Acrosport Build-and-Hold Relay

In teams, groups of three walk to a mat, build the acrosport stunt shown on a card, hold it for 3 seconds in front of a judge, and return to tag the next group. Students work on basic stunts, team organization, and following safety rules under pressure.

How to play

1. Make 5 teams of 5. Each team has a start cone and, about 10 yards away, a mat with a pile of stunt cards face down (2 min).
2. On each turn, 3 students power-walk out, another goes along as spotter, and the fifth stays by the mat as judge (1 min).
3. The group flips a card, builds the stunt, holds it 3 seconds counting out loud, and dismounts on a count. If the judge approves, the team wins the card (4 min).
4. They walk back to the cone and the next group goes, switching roles so everyone is base, flyer, spotter, and judge (5 min).
5. After 8 minutes of relay, each team counts its cards; any stunt built without a count or with an illegal support does not score (3 min).
6. Final round: each team picks its best stunt and all teams present at the same time to the class (5 min).

Rules

• Move by power-walking; running cancels the stunt.
• A stunt only counts if it is built and dismounted on a count out loud.
• Weight never goes on the middle of the base's back.
• The judge can ask the group to redo an unsafe stunt.

Variations

Adaptations

• Limited mobility: the student can be the permanent judge or a seated base for hand-support stunts.
• Hearing impairment: the judge shows a green card to approve and a red card to redo.
• Fitness level: each team may pass on one card per round if the stunt does not suit the group.

Learning goals

• Build basic acrosport stunts quickly and safely.
• Organize team roles on every turn.
• Follow safety rules even in a competitive setting.

Equipment for a class of 25

• mats: 5
• stunt cards: 40
• cones: 5

Teacher tip

Stress that quality counts more than speed; if you see rushing, add a bonus point for every clean dismount. Space the mats out so teams do not get in each other's way.

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