At the beginning of the unit safety will be discussed.  Students will be given a handout that explains safety concerns, expectations and objectives of the unit.  At the beginning of every class before the warm up and after the equipment has been set up, students will be told what the focus of the lesson will be and will be given any handouts that are necessary for that day's class.

During each class when a new skill is introduced, for example forward roll, students will taught the skill in a command style with the appropriate skill progression.  Students will be given time to practice the skill by themselves, in partners or in small groups depending on the space that is needed for the skill.  Students will also be able taught using reciprocal, self check and guided discovery styles when appropriate.  Students will have the chance to express themselves in small groups during a floor routine, which will be made up by the students but must include certain skills (see below).

Note:  All partner activities can be done in groups of three if there is an odd number, there just has to be enough time for this group to have everyone have a turn.
 

Introduction

1. Video
Purpose: To introduce gymnastics to the class

• Students will be shown  video of different levels of gymnastics
• The students will write down as many gymnastics skill as they can and hand in the piece of paper to the teacher
• At the end of the unit students will re watch the video and see how many more skills they can write down
• This will introduce the students to gymnastics and hopefully make they a little more excited to participate in gymnastics

• Get students into pairs with someone relatively the same size and have students pretend to be throwing a huge fridge between each other
• Ask the students: "how did you and your partner catch the heavy fridge?"
• Students show you, if student don't have their feet shoulder width apart, knees bent and arms out, ask the students if this sounds better and have them throw the fridge and then a medicine ball.
• In the same pairing have the students, demonstrate the falling trust game and then let each of the pairs of student try it
• Partner A stands with their arms crossed in front of them, in front of partner B.
• Partner B has their hands up and close to partner A's shoulder blades, with their feet shoulder width apart and with one foot slightly forward (just like when they were catching the fridge and medicine ball)
• Partner A falls backward keeping body tight.
• Partner B braces partner A and lowers them slight and then pushes them back up to their feet.
• Partners then switch.
• Extension, partner B can hold their arms further away from partner A's back, but only if they are both comfortable with this

• Students will find their own space on a mat
• The teacher will explain that a "point" is where there is only a single point of contact and a "patch" is where there are many points of contact with the floor
• The teacher will then call out a number of points and a number of patches, i.e.. " 2 point and 2 patches"
• Teacher will walk around and make sure student have the correct idea of what a point is (elbow) and what a patch is ( arm)
• The teacher mix up the number of points and patches making the activity harder (by extending body parts) and easier
• At the end, the teacher will ask " What was the easiest way to balance?"  and "What was the hardest way to balance?"

Cues For Progression:
Forward Falling

• Standing on knees, with arms out and hands pointing slightly in
• Fall forward
• Finger tips contact first, then hands and then bend arms to increase time and contact of fall

Backward Falling

• Standing on feet, crouched into a ball with hand reaching backward
• Fall Backwards with hands reaching back to contact mat first
• Hands contact mat, lower back and arms, then shoulders

• Students get into pairs and number themselves 1 and 2
• Number 1 will be the performer and number 2 will be the observer with a task card
• Number 1's will perform a balance of their choice and hold it for 5 seconds
• Number 1's will then perform a proper falling technique either forward or backward
• Number 2's will use the task card to observe and check off whether the fall was performed properly and give number 1 positive constructive feedback
• This will be repeated 3 times (one has to be a forward fall, one has to be a backward fall and the third is the performers choice)
• The partners will switch, number 2 will become the performer and number 1 will become the observer
• Task cards will be handed into the teacher for review

• In partners, one student is A and the other is B
• Partner A gets to go first for the game of BUG.  They get to do a creative jump (i.e. a starfish), and if they produce a good landing from the self check sheet then they get no letters
• Partner B has to repeat the same jump and if they produce a good landing, they get no letters
• If one partner doesn't land well, they get the letter B and if they do it again the letter U and again the letter G.
• The first person to spell BUG loses and the roles are reversed
• Switch partners so students can interact with others in the class- and so if partners' abilities are mismatched they will not become discouraged.

6. Spring Circuit
Purpose: To develop an understanding of the fitness skills needed for gymnastics.  This is specific to landings from a vault, box, beam or trampoline

• A number of different stations are set up so that students have to spring over implements like cones or onto mats.
• Students have to use 2 feet or 1 foot depending on the station
• Students have to remember to bend their knees when they are landing, and to use their arms when they are springing up.
• This would be good as part of a larger station rotation because students would get bored quickly

• Students are divided up into groups, depending on the number of stations
• Students start at stations and perform the activity for 3 minutes and then rest for 1 minute and then switch stations
• Examples of different stations could be:
• Hoola hoop
• Jump rope
• Bench stepping
• Push ups or half push ups
• Sit ups or crunches
• Make sure students get enough water after this activity
• Cues include: "Steady pace, everyone", "Get into a regular rhythm", and "Continuous activity"- because this is a fitness circuit, and it should be continuous to achieve maximum aerobic benefit.  Also ensure/remind students to have "Soft knees" when bench stepping, and to never pull on the head or have flat legs when performing sit ups.  Encourage excellent form over speed or how many repetitions are performed- "quality over quantity".  This should help improve form and decrease injury.

Supports

Cues For Progression:

Front Support

• Lift body from a push up body position
• Hands pointing lightly inward
• Body is straight and tight

• Lift body from lying on back with hands beside arm pits
• Tight body
• Hands toward toes

7. Group Support Pyramids
Purpose:  To practice different supports in a group activity and practicing performing in front of a group
 

• In groups of 3 or 4 students will perform creative supports depending on the number of hands and feet are allowed to touch the ground
• For example, the students will have 2 minutes to create a support pyramid that only allows 4 hands to touch the ground and 4 feet touch the ground
• It group will then show the how class their support pyramid
• This can be repeated 3 or 4 times depending on the group, it would be best if pyramids start hard and become progressively harder
• Mats are necessary, and close supervision to ensure safety.

• Students start in the front support
• Push body up
• Hands pointing slightly in
• Body Tight
• Keeping the body tight and moving to the left, turn the left hand so that it points left, which is the direction of the movement
• Lift body and rotate on the left hand so that the body moves into the rear support, keeping the body as straight as possible
• From the back support back to the front support, move right hand so that is points to the right
• Keeping body tight, lift body and rotate it on the right hand back to the front support
• Trying to get the whole class or just groups to do it at the same time can be an extension to this activity.  Another extension would be to increase the time the students hold the supports.

Rolls

Cues for Progression:

Forward Roll

• Squat with arms forward
• Extend legs and tuck head under
• Reach forward with arms and stand up on feet

• Tuck position with arms out front
• Roll back and place one are to the side on the mat
• Look over shoulder, bring legs and then body over shoulder

• In partners, task cards are handed out to each pairing, the pairs decide who is A and B
• Partner A is the first performer and partner B is the observer
• Partner A starts in any balance position, it could be a V-sit or Straddle stand for example, they have to hold this position for 5 seconds and then perform a forward roll or a backward safety roll
• Partner B observes their partner by using the task card to check off the skills that were performed and then gives partner A their positive constructive feedback
• Partner A repeats this 4 times (doing 2 forward rolls and 2 backward safety rolls) and then the roles are switched.  Partner A becomes the observer and partner B is the performer.
• At the end of the activity the task cards are handed into the teacher.

Headstand and Handstands

Cues for Progression:

Teddy Bear Headstand

• Make triangle with hands and forehead
• Place knees on elbows
• Raise hips over shoulders

• Make triangle with hands and forehead
• Pike legs to bring hips over shoulders
• Tuck legs and then extend them to a tight vertical position

• Lunge with dominant leg forward
• Place hand shoulder width apart and keep straight
• Kick up with non dominant left, with pointed toes

10. Mirror Imaging 2000
Purpose:  To practice headstands and any of the other skills already learned

• In partners if relatively the same skill level and decide who is partner 1 and who is partner 2
• Partner 1 is the leader and partner 2 has to be the mirror image
• Partners find a space, where they must perform their mirror image
• Partner 1 can use any of the skills that have been  taught and partner 2 has to try an mirror partner 1
• After 2-3 minutes have the partners switch to allow partner 2 to have to opportunity to lead

• In partners, the two students find a spot along a wall with a mat.
• The partners take turns performing a handstand against the wall, with the teacher timing them.
• The teacher encourages them to stay vertical by saying "keep yourself steady" and "How long can you hang on?"
• If the students fall or lose their form, they are done and they receive a time.
• The performer rests while the observer (and timer, if they have a watch) now performs.
• The idea is to have the students placed into a vertical handstand position so they know what it feels like, to encourage them to "hang on", and to have fun.

Cues for progression:

• Lunge with dominant foot
• Hand-hand-foot-foot
• Finish with lunge in opposite direction

• Cartwheel around a circle that is taped to the floor, students have to keep their hand and feet on the circle line as much as possible. Remember: Hand-hand-foot-foot
• Students cartwheel over a gymnastics box, placing their both hands on the box and bringing their feet over the box

• Students will get into partners and number themselves 1 and 2
• Partner 1 is the image, who gets to lead and partner 2 is the mirror, who has to mirror their partner
• Student should be encouraged to think about linking their skills and try to incorporate all the skills learned
• After 5 minutes have the students switch roles
• It would be fun to include music to this activity, so students have to move and link skill to the movement

• Students have to perform in front of the class for 10 minutes
• Students will be divided into 5 groups by the teacher
• The performance will have to include:
• Front support
• Rear Support
• Front Roll
• Backward Safety Roll
• Headstand
• Half Handstand
• 2 jumps from the ground or off a low vault (horse)
• All students must perform these skills and make the skill flow between each other
• Students should be creative, for example: include a theme or music

Cues for progression:

This flights would start on the floor and then move to off of a bench or vault.  The mini tramp would be used when teacher feel the students are able to.

Tuck Jump

• Knees to chest
• Land with knees bent
• Arm out in front and head up

• Straddle position, point toes
• Arms reaching for toes
• Land with knees bent and arms out

• Legs spread
• Arms reaching out and up (looking like a star)
• Land with knees bent and arms out front

• Pike legs in the air, pointing toes
• Arms reach for toes
• Land with knees bent and arms out front

• Legs pointed down, toes pointed, body tight
• Arms reaching above head

Land with knees bent and arms out

• 5 stations are set up and students practice the jumps they have just learnt
• Students will be divided
• Station 1:  Gymnastics mats
• Station 2:  Jumping off the bench
• Station 3:  Jumping off low vault (Students must rotate by standing at the end of the crash mat to stop it from sliding)
• Station 4:  Jumping off the tramp (The teacher will be assisting at this stations, and the students must rotate to stop the mat from sliding)
• Station 5:  Practice floor routine for next class