Elementary Gymnastics

1
Elementary Gymnastics

• Educational or Developmental
• Accommodates individual differences
• Uses a variety of teaching styles
• Uses a variety of equipment both small and large
• Students create movements and solve movement
  challenges

• Olympic Type or Traditional
• Standard performance for all students
• Uses primarily command and practice teaching
  styles
• Equipment is traditional
• Specific skills defined

2
Content

• Traveling locomotor movements
• Balances static and dynamic
• Rocking different body parts
• Rolling- directions, shapes
• Rotation turning, vertical, horizontal, wheel
• Flight moving off the floor or equipment
• Vaulting, Hanging, Climbing or Swinging

3
Content is presented using the Movement Framework

• The Body - movements, parts and shapes.
• Space direction, pathways, range (size) levels
• Time tempo, rhythm, accelerate decelerate
• Force light, strong, heavy, soft
• Flow free, bound
• Relationships with others, with objects

4
Choosing what content to teach

• Decisions are based on
• Gymnastics Scope and Sequence for K-5
• Number of units taught in year long plan
• Number of lessons in each unit
• Next
• Decide the content for each unit
• Develop objectives- psychomotor, cognitive and
  affective.
• Develop Assessments

5
Assessments

• Assessments are directly related to the
  objectives as evidence of learning.
• Who Teacher, Peer, student-self
• When Beginning, During, End
• How (tools) - Formal, written test, checklist,
  rating scale, notes, drawing. Informal,
  observation, dialogue, oral questions, hand
  raise, human graph, applause, comments.

6
Unit One K-1 Four lessonsContent Traveling,
Balances, Rocking

• Objectives Students will be able to
• Psychomotor
• Use locomotor movements to travel in different
  directions
• Travel using control on different body parts
• Demonstrate static balance on different body
  parts
• Demonstrate rocking on different body parts

7
Unit One K-1 Four lessonsContent Traveling,
Balances, Rocking

• Objectives Students will be able to
• Cognitive
• Identify different body parts used for traveling
• Define static balance and identify different body
  parts used as a base of support
• Explain the gymnastic safety rules

8
Unit One K-1 Four lessonsContent Traveling,
Balances, Rocking

• Objectives Students will be able to
• Affective
• Share their success with traveling, balances and
  rocking movements.

9
Psychomotor

• Objective

• Assessment

• Use locomotor movements to travel in different
  directions
• Travel using control on different body parts
• Demonstrate static balance on different body
  parts
• Demonstrate rocking on different body parts

• Teacher informal observation during each warm-up
  (formative).
• Peer observation using hand rubric.
• Teacher informal observation throughout unit
• Teacher informal observation during rocking
  lesson. (Accomplished as part of the lesson plan)

10
Cognitive

• Objectives

• Assessments

• Teacher asks students to verbally identify body
  parts.
• Teacher asks students to verbally tell their
  definition of static balance.
• Peers talk to each other about three safety
  rules they learned. The teacher rotates to
  listen to the conversations (Accomplished as part
  of the lesson plan)

• Identify different body parts used for traveling
• Define static balance and identify different body
  parts used as a base of support
• Explain the gymnastic safety rules

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Affective

• Assessment

• Objective

• Share their success in traveling, balances and
  rocking movements.

• Students place a cut out smiley face under the
  travel, balance or rocking word that represents
  what they feel was their best performance.
  (Accomplished as part of the lesson plan)

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Lesson One Content Summary

• Safety Rules
• Body part identification review
• Traveling using walk, run, skip, slide and gallop
  in different directions
• Traveling on the mats using different body parts
  and directions
• Static Balance definition discussion and
  exploring balance using different body parts
• Assessment- Students, in pairs, tell each other
  the gymnastic safety rules.

13
Lesson Two Content Summary

• Review safety rules
• Review locomotor movements using directional
  changes, add nonlocomotor movements with
  different body parts
• Review static balances using different body parts
  emphasis on duration and control moving in and
  out of the balances

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Lesson Two Content Summary

• Present partner shadow traveling, using different
  body parts
• Present partner echo static balances.
• Assessment Peers observe during the shadow
  traveling and hold up one, two or three fingers
  to assess their partners ability to perform the
  movement without falling down the length of the
  mat.

15
Lesson Three Content Summary

• Review locomotor movements using different
  directions using student suggestions
• Present rocking concept of weight shift from one
  body part to another. Use different body parts
  and directions.
• Teacher presents a rocking and balance
  combination pattern for student practice
• Students create a rocking and balance combination
  pattern
• Assessment observes students for use of
  different body parts used for rocking.

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Lesson Four Content Summary

• Students choose traveling movements, teacher
  chooses direction.
• Review rocking on different body parts in
  different directions, emphasis on tempo.
• Present combination pattern, rock, balance, rock
• Students follow the pattern using their choice of
  rocks and balances
• Partners share their pattern with another student
• Assessment Teacher observation of pattern
  completion recorded on a checklist.