This concept combines Pedalo Elements and Teamspiele to foster communication, trust, and core physical stability. Students progress from individual skill mastery to complex group challenges, learning that cooperation creates success.
Sommerski (Summer Skis)
Use: 2-4 children stand on one pair of long wooden skis and must walk in synchronization.
Why This Equipment: Sommerski demands verbal communication and shared rhythm. If one person moves out of sync, the entire group fails. This creates immediate, tangible feedback about the importance of cooperation.
Benefit: Develops communication, rhythm, shared leadership, and the understanding that “we succeed or fail together.”
Pedalo Classic
Use: Standing on a wheeled balance device, shifting weight side-to-side to move forward.
Why This Equipment: The Pedalo requires ankle stability and anticipatory balance control. It cannot be rushed—force creates wobbling, while smooth, controlled movements create speed. This teaches patience and body control.
Benefit: Improves ankle stability, gait coordination, trunk stability, and patience.
Rola-Bola
Use: Balancing on a board positioned on top of a cylindrical roller.
Why This Equipment: The Rola-Bola trains the vestibular system (inner ear balance) and requires constant micro-adjustments. It teaches that balance is dynamic, not static—we are always making small corrections.
Benefit: Develops vestibular processing, core reactive balance, and the “hip strategy” for maintaining equilibrium.
Stelzen (Stilts)
Use: Walking elevated on adjustable wooden stilts with foot platforms.
Why This Equipment: Stilts create a new perspective—children see the world from above. This builds confidence and courage. The rhythmic weight shifting required translates directly to walking and running mechanics.
Benefit: Builds courage, balance, rhythm, and confidence in physical abilities.
Pedalo Pipeline (Holzbahn)
Use: Children hold wooden gutter pieces to form a continuous track, transporting a ball from start to finish.
Why This Equipment: Pipeline requires constant attention and smooth handoffs. There’s no “my section”—the ball’s success depends on the entire chain. This creates interdependence and shared responsibility.
Benefit: Develops continuous attention, flow states, cooperation, and reacting to group dynamics.
Laufendes A (Walking A)
Use: One child stands in an A-frame while teammates pull ropes to “walk” the frame forward.
Why This Equipment: Walking A creates the ultimate trust scenario—the rider has no control and must fully trust their team. Teammates must communicate clearly and move in coordination.
Benefit: High-level trust building, leadership, non-verbal communication, and responsibility for others’ safety.
| Phase | Time | Activity | Primary Focus |
|---|---|---|---|
| Activation | 15 min | Partner Mirror | Empathy & non-verbal communication |
| Phase 1 | 30 min | Individual Mastery Circuit | Building confidence with equipment |
| Phase 2 | 30 min | The Giant’s Walk (Team Challenges) | Cooperation & frustration tolerance |
| Cool-down | 15 min | Reflection & Mood Meter | Metacognition & emotional processing |
Activation: Partner Mirror (15 min)
Setup: Partners face each other, each holding one juggling ball.
Activity:
Debrief Questions:
Methodology: Mirroring develops empathy and non-verbal communication. Children learn to read body language and anticipate movements—skills essential for team activities.
Benefit: Empathy, observation skills, non-verbal communication, and partner connection.
Phase 1: Individual Mastery Circuit (30 min)
Set up four stations. Children rotate every 7-8 minutes, building personal competence before team challenges.
Setup: Clear 10-meter path with cones at start and finish.
Task:
Why This Matters: Individual mastery builds confidence. Children who feel competent alone are more willing to help others later.
Setup: Rola-Bola boards with rollers. Place mats nearby for safe falling.
Task:
Safety Note: Teach children to step off safely—don’t fight for balance too long.
Setup: Adjustable stilts set to appropriate height. Create a slalom course with cones.
Task:
Progression: Lower stilts for beginners, raise for advanced students.
Setup: 6-8 Balance Stones arranged in a “river crossing” pattern.
Task:
Why This Matters: Unstable surfaces train anticipatory balance and foot strength.
Teacher Role: Circulate, provide individual coaching, note which children need extra support for Phase 2.
Phase 2: The Giant’s Walk — Team Challenges (30 min)
Now shift from individual to team focus. Divide class into groups of 4-6.
Challenge 1: Sommerski Sync (10 min)
| Step | Task | Success Criteria |
|---|---|---|
| 1 | Two children on skis, practice “Left-Right” commands | Travel 5 meters without stepping off |
| 2 | Add third person to skis | Travel 5 meters with three people |
| 3 | Add fourth person | Travel 10 meters as a four-person team |
Key Learning: Teams must develop a communication system. Some count (“1-2-1-2”), some say “left-right,” some use rhythm. Let teams discover what works.
Challenge 2: Pipeline Relay (10 min)
| Step | Task | Success Criteria |
|---|---|---|
| 1 | Team stands in line, passing ball from gutter to gutter | Ball travels 5 meters without dropping |
| 2 | Team must move while passing (last person runs to front) | Ball travels 10 meters continuously |
| 3 | Add a second ball | Two balls in pipeline simultaneously |
Key Learning: The ball’s speed determines the team’s speed. Rushing creates drops. Patience and smooth handoffs create flow.
Challenge 3: Walking A Navigation (10 min)
| Step | Task | Success Criteria |
|---|---|---|
| 1 | Assign rider and rope pullers | Rider stands safely in A-frame |
| 2 | Practice rope signals (pull, stop, adjust) | Move A-frame 5 meters without tipping |
| 3 | Navigate a simple course | Complete course with rider staying upright |
Key Learning: The rider must trust completely. Pullers must communicate clearly. This is the ultimate trust exercise.
Cool-down & Reflection (15 min)
Activity 1: Mood Meter (7 min)
Use chalk to draw a large “mood meter” on the floor:
😊 HAPPY ──────────────────😐 NEUTRAL ──────────────────😤 FRUSTRATEDChildren place their bean bag on the meter to show how they felt during:
Discussion: Why did feelings change? What made things better or worse?
Activity 2: Circle Reflection (8 min)
Gather in a seated circle. Guide reflection with questions:
Closing Ritual: Each child names one thing they learned about teamwork, then places their bean bag in the center as a symbol of contributing to the group.
| Equipment | Easier Variation | Harder Variation |
|---|---|---|
| Sommerski | Start with 2 people; allow verbal rehearsal before moving | Add obstacles to navigate; require silence (non-verbal communication only) |
| Pedalo Classic | Hold hand of spotter; use wall for support | Race against time; try backward; carry bean bag |
| Rola-Bola | Use wedge under board to limit movement; spotter holds hands | Close eyes; add squats; catch bean bag while balancing |
| Stilts | Lower height; use parallel bars/walls for support | Raise height; navigate slalom; try stepping over obstacles |
| Pipeline | Use larger ball; shorter distance; stationary line | Use golf ball; add curves; require movement while passing |
| Walking A | Flat, straight course; adult spotter at A-frame | Slalom course; gentle slopes; timed challenge |
Equipment Safety
Space Safety
Teaching Safety
| Category | Value | Explanation |
|---|---|---|
| Physical Effort | High | Significant balance and coordination demands |
| Social Form | Progressive: Individual → Partner → Small Group → Full Group | Builds from personal competence to team interdependence |
| Cognitive Load | Moderate - High | Strategy, communication, and problem-solving required |
| Prep Time | 15-20 Minutes | Equipment setup and safety check |
| Space Required | Full gymnasium | Multiple stations need significant space |
By the end of this lesson, students will be able to:
| Domain | Objective |
|---|---|
| Motor | Demonstrate improved static and dynamic balance on varied equipment |
| Social | Work cooperatively in groups of 2-6 to achieve shared goals |
| Communication | Use clear verbal and non-verbal signals to coordinate movement |
| Emotional | Identify and express feelings about challenge and cooperation |
| Metacognitive | Reflect on team strategies and identify what worked |
| Trust | Demonstrate trust in teammates during dependent activities (Walking A) |
Motor Skills Assessment
Social Skills Assessment
Reflection Assessment
This lesson follows a deliberate progression:
INDIVIDUAL MASTERY → PARTNER COOPERATION → SMALL GROUP CHALLENGE → FULL GROUP REFLECTION (Phase 1) (Warm-up) (Phase 2) (Cool-down)Why This Progression Works:
The skills developed extend far beyond the gym:
| Skill | Life Application |
|---|---|
| Verbal coordination | Group projects, sports teams, family activities |
| Trust building | Friendships, asking for help, relying on others |
| Frustration tolerance | Difficult academic tasks, learning new skills |
| Shared leadership | Knowing when to lead and when to follow |
| Balance and coordination | Bike riding, sports, physical confidence |
| Problem-solving together | Conflict resolution, collaborative work |
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