etc. Skills like writing, concentration have nothing to do with body movements. Ball games/ sports
are only for boys.
STIMULATION ACTIVITIES for BODY COORDINATION - MIND and BODY
1. PEOPLE GENIE - Run in the group and all run in different directions. Every time you face
someone else (like bumping) while running, be aware of your body response. Share your body
reaction (reflex) in different situation.
2. WORD GENIE - Read this and then do the same task. Read many times and do the same task many
times. “The complexity of motor coordination can be observed by the task of picking up a bottle of
water and pouring it in a glass. This apparently simple task is actually a combination of complex
tasks that are processed at different levels. (1) for the comprehension movement to the bottle, the
reach and hand configuration have to be coordinated, (2) when lifting the bottle, the load and the grip
force applied by the fingers need to be coordinated to account for weight, fragility, and slippage of
the glass, and (3) when pouring the water from the bottle to the glass, the actions of both arms, one
holding the glass and the other that is pouring the water, need to be coordinated with each other.
Additional levels of organization are required depending on whether the person will drink from the
glass, give it to someone else, or simply put it on a table”
3. NATURE GENIE - Share your understanding about changes in your physical environment like
cold, windy, sunny etc. Write your conclusions for you as a scientific statement about “how does
your body coordination behaves in different environments”.
4. BODY GENIE - See the action in the animation. Repeat the same action using your body. Imagine
how your mind is coordinating with body? Speak as you do the action. explore using body in
following ways:
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Hands - fingers, hands, arms and their various configurations.
Face - variations of eyebrows, eyes, nose, mouth and head
Posture / pose - whole body
Body levels (0) ground level - lying, (1) sitting level, (2) standing and (4) high (standing on a
table).
Explore the SPACE around you. Try not to stand in one place all the time but move around, if
there is a curtain speak from behind it and so on.
Body movement - speed of movement (hop, skip, jump, crawl, run walk slowly), movement
patterns (eg: dance steps), style of movement.
5. VISUAL GENIE - Do skipping without skipping rope. Do it in different ways like with pe leg,
hopping, with imaginary obstacles. Be aware of your body coordination - what all parts are
coordinating.
6. SELF GENIE - Take any activity like writing, stitching, doing an experiment, debating, calculating
etc. Describe self qualities you possess to exhibit “mind body coordination” to perform any activity.
7. MATH LOGIC GENIE - Guess the time right now (do not look at the watch). Make a list of
things you do in a day like writing, reading, brushing, tying shoe laces and write the approximate
time you think you take. Now observe throughout the day what your are guessing. What is sense of
timings ?
8. MUSIC GENIE - experiment with voice in the following way:
Voice Volume - low (whisper), normal and high (shouting)
Voice Speed - slow, normal and fast
Voice Tone - sharp, normal and heavy
Voice Style - speak in typical styles of characters (eg: speak like a old man)
Gibberish
Sing song and singing
2 Body Intelligence - Body Coordination - HANDS on SKILLS
KGQ’s
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How can I do hands on skills using my other parts of the body like painting with legs?
Why do I need to work on skilled work like plumbing etc?
How will hands on skills will help me to develop my body intelligence? How my mind works when I
work with my hands?
What it is ?
Ability to do work which require specific skills like plumbing, carpentry etc.
What it implies? Why we need this objective ?
To be able to use body in various forms, coordination of mind and body, move body for hands on skills.
Personifies harmony between mind and body. Able to do daily chores.
How the child exhibits?
Work on hands on work like repair at home with ease. Use tools with ease. Learns by direct involvement
and participation. Remembers most clearly what was done, rather than what was said or observed. Shows
dexterity in working by means of small or gross motor movements. Operate, experiment, arrange, dissect,
arrange.
How to develop?
By doing hands on work like house painting, masonry, sewing, carving etc. Work with precision, dexterity
etc. C;ay play, sand play. Make, build construct, thinking through hands-on activities. Take part on daily
chores.
Activities examples, Real Life experiences, Places where and how one create opportunity
of exposure.
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Clay modelling
Big hand movements. Give a task with a constraint of dexterity, perfection, precisions etc.
Do new or repair work.
Invent new approaches to physical skills or create new forms in dance, sports, or other physical
activities.
Do repair work at home like fixing a table, repair a leaking tap etc.
Do hands on work like plumbing, carpentry, house painting etc.
Work with people on the above - do hands on work - give real tools.
What it is not?
Only use hands to move, fingers to write. Do hands on work like carpentry, plumbing, electrical etc.
Some Misconceptions
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Hands skills like beading, sand play, coloring, playing in the park are only for small children - as
they grow older these are "waste of time or kiddish things".
Repair work are difficult and can be done by respective people only.
few things like electrical, masonry work etc can be done by some people - it is not part of life, they
are not life skills.
STIMULATION ACTIVITIES for BODY COORDINATION - HANDS ON SKILLS
1. BODY GENIE - Bring different tools used in different hands on work like paint, paint brush,
thinner, saw, hammer, screwdriver, electrical wire. Use them and share the body coordination require
to use that tool. You may also like to bring understanding in usage of different tools and understand
how to use any specific tool.
2. PEOPLE GENIE - Wash hands. Ask the next person p give you feedback on how you wash hands,
how u left the place after hand wash and so on. You may do the same with any other activity like
clean up after meals, how you eat food, how you dress up, how you take care of your body and so
on.
3. WORD GENIE - Share a story “A highly skilled carpenter who had grown old was ready to retire.
He told his employer-contractor of his plans to leave the house building business and live a more
leisurely life with his family. He would miss the paycheck, but he needed to retire. The employer
was sorry to see his good worker go and asked if he could build just one more house as a personal
favor. The carpenter agreed to this proposal but made sure that this will be his last project. Being in a
mood to retire, the carpenter was not paying much attention to building this house. His heart was not
in his work. He resorted to poor workmanship and used inferior materials. It was an unfortunate way
to end his career. When the job was done, the carpenter called his employer and showed him the
house. The employer handed over some papers and the front door key to the carpenter and said "This
is your house, my gift to you." Share any similar incident from your life.
4. SELF GENIE - Read about dexterity – “Skill and grace in physical movement, especially in the use
of the hands; adroitness. synonyms:deftness, adeptness,adroitness, agility, nimbleness, handiness,
ability, capability, talent, skillfulness, skill, proficiency, accomplishment, expertise, experience,
efficiency, effortlessness, slickness, mastery, delicacy, knack, facility, artistry, sleight of hand, craft,
finesse, felicity, skill, expertise, mastery, touch, facility, craft, knack, finesse, artistry, proficiency,
smoothness, neatness, deftness, nimbleness, adroitness, effortlessness, handiness . Usage - He
showed great dexterity on the guitar, Her dexterity with chopsticks. Now think of any action you
think you do nay have dexterity for example cut a paper with neatness - what makes you ct with
neatness and what makes you not cut. Understand yourself - is ot skill or something else?
5. VISUAL GENIE - Watch the steps of making a solar water heater, herehttp://www.wikihow.com/Make-a-Simple-Solar-Water-Heater. Make one for you while making
it document - What parts of body are used to make this. Did you any body part in different way?
Make usage log - which part you are using how many times.
6. LOGIC GENIE - Divide a page in 12 equal parts. Insist on precision of measurements. Be aware
what all coordination one needs for precision.
7. MUSIC GENIE - Listen to a familiar song - invent a new dance steps. Use big body movements.
Resources
Body coordination = http://en.wikipedia.org/wiki/Coordination_%28physiology%29
Mind maps
1. What is body intelligence - Content guide - http://mind42.com/mindmap/a08a88e8-cc1c-4d2e-a75ee364a2948a6d
2. How to develop - MI guide - http://mind42.com/mindmap/187ace85-dd89-4c12-9590-3e0c6102bfea
3. What is Body Coorination Objective guide - http://mind42.com/mindmap/d6b4aba6-cd97-475bab46-77a4fae594e2
4. Body intelligence and Thinking skills - http://mind42.com/mindmap/b12b2c3d-3254-459a-913e109ae8a4c67e
V (visual channel)
1. Body
2. Videos of “how to make”
K (kinesthetic channel)
1. Flash cards
2. Props
3. Tools
A (auditory channel)
1. Audio
2. Story of hands on work
3. About what people think about work