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NC Video Library
How to do the Skills
Slide
Starting with the ball in the center between two feet, roll the ball with the bottom of your foot to the outside while taking a step to the outside. Stop the ball with the same foot. Then use the other foot and roll the ball to the other side while taking a step to the outside. Keep this going alternating feet. Try not to move up or back while doing this, but just keep in the same space.
Tic Tacs
Starting with the ball in between the two feet, hop and push the ball with the inside of one foot to the side of the other foot. Then use the inside of the other foot to push it back across to the starting foot. You will be hopping and pushing the ball back and forth between the two feet. Be careful not to step or land on the ball so that you don’t fall down.
Slide on the move
Starting with the ball in the center between two feet, roll the ball with the bottom of your foot to the outside while taking a step to the outside. Stop the ball with the same foot. Then use the other foot and roll the ball to the other side while taking a step to the outside. Every time you are sliding the ball, move your body a little, either up, back, or to the side. The goal is to move your body around while you are doing the slide.
Circles
While balancing on one foot, use the bottom of the other foot to roll the ball in circles. Do one direction first, and then do the other direction. Try to keep your balancing foot in place the entire time, with no movement. Bending the leg on the balancing foot slightly can help maintain balance. Do this with both feet.
V-Shape
Starting with the ball in front of your right foot, use the left foot to reach out and pull the ball back across the body and tap it slightly in front of the left foot in a V Shape using the inside of your left foot. While it is still rolling, reach across with the right foot and pull the ball back across the body and tap it forward in a V Shape in front of the right foot using the inside of the right foot. Keep the ball moving at
all times.
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