YEAR 7 GYMNASTICS
Major Outcomes:
A Student: 4.4 – A student demonstrates and refines movement skills in a range of contexts and environments
4.5 – A student combines the features and elements of movement composition to perform in a range of contexts and environments
4.14 – A student engages successfully in a wide range of movement situations that displays an understanding of how and why people move.
Students learn about Students learn to Teaching Strategies Resources Registn
• contexts for specialised movement skills - gymnastics
• influences on skill development and performance - Safety
the elements of composition
– space – dynamics
– rhythm and timing – relationships
• demonstrate movement skills through a range of experiences including:
- gymnastics from areas such as general and artistic
• participate safely in movement activities
• participate in individual and group movement activities which: – demonstrate their ability to use
space in different movement contexts
– explore force and flow
– use self-paced and externally-paced movements to explore rhythm and timing
– explore relationships, eg with a partner/group/team member, opposition players, equipment and apparatus, the performance environment
– use elements of competition to create and perform- Gymnastics Sequences
• Students learn to act to ensure safety of self and others.
• Artistic and Rhythmic Gymnastics
• Safe Gymnastics Practices
– Students are to be advised of safety in Gymnastics hall and around equipment.
– Students are not to wear shoes or socks in the hal – Students are not to go on equipment without
permission/supervision.
– Students are to actively complete warm-up and coll-down every lesson.
– Students should be aware of their own body limits.
Lesson 1- Statics
• Introduction and explanantion of safety rules in Gymnastics hall.
• Warm-up: Colours Game- general large body movement, then call out a colour and the first student to find a colour, calls out the next one..
• Stretch- Total body stretches, from head to feet. Focus on arms, hands, shoulders due to body supports needed int his lesson.
• Body: Demonstrate and instruct all shapes: 1. Tuck
2. Butterfly 3. Pike 4. Straddle 5. Layout 6. Front support 7. Back support
N.B These all get revised in Shapes and Colours Warm-up every lesson (Appendix 1)
Get students to participate in Shapes and Colours game. When they are moving around use the shapes eg:crab crawl etc.
Cool Down Whole body stretches
Rules Handout Appendix 1
• Interacting
• the elements of composition – space – dynamics
– rhythm and timing – relationships
• Interacting
• participate in individual and group movement activities which: – demonstrate their ability to use
space in different movement contexts
– explore force and flow
– use self-paced and externally-paced movements to explore rhythm and timing
– explore relationships, eg with a partner/group/team member, opposition players, equipment and apparatus, the performance environment
• Students learn to act to ensure safety of self and others.
• participate in individual and group movement activities which: – demonstrate their ability to use
space in different movement contexts
– explore force and flow
– use self-paced and externally-paced movements to explore rhythm and timing
– explore relationships, eg with a partner/group/team member, opposition players, equipment and apparatus, the performance environment
• Students learn to act to ensure safety of self and others.
• Demonstrate cooperation and support of others in social, recreational and other group contexts.
Lesson 2- Statics Landings and Locomotion • Warm-up: Shapes and Colours Game. • Total body stretches
• Revision of last lesson- discussion. • Body: Introduce correct landing technique. • Pushbike/Motorbike Landing
8. arms extended forward (hold the handle bars)
9. bend at the hips ( sit on a seat)
10. knees aligned with feet ( feet on the pedals) • Demonstrate to the class
• Get class to practice on the floor, jumping on the spot and landing properly.
• Move onto small box, get students to perform a straight jump and land onto the floor correctly.
• Bring students together and instruct/demonstrate different forms of locomotion on the floor then move to the small beam.
11. Walk- forward and on toes 12. Walk backwards and on toes 13. Step point
14. Step kick 15. Side step 16. Skip 17. Gallop
• Get students to practice all on the floor with you demonstrating/ instructing and correcting if need to. • Instruct with all walk types legs need to remain straight
(knees locked) throughout the entire range of motion and arms extended to your side for balance. Eyes need to stay forward and head and shoulders straight (tall). Do not look down.
• Get students into two groups and instruct/correct on the low beam
• Safety- only two go at a time (1 per beam), correct any incorrect motion.
• Cool Down: Colours and Shapes Game, total body stretches
– Repeat the warm-up and stretches
Lesson 3 – Statics and Locomotion
• the elements of composition – space – dynamics
– rhythm and timing – relationships
• Interacting
Participate in individual and group movement activities which:
– demonstrate their ability to use space in different movement contexts
– explore force and flow
– use self-paced and externally-paced movements to explore rhythm and timing
– explore relationships, eg with a partner/group/team member, opposition players, equipment and apparatus, the performance environment
• Demonstrates cooperation and support of others in social, recreational and other group contexts.
• Warm-up: Shapes and Colours Game/ Total body stretches
• Body: Statics
– Revise static positions with the class. – Get students to perform all positions.
– Students get in pairs, one student performs the layout whilst the other lifts feet to show how tight the body is. Student should appear to look like a “plank”. – Students perform front support on the floor and low
beam. Emphasis tight strong body to support tight body requirements on the high beam.
Locomotion
– Revise locomotion techniques fromlast lesson on the floor.
– Walk- forward and on toes – Walk- backward and on toes
– Step point, Step kick, Gallop, Skip, Side Step
– NB. Remember tight legs, arms extended for balance, head and shoulders high and eyes forward.
– Students perform these skillson the low beam (1 person per beam)
Mount and Dismount the Beam
– Practice kneeling and standing positions of the mount and dismount on the floor. Focus on flat feet and balancing at every part of the movement before moving on to the next
– Get all students to practice Mounting and Dismounting the high beam.
– Once students are confident with this get them to practice the locomotion skills on the high beam, still using correct mounting/dismounting technique. • Cool Down:
– Colours and shapes game / stretches
Lesson 4 – Static and Rotation
Low Beam High Beam Floor Appendix 1
the elements of composition – space
– dynamics
– rhythm and timing – relationships
Interacting
the elements of composition – space
– dynamics
– rhythm and timing – relationships
participate in individual and group movement activities which:
– demonstrate their ability to use space in different movement contexts
– explore force and flow
– use self-paced and externally-paced movements to explore rhythm and timing
– explore relationships, eg with a partner/group/team member, opposition players, equipment and apparatus, the performance environment
• use the elements of composition to create and perform:
– dance compositions
participate in individual and group movement activities which:
– demonstrate their ability to use space in different movement contexts
– explore force and flow
– use self-paced and externally-paced movements to explore rhythm and timing
– explore relationships, eg with a partner/group/team member, opposition players, equipment and
• Introduction- Hand out and read through Assessment sheet.
• Warm-Up- Colours and Shapes game/ Total body stretches
• Body:
– Revise static shapes.
– Focus on Tuck and Layout to assist with rotation. – Tuck- get students to rock back and forth holding
their knees
– Layout- get students to into pairs and participate in the “lift the Plank” activity, to emphasis tight body. – Log Roll- demonstrate and discuss. Get students to
perform retaining layout position at all times. – Forward Rolls- Demonstrate and instruct, get
students to perform first on the wedge and then on the floor.
– Set up a small circuit of two wedges and one mat and students move around the equipment practicing the forward roll. Teacher starts group at wedge and supervises all then moves around all three stations. – Backward Roll- Demonstrate/ Instruct
– Students are only to perform this on the wedge. Set up a circuit of three wedges (fold a mat over and lay another on top for an extra wedge if don’t have enough) for students to practice.
• Cool Down:
– Colours and Shapes Game/ Total body stretches – Make sure to focus stretches on the neck, shoulders
and back due to skills performed this lesson.
Lesson 5- Assessment Practice Lesson • Warm-up: Colours and Shapes game • Total body stretches.
• Body: Students to practice their individual tasks for their assessment task
– Task will require students to demonstrate competency in skills learnt in these sessions. They will be required to perform set skills ( as outlined in assessment task), and skills of their choice. Minimum of 30sec per sequence.
• Cool Down:
– Colours and Shapes Game – Total body stretches
Lesson 6- Final Performance
• Warm-up: Colours and Shapes game • Total body stretches.
Assessment Task Sheet
Appendix 4 Wedge X 2 Floor
• Assessment task sheet • Low Beam • High Beam • Floor • Wedge
apparatus, the performance environment
• use the elements of composition to create and perform:
– dance compositions
– Body: All students to perform their Assessment Task
• Cool Down:
– Colours and Shapes game – Total body stretche
UNIT EVALUATION
Adequate time was available to
teach this unit. Strongly Agree
Outcomes and/or content for this unit were relevant and attainable for students.
Agree
To what extent did the students in this class attain the outcomes being
measured?
All outcomes
The teaching resources
developed for this unit provided suitable challenge for our students.
Agree
The assessment tasks developed for this unit
assisted in the
measurement of stated outcomes.
Strongly Agree Facilities and capital resources were adequate for teaching this unit.