Gymnastics Unit Plan

By Paul Britton

Course: PE 352

Inst: Dr Hopper

Due: March 31, 2000

Table of Contents

Table of Contents 2

Block Plan 3

Activities 9

Scope and Learning Outcomes 15

Task Analysis 17

Warm-ups 19

Teaching Styles Used 27

Assessment Procedure 28

Lesson Plan One & Two 30

Safety Considerations 33

References 34

Reciprocal Teaching Sheet 35

Self-check Sheet 36

Lesson	Review skills and concepts	New skills and concepts	Major teaching points	Organizational teaching strategies or styles
1	Concept: - transferring of stability concepts	1. Stability: -C of G -balance -support positions 2. Safety: -momentum -C of G -balancing *Jumping *connection moves Forward roll: -incorporating previous mentioned concepts -spotting (4)	1. exploring with what is the most stable body position to be in (guided discovery) - What happens when your high/low -what happens when point are in line 2. connect C of g, momentum, and stability to the skill of spotting -mention that there will be a written test on spotting techniques coming up. 3. Forward role (tuck) -balanced base of support - stay tight w/ chin to chest -jump and extend to finish 4. Spotting -kneeling slightly in front of partner -lead hand supports under neck, other on hamstring area	Show a video of the most recent men's floor routine and vaults. (10 min) 1. Demonstrate basic skills that are going to be learned in the unit and explain basic safety and apparatus rules. 2. Warm-up: -Point and patch -be sure to ask questions of which ways were most effective. 3. Practice skills at stations -if students have got it they can get a head start on the next days lesson. 4. Locomotion exercise
2	Safety -momentum Stability Jumping/connecting moves Tucked forward role	1. Straddle forward role 2. Backward roles: -tuck -straddle -pike 3. Spotting	1. forward straddle roll -legs straight -legs spread apart as far as possible (further easier) -push with arms to stand -jump and extend to finish 2. Safety role -from squat -rock back, arm to side, as rock bring ears by knees -role over neck and shoulders to sit on legs Backward rolls: 3. tucked -start in squat chin to chest -palms hit floor by ears -jump and extend to finish 4. Pike -reach back as far as possible -keep legs straight -cushion fall with arms -jump and extend to finish 5. Straddle -reach back between legs as far as possible -keep legs straight -jump and extend to finish 6. Spotting -straddle fwd. - standing follow roller, guide hips to standing -tuck/pike bwd. -standing to side, both hands help guide hips to standing -straddle bwd. -standing in front of roller, support back on descent guide hips to standing	1. Warm-up: -Copy Cat -teacher lead stretch 2. demo all skills/explain gym setup 3. Practice skills at stations 4. introduce grading criteria 5. Students explore with making a mini routine using only the skills learned in the past two days.
3	Supports = front and back Backward rolls -safety -tuck -straddle -pike	Balance Stability Power /strength Decision making Safety 1. Head stand 2.Handstand 3. Spotting	1. Supports -straight arms and body 2. Headstand- triangle base (head and hands) -weight on forehead -straight back 3. Handstand -straight body -point toes -head between legs looking straight back -legs together 4. Spotting Headstand (1 spotter)- kneel with knees on either side of performers head	1. Warm up: Support tag 2. Explain Criteria sheet 3. Reciprocal practice. -each student must be able to complete a head stand before moving on to hand stand 4. Incorporate a handstand or headstand into the routines that they were working on the previous day.
4	Supports: -front -back -bridge Headstand Handstand	1. Cartwheel 2. Round-off 3. Spotting 4. Connecting moves: -180/360/pivot -cat, stag, tuck jumps -scale -skip, hop, gallop, turn Concepts: - Safety -Impulse -Rotation (momentum)	1. Cartwheel: -both hands' fingers point in same direction -left foot, right foot, right hand, left hand, left foot right foot -end up facing where you started from -Right foot is perpendicular to left. 2. Round-off: -second hand is perpendicular to first - order is the same as a cartwheel except at the end both feet land together 3. Spotting: Cartwheel: - positioned so that the performer faces away from you in starting position -both hands grab hips -help in rotation and support weight -stay with performer through whole skill Round-off: -same as cartwheel 4. Connecting moves -ask if there are other ways of doing it other then the traditional techniques.	1. Warm-up: -Group relay activities 2. Demonstrate cartwheel and round-off 3. Students practice both skills at stations 5. Plan and practice completed routines for testing later on 6. Remind students of written test on spotting tomorrow.
5.	Safety Strength Power Skills: -Rolls -balancing (hand/headstand) -cartwheel -round-off	1. Forward handspring 2. Back extension (These skills will not be tested) 3. Two person spotting	1.Handspring (with spotters) -handstand cues -keep momentum going -maintain body rigidity 2.Back extension -Pike roll, keeping legs straight -extend arms and legs in an upward thrust when legs are over head -push into handstand and walk out 3. Spotting Handspring -3 spotters -two spotters form a “bar” for the performer to rotate over -the other spotter watches the hand stand part and guides the ankles to the floor Back extension -2 spotters (one for each leg) -Grabs leg and helps to move performer into handstand position.	1. Spotting written test 2.Warm-up -Ball retrieval game 3. use students to demonstrate handspring 4. Practice skill in groups of three 5. using student, demonstrate back extension 6. have students practice in groups of four The rest of the time is given to refine routines for practical exam.
6		Vaulting: -approach -take off and landing -hand placement -spotting Concept: -flight -safety -student feedback	1.hand placement and take off -Hands in the right spot, kicking legs up to get the feel for balance. 2. Approach -knowing where the mini tramp has to be to hit the vault right 3.jumping on to vault -hands flat on horse -get hips above hands and push off -lift head up and look at far wall -jump off horse 4. Straddle on -hips up high straight legs -jump on to horse and jump off 5.Front vault -hands on one end of the horse -arms remain straight -kick hips as high as possible - release lead hand and get ready for landing 6. Spotting: take off -One spotter on each side. --grab wrist with front hand and upper arm with trailing hand front vault -One spotter stands on the side that the performer's hands are on. And grabs wrists, guiding them through the motions	1.Warm-up: Snake tag 2. explain how the activities are going to be grouped -2 floor groups to start -1 vault group -Once the first vault group is done they will move to a vault practice station and one of the floor groups will come learn the new skill. Then they will go to the practice vault, the people on the floor will come learn the new skill, and the people on the practice vault will go to the floor. 3. Demonstrate skill 4. Introduce new criteria sheets for reciprocal style on vault 5. Split class into three and let them go at it. Don't forget to have review posters up at both stations.
7	Vaulting: -approach and take off -balance -rotation -speed	1. squat vault 2. straddle vault 3. front vault 4. Spotting Safety concepts -hand signals	1. Squat vault (run-up) -hips inline with shoulders -tuck in tight -push back with arms land straight w/ arms up 2. Straddle vault (short run up) - elevate hips - legs straight and as far apart as possible - raise hands quickly to avoid doing a face plant 4. Front vault - not to much speed on run up -Straight arms and body -kick legs up high -release lead hand -land facing horse 5. Hand signal for the vault - important to let spotter know what vault performer is doing 6. Spotting: Squat-same as last day Straddle- stand on other side of horse, grab arm and step back as performer comes over horse Front-same as last day	1. Warm-up Meanings to an end 2. Same organization as last class 3. Go over new criteria for vaults 4. Demonstrate vaults and spotting 5. Go through rotation
8	Squat vault Straddle vault Front vault	1. rear vault 2. flank vault 3. spotting	1. Rear vault - support the arms and then switch in flight -pike over - rotate over horse -trailing arm stays on horse at end 2. Flank vault - like front vault without twist - straight legs and body when clearing the horse -rotate body around trail arm 3. new hand signals 4. Spotting Rear vault- hold upper arm of lead arm step back w/ performer Flank vault- same as rear vault	1. Warm-up -Stretch tag 2. Same organization as last class 3. Go over new criteria sheets for vaults 4. demonstrate new skills and spotting techniques 5. Go through rotation.
9	Flank vault/Rear vault	Vaulting: 1. Stoop vault 2. Spotting 3. Safety	1. Stoop vault: -similar to squat jump but with straight legs -push off horse -high take off -lots of speed -layout prior to touching horse - pike as you clear horse 2. New hand signal 3. Spotting: Stoop vault - spotters each support a shoulder - Raise performer's shoulder to make sure that they are in a good landing position. - step w/ performer to stabilize landing	1. Warm-up - Stretch tag 2. Organized the same as last class 3. Go over criteria sheet 4. demonstrate skill/ spotting 5. go through station rotation 6. Remind students of written spotting test next day.
10	Stoop vault	1. Spotting test II 2. Vault and floor practice day 3. Advanced Vaulting skills a) cartwheel vault b) round-off vault Safety	1. spotting safety test 2. Practice floor routines and vault exercises 3.Advanced skills: a) Cartwheel with horses in "T" position. - cartwheel off of horse - keep body straight b) Round-off with horse in "T" position - similar to cartwheel - keep body straight - land with two feet together 4. Spotting -three spotters two for the cartwheel part to help abort the move if necessary , other spotters near arm grabs shoulder far arm is out to break fall of body (both skills have the same spotting technique.	1. Warm-up -Black hole 2. Same setup as before 3. Students are free to practice skills for testing. They will have the use of activity posters to Self-Check their performance. 4. If nobody wants to try the more difficult vaults teacher should circulate and help students with problems.
11		1. Vault testing -squat -straddle or front vault -round-off or cartwheel w/ spotters	1. Performing the skill on preset criteria 2. Demonstrating proper spotting techniques.	1. Warm-up - student lead stretches 2. testing -will take a lot of time -students will be drawn out of a hat to see who goes first
12		1. Floor routine marking -2 minute routine -Include a backward role, a forward role, a headstand, a handstand or back extension, 3 connecting moves, a cartwheel, round-off, or handspring. - may have spotter and who will get graded as well	Originality Fluidity Difficulty of moves Spotting techniques	1. Gymnastics term game 2. Evaluation - order is determined by drawing names out of a hat

Activities:

These activities were taken in the most part from Dr. Gerald Carr's Men's Gymnastics Handbook. The use of these proven progressions was justified for safety reasons. It would be difficult to try to derive my own and provide a safe environment.

Rolls:

-All exercises should be performed on mats

- It is important to do skills in the order given

· Forward Tucked Roll:

1) Forward roll down an incline

2) Tucked forward roll from standing

- Begin in a semi-crouch. Reach forward with the hands and place them on the mat shoulder width apart. Fingers pointing forward

- To enter the roll, extend the legs, tuck the head under and curve the back.

-Keep the legs extended and the body piked as the hips pass above the head. Then tuck quickly and reach forward

· Spotting in appendix A

· Forward Straddle Roll:

3) Straddled forward role

4) Straddled forward roll from straddle balance

- Stand in wide straddle stance.

- Begin the roll and maintain the straddle position. Bend the upper body as far forward as possible

- When heels hit the mat push up from between the legs

- When hips are above feet obtain balance and stand

· Spotting in appendix A

· 5) Backward safety roll

- Rock back and forth

- Rock back with arms to the side. As you rock bring both knees to the your ears.

-Roll over neck and shoulders to sit on legs

· Tucked backward roll

6) Rocking horse

7) Roll from back lying position

8) Roll from squat position

-Curve back

- When you roll backward place your hands on either side of your head

-At the furthest point back in the rolling action extend legs into a relaxed pike position

- Point elbows directly upward

· Spotting in appendix A

· Straddle backward roll

9) Straddle from sitting

10) Straddle from standing

- Begin in a straddle position

- Reach back between legs, bending forward as far as possible

- As hips pass overhead and feet hit the mat push yourself upward to straddle stand position.

· Spotting uses the same theory as the straddle forward roll

· Piked Backward roll

11) Pike from sitting position

12) Pike from standing

- Begin with legs straight in a pike position

- Reach back to cushion landing

- Roll backward. When shoulders are on the mat put hands by ears to help push through to a standing position.

· Similar spotting to the squat backward roll but you have to be more conscious of the initial drop.

Balances:

- Skills should be performed on mats

- Skills should be done in the order mentioned

- Students should fully understand the concepts of balance, stability, base of support, and center of gravity

· Supports:

13) Front support

- Push-up position

- Hands in line with shoulders

- Keep head in line (neck straight)

- Fingers point out (toward head)

14) Back Support

- Reverse push-up position

- Hands in line with shoulders

- Keep head in line (neck straight)

- Fingers point out (toward head)

15) Back bridge

- Lie flat on back

- Hands either side of head with fingers pointing toward body

- Head stays between arms

· Spotting:

- Stand straddling performers head

- Performer holds on to spotter's ankles

- Put hands under performers shoulder to help support weight

· Headstand:

16) Tucked headstand

- Form a triangle with head and hands from a ball position

- Keep back straight and don't curve the neck as

- Move toward spotter until hips are above head

- Lift legs off the ground keeping them flexed. When they reach the top extend.

Headstand with straight legs (3)

17) Straighten legs from the tucked headstand position and then lower legs to the tucked position again.

18) Straighten legs and walk forward using feet only, until hips are above head

- Keeping the legs straight raise them to the vertical position

19) Straight legs from a straddle position is the same as number 18

· Handstand:

20) Lead up kick- shown in appendix A

21) Handstand

- Get into push-up position with hips high in the air

- Kick up one leg at a time

- Keep straight

- Point toes

- Put head between arms

· Spotting in appendix A

22) Momentary handstand into forward roll with spotters help

23) Momentary handstand forward roll on o crash mat.

- Keep head between arms

- Tuck head in as arms lower body toward mat

- Curve back and roll

· Spotter stands at the side and catches ankles. They slowly help performer get into a roll

· Back extension:

24) Back extension from pike position

25) Back extension from sitting

26) Back extension from standing

- Keep legs straight

- As you roll back once your hips are approaching a point over your head push up with arms into a handstand position and roll out or step out

Rotation on the Floor:

- Skills should be preformed on mats

- Skills should be done in the order suggested

- Students should fully understand previous concepts mentioned

· Cartwheel:

27) Cartwheel on a circle (method 1)

- Use a circle from about 2-3 meters in diameter

- Work around the circle remembering hand-hand-foot-foot

- Raise hips as high as possible

- Can increase the size of the circle to add difficult

- Move it to a straight line trying to have the hand-hand-foot-foot sequence stay on the line

28) First-half of cartwheel (method 2)

- Kick to a handstand toward spotter

- Slowly rotate so that the kick is in more of a cartwheel fashion

- Bring legs together and step down

- Do the entire skill with spotter grabbing hips to support weight and direct movement

*If students are ready they can attempt a one-arm cartwheel

· Spotting in appendix A

· Round-off

29) Round-off along a box top

30) Round-off off of a box top

31) Round-off on the floor

- Step in as though entering a cartwheel

- As first hand goes down turn shoulders

- Place second hand so that it is pointing to first hand

- Bring legs together in a vertical position

- Complete rotation and "snap" the legs down into a pike position

- Push away from the box top and land with feet together

· Spotter stands at hips and helps the rotation

· Handspring

32) Lead up and orientation to handspring (3 spotters)

33) Handspring with two spotters kneeling

34) Handspring with two spotters standing

- Kick in to a handstand

- Maintain a fully extended position through to landing

- As the legs and hips pass over the hand position, push away from the floor as vigorously as possible

- Look upward upon landing

· Spotting in appendix A

Flight Vault:

- Skills should be performed in a well-matted area

- Landings should be done on a crash mat

- Communication between spotter and performer must be clear

- Use progressive apparatus:

- No run up with a mini tramp angled toward vault

- Increase run up and height (remember to turn tramp back around so that it slopes up to horse)

-Skills on horse are similar to floor exercises, therefore, floor exercises must be well done before moving to vault

· Squat Vault

35) Squat on jump off

36) Full squat vault

- Hands slightly farther then shoulder width apart

- As hips reach shoulder height tuck and swing forward

- Once feet have passed horse push off horse for landing

· Spotting in appendix A

· Straddle Vault

37) Straddle on jump off

38) Full straddle vault

- Hands shoulder width apart

- Legs straight and spread as far as possible

- As soon as heels pass horse push off and immediately raise arms

· Spotting in appendix A

· Front Vault

39) Front vault on jump off

40) Full front vault

- Hands placed on one end of horse

- Raise hips as high as possible keeping legs straight

- Kick up and over keeping legs together

· Spotting in appendix A

· Rear Vault

41) Rear vault on slide off

42) Full rear vault

- Hands on one end of the horse

- Kick legs up toward the other end

- When legs reach horse backhand leaves horse, legs swing over and then hands switch

-Should be facing side after vault

· Spotting in appendix A

· Flank Vault

43) Flank vault on, jump off

44) Full flank vault

- Hands slightly to one side of center

- Kick legs up high and swing feet over one end of the vault

- Land on two feet with arms out at side

· Spotting in appendix A

· 45) Stoop vault

- Hands shoulder width apart

- Kick legs up straight

- When hips are above head push forward and "snap" into a pike position

- Quickly raise arms for proper landing

· Spotting in appendix A

· Optional vaults:

46) Round-off vault

- Same as round-off on the floor

· Spotting is similar to round-off spotting on the floor but you have a spotter up on the box and one on the crash mat.

47) Cartwheel vault

- Same as cartwheel on the floor

· Spotting is similar to cartwheel spotting on the floor but you have a spotter up on the box and one on the crash mat.

48) Handspring Vault

-Same as on the floor

· Spotting in appendix A

Connecting Moves:

49) -180/360

- Pivot

- Skipping/cat walk/ stag

Unit Scope

This is what I plan to involve through out the planning of a gymnastics unit

Psychomotor:

· Students will improve all the components of physical fitness

· Students will improve awareness of time and space as there bodies move through it

· Students will improve their knowledge of body mechanics (e.g. C of G, Impulse, etc.)

Cognitive:

· Students will develop a respect and understanding for gymnastics

· Students will develop error detection skills

· Students will learn responsibility for there partners safety

· Students will learn how to give useful feedback

Affective:

· Students will develop a trust in other piers

· Students will learn cooperation

· Students will develop body awareness

The Measurable Objectives are:

Psychomotor Domain:

· TSWBAT demonstrate the different gymnastic positions (e.g. Pike) at any time when the term is referred to.

· TSWBAT perform a proper forward roll within the confines of a floor routine

· TSWBAT perform a proper backward roll within the confines of a floor routine

· TSWBAT perform a balance exercise at any time with the aide of a spotter in the confines of a floor routine

· TSWBAT perform a rotation exercise (cartwheel, round-off) on the floor with 75% accuracy in the confines of a floor routine

· TSWBAT perform one simple vaulting exercise at a high level with the use of spotters

· TSWBAT perform a more complex vaulting exercise without a run-up and with spotters

· TSWBAT perform proper spotting techniques with a partner for all of the skills covered

Cognitive Domain:

· TSWBAT will be able to define gymnastics techniques that are being performed

· TSWBAT explain the proper spotting techniques and safety concerns on a written test

· TSWBAT give constructive feedback to their peers after a performance

Affective Domain:

· TSW develop trust towards their peers through proper spotting skill

· TSW develop a positive self image in a healthy learning environment

Task Analysis:

Rolls:

1) Preparatory Phase: The stance = feet shoulder width apart, straddle, feet together

2) Wind-up: Moving C of G forward or back so you are out of balance

3) Force production: Momentum from push of legs or arms to keep motion going

4) Follow through: Re-orientating yourself in new position and finishing off with a hop

5) Recovery: Regain balance and prepare for next move

Balances:

1) Preparatory Phase: Setting stance = triangle, one leg in front of the other, feet together

2) Wind-up: Stepping into base of support

3) Force production: Muscle contraction to lift legs to upright position (Back extension also uses momentum from piked backward roll)

4) Follow through: Stepping out or rolling out of held position

5) Recovery: Regaining balance to prepare for the next skill

Rotations:

1) Preparatory Phase: Opening stance = one foot ahead of the other

2) Wind-up: A few steps for wind up

3) Force production: Momentum and push with legs over head

4) Follow through: Re-orientating yourself with your new position and adding final hop

5) Recovery: Regaining balance and prepare for next move

Vaults:

1) Preparatory Phase: The run up

2) Wind-up: Compacting the spring board or mini tramp

3) Force production: Pushing with legs and gaining energy from tramp into push

4) Follow through: Bringing hands up and preparing for landing

5) Recovery: Regain balance and orientation

Warm-ups

NOTE: Stewart wise and I collaborated to come up with these warm-ups.

1. Locomotion exercises:

Students follow the teacher in a follow the leader type game.

- With the mats set out on the floor already, the teacher will lead the students around the outside of the area occasionally hopping (one leg or two), log rolling, jumping, jumping twists (pirouettes), short runs, and skips.

Teacher led stretching

- Focus on the major muscle groups, especially the neck.

- Head to toe so as not to leave any area out

- Name the muscle groups with their latin names

2. Copy cat, copy cat

A game which draws the students attention to the fact that they subconsciously copy others in their daily life.

- Form a circle with the class

- Have everyone secretly choose a “leader”.

- Explain that they are to mirror their leaders movements. Whenever their leader moves they pose to copy them, but try to do it without looking at them so that no one knows who is following them.

- Before the cue to being, have everyone close their eyes and assume a comfortable pose.

- Give the cue to start, have students open eyes and begin mirroring their leader

Follow-up: (could be done while teacher leads a stretch)

Ask some questions:

- How easy was it for you to follow your leader without staring at them?

- Could you figure out who was following whom?

- Did you ever feel left out or uncertain?

- What did it feel like to conform to someone else’s movements?

Relate this discussion to gymnastics and how even if their friends/peers may not like gymnastics, it doesn’t mean they have to “conform” and not like it either.

Teacher led stretching

- Involve all muscle groups

- Work head to toe

3.Student led stretching

Students lead the stretching.

- The teacher will begin the stretch, then will name a students and a body part.

- The student will demonstrate a stretch to the class, which they will perform.

- The student will then name another student who will have a body part named for them by the teacher, the student will then lead the stretch.

- Continue until body sufficiently stretched (teacher’s discretion)

4.Patch and Point:

Instills the principles of balance and stability

- With partners, students find a mat and an area of the floor.

- The teacher will then call out a number, body parts, and “patch” or “point”

- The students then find a balance that conforms to the call: supporting each other

- The number is how many of the total body parts can be on the ground

- The body parts call is a restriction of what cannot be touching the ground

- “Patch” is an extended part of the body touching the ground (whole forearm, whole shin, etc.)

- “Point” is a single contact point (hand, knee, foot, head)

- Sample à 4, no hands, point (the students could both stand)

- à 6, only one foot each, patch

- It should be stressed that as the caller, the teacher should be prepared and creative with the calls. Too easy will not challenge the students and instill the differences in the balances and stability; too hard will possibly put the students at risk.

Game follow-up:

Following the game, the teacher should bring the students in and question them about what was the most stable arrangements (points or patches, more or less body parts, narrow or spread out base, body parts in-line or not)

5. Circuit work

Gym is set-up beforehand in various stations for the following activities.

- Handstand, hold, fall on crash mat with flat back

- handstand wall walk

- back bridge

- wheelbarrow walk

- backward rolls

Then divide the students into groups and send them to one of the stations. Once there they begin the circuit. Have the students work through a station once, and move on to next. Repeat through the circuit for X minutes (suggested – 10).

The teacher should scan the class for trouble but supervise the handstand fall.

The focus of this circuit is to develop power, endurance, flexibility, and strength

Partner stretching

With the class in pairs (or a group of three if needed), the teacher leads the students through some stretches for partners.

- straddle sit facing partner, join hands and one has back and hip stretched by partner leaning back while they lean in, switch

- assisted back bridge (support upper body weight of partner as they hold your ankles)

- sit back to back, link arms and try to stand using only legs and support of partner

6. Support tag

Traditional tag game which focuses on/reviews body supports

- Set out a number of mats.

- The students are immune from being tagged when they are in a support on the mat. (front support, back support, scale, front bridge, back bridge)

- Students must leave the mat when a new person comes.

Teacher led stretching

- Teacher leads stretch while giving latin names of muscles.

- Fully stretch body, work head to toe

7. Group relay type activities

Divide class into 3 or 4 teams.

Relays focus on flexibility, strength, and rotational stretching

Do relay as a walk-through first so that stress is on the technique and not the race

à team held push-ups

- each team has a ball

- first person calls now and the whole team presses into a push-up

- they hold the push-up until the ball reaches the person at the end of the line.

- The student with the ball now runs to the front of the line and repeats the bowl.

à team held v-sits

- same organization, but this time students hold a V-sit

- ball is bowled under legs

à over-under ball pass

- line teams up so that there is about an arms length between each peer in front and behind

- ball is passed from between one peers legs (by arms) to peer behind them

- the next student passes the ball overhead to peer behind them

- repeat until ball at back, that student carries it to the front and begins again

à rotation ball pass

- same set-up as before

- this time ball is passed around body (receive on your right, rotate trunk to pass on your left)

- when ball reaches back of line, they carry it to the front to repeat

Teacher mediated stretch

- Name a muscle group (Latin name), and have a student lead the class in that stretch

- Teacher then names another student and body part

8. Predators and prey

Equipment: several bean bags, 5 hula-hoops, 6-8 pylons, some pinneys for predators

Game set-up:

Scattered

Beanbags Home

Food source

Object:

- The prey are trying to collect enough “food” to get through the winter (4 bean bags)

- The hula-hoops are rest stations, and the prey can stay there as long as they want

- The predators start behind the food source line, the prey behind the home line

- The prey are safe behind both lines

- If the predator tags a prey with food, they must return the food and return to the home line to start again

- Prey carry all food they collect

- Only one food source can be collected at a time

Variations:

- Put only enough bean bags for a portion of the class to have success

- Vary rest time

- Vary number of bean bags needed to win

- Reduce, increase rest station numbers

- Increase, decrease the number of predators

Student led stretching

- Teacher names a body part (latin name), and a student

- The students leads the class in the stretch

- Repeat

9. Ball retrieval game

à shoulder and hip flexibility

- Students throw a semi-volatile ball (i.e. soft rubber) against the wall with an exaggerated overhead, straight arm motion.

- Stress the use of both arms

- Repeat a few times to get shoulders loose

- In partners have the students play pass with the same overhead arm motion

- Again stress use of both arms

- After a short period of time, introduce side to side action (have the students make their partner move side to side to get ball, not too far)

- Now place the pairs into larger groups of 4-6.

- From a line, one student throws the ball with the same action, the first student in the line chases the ball and returns it.

- Thrower becomes chaser, next in line becomes thrower.

The side to side introduced begins loosening the groin to help prevent strains

The throwing action is to loosen the shoulders for the skill of the cartwheel, round-off and handspring vaults. Could be used for the equivalent floor skills

Teacher led stretch

- Focus on large muscle groups

- Work head to toe

10. Stretch tag:

Traditional tag game with variation

- When students are tagged, they must perform a stretch of the body.

- They must maintain this stretch until a classmate joins them in the stretch.

- Together they must hold the stretch for 10 seconds, then they are free.

- Students cannot be tagged when stretching.

- Students should be restricted from repeating the same stretch throughout.

- Three taggers, switch after 3-5 minutes.

11. Card stations

A deck of cards scattered on the ground in the centre of the gym. In the four corners are suit identifiers. When a student chooses a face down card, they return the card and proceed to the designated corner to perform the task at that station and a certain number of repetitions as determined by the number of the card. (face cards and ace = 10)

- Spades à jumping jacks

- Reps = number X 5 (eg. Number = 7, reps = 35 jumping jacks)

- Hearts à push-ups

- Reps = number X 2

- Clubs à sit-ups

- Reps = number X 4

- Diamonds à 10 meter shuttle run

- Reps = number

Student led stretch

- teacher names a student and a body part (latin name), they lead the stretch

- repeat

12. Gymnastic term review game

Reviews the basic terms of gymnastics while at the same time has the students running (light jog), performing the movements

- on “command” students: pike (roll, sit, support), straddle (roll, sit, support), tuck (roll, sit, jump), layout (stand), prone (sit), supine (sit), hang, support (front, back, bridge), balance (scale, handstand, headstand, etc)

13. Mat tag

A number of mats arranged on the gym floor in a haphazard manner to create a very disjointed and non-flowing track that can be followed.

- There is 1 tagger to begin

- Rest of class tries to avoid the taggers by staying on the mats (running, jumping). If a student is tagged or goes off a mat, they become a tagger, as well.

- Stress safety (no pushing or roughhousing)

Pick a student to lead the stretch (different student every day). This should only be attempted after the class has experienced stretching technique, and they know proper and improper stretches. The teacher should make note to remind the student to work from head to toe.

14. Partner games (focusing on strength)

- partners sit back to back, link arms and try to stand using only their legs and their partner for support (count how many each pair can do)

- leg wrestling

à partners lie on their backs (head to toe) with their hips lined up. With their inside legs they count “1,2, 3” raising and lowering their inside leg with the count. On three, they link legs at the knee and try to force their partner into a backward roll (try to bring their leg back down to ground)

- Stationary grappling

à partners stand facing each other with their right feet side by side (touching from foot to knee). On “go”, partners try to make their partner take a step (with either foot). No hitting or slapping, only by locking on and levering their opponant.

- Partner assisted handstand push-ups

à partner first spots a handstand and then supports their partner (and assists by pulling up on legs during push phase) through a handstand push-up

Teacher led partner stretching

- use partners to increase magnitude of stretches

- work head to toe

- do not over stretch partner, listen to them. They will voice their limits.

15. Do this, do that

Students pace in pairs at a light jog, and combine into larger groups to perform various tasks.

- students jog around a cone course in pairs

- when teacher blows whistle, they call out a number and an activity

- the students then run, in their pairings, to another grouping to create the called number

- the whole group then performs the activity

eg. Teacher calls “6, 5 push-ups”

- the teacher can also incorporate stretching as one the activities

16. Snake tag

With students in two teams, in-line, they leapfrog over each of their teammates to get to the front of the line to move the “snake” to try to tag the tail of the other team.

- students pair up and practice leapfrogging

- stress the keys of a straddle vault (straight legs, drive from horse)

- have the students do this to centre line and back

- next break the class into 2 teams

- they all line up, one team at one end of the gym, one at the other

- on “go”, the two teams begin leapfrogging

- once the last person in line hops over the person ahead of them, the new person at the back can begin

- the leapfrogger, once they are at the front, aim the “head of the snake” to try to tag the other team’s tail

Teacher mediated stretch

- teacher calls on a student to choose and lead the next stretch

- as teacher, make note of what stretches are done so no major body parts are left out

17. Pillow fighting shuttle run

Students balance on floor level balance beam while trying to knock their opponent onto the crash mat, while avoiding the same fate. The rest of the class is performing a shuttle run. As soon as everyone is done the run, the pillow fighting students’ time is up.

Equipment: 8 pillows, 2 balance beams, 4 crash mats

- choose 4 students to pillow fight on each balance beam (2 vs. 2)

- using only their pillows, they try to knock their opponent off (balance training)

- they can keep battling as long as the rest of the class is running, no matter if they are knocked off or not

- the rest of the class performs 3 repetitions of a 15 meter shuttle run

- when all students are done running, choose 8 new combatants

- the students will be more eager to finish the run as it means it is their turn next

18. Aerobics

Students are led through a semi-vigorous calisthenics routine.

- with the teacher at the front of the class, lead the students through a progressive exercise routine with music

- move to sides and back so students cannot hide inactivity

- focus on exercises that will be beneficial for the day’s lesson

19. Black hole

Students must work in progressively larger numbers to move through a hula-hoop.

Equipment: 3 hula-hoops

- divide class into 3 groups

- within each group, half of their number must go to the opposite end of the gym

- hula-hoops are positioned in the middle of the gym

- on “go” the first person in line runs to the rest of their team on the opposite side of the gym, passing through the hoop

- when at the end, they grab hands with the first person in line and they both run back, passing through the hula-hoop, without breaking contact

- the pair then links to the first person at the head of the line, and they return to the other side of the gym, through the hula-hoop etc.

- The person who starts the chain, must always be the first one through the hoop

Teacher lead stretch:

- teacher will lead the stretch being sure to use the latin names for the muscles being stretched

- work head to toe

20. Meanings to an End:

A relay game that focuses on straddle run, teamwork and trust.

- the first member of the team lies down on the floor

- the next person straddles over them and then lies down with feet at other persons head

- the next person repeats

- you must grab the person’s ankles in front of you and go from one end of the gym around the pylons and back

- once the last person to do the straddle run is lying down the last person in the line can go again until the whole line crosses the finish line

- the new person at the end cannot leave to cross the finish line until the person who was behind them crosses the finish line

Student led stretch

- name a student to lead the stretch for the whole class

- ensure that they stretch head to toe

21. Jack rabbit

Game which works on jumping (power).

- divide class into 4 groups, one in each corner

- have enough skipping ropes for everyone

- have students skip for a few minutes

- teams line up along designated line facing same wall

- 2 students at start of line take a hockey stick and run with it at about shin height through whole line

- the team members jump over the stick

- when they get to the end, they slide the stick to the front of the line and join the line at the end. The two new students at the front continue the relay

- constantly move the line forward as students are being taken from the front and added to the end

- repeat 15 times

Teacher mediated stretch

- name a student and a body part (latin name) for the named student to demonstrate and lead a stretch for. Work head to toe so no muscle groups are forgotten

Teaching Styles:

Through out this unit we will be incorporating a couple of teaching styles. A majority of the teaching will be in a practice style, which will allow the students to familiarize themselves with the basics of gymnastics. This is an important style to start with in an activity where there are safety concerns. Once the fundamental gymnastics skills are learned the learner is then ready to progress into some other teaching styles. The use of convergent discovery is used in the first lesson to explore ways of being stable. This method is effective and it instantly gets the learner involved in the lesson and taking onus for their education.

Another teaching style, which is used later in the unit, is the reciprocal style. This style allows learners to improve their skills by observing and giving feedback on their peer's performance. This is helpful in the vaulting exercise where students will be asked to work in groups at different stations. During the second half of the unit we will also incorporate the self-check style of teaching. For this class we will be using large task cards that explain the skills that the students have already learned. These skills will need to be performed well in a routine with other skills and it is impossible for the teacher to spend large amounts of time with every student. Therefore, the self-check style is an effective way of making sure that students have the resources to be successful. It also re-emphasizes responsibility for learning.

The combination of these teaching styles will be an effective way of instructing this unit. The next year the class may be ready to explore with some more teaching styles. They have the base knowledge and may be ready to explore more in the area of gymnastics. The self-analysis skills and the ability to give feedback to other classmates will also be able to spill over into other classrooms where the learner can become more independent.

Assessment Procedures:

Through the duration of this unit there will be four areas for testing. The first is the floor routines, which are to incorporate certain parts of each section. This test is assesses the psychomotor domain and makes up a bulk of the grade seeing as it took up a majority of the time. The second assessment area, dealing with the cognitive domain, is on spotting techniques and safety considerations. This will be tested in a practical component and two written tests. The third assessment is done on the vaulting skills where students will be evaluated on their spotting as well as their performance (cognitive and psychomotor). The fourth component of the assessment plan is a four-point participation mark that will be evaluated every day. This assesses the affective domain.

Psychomotor Domain:

· Floor assessment will be done by the teacher watching a floor routine being performed. Students will have to pick skills from certain categories and join them together. The student will get a grade for originality, performance, and spotting.

The evaluation sheet may look like this:

Category (Your Skill)	total	Comments
A	?/8
A	?/8
B	?/9
B	?/13
C	?/14
D	?/4
Extra	?/?

Spotting:__?/6__ Creativity:___?/3___

Stewart Wise's Idea:

(Raw score) ____/4 + spotting score x creativity multiplier (max of 3) x 3 =____total (score out of 180)

· A similar sheet would be set up for the vault testing.

Cognitive Domain:

The cognitive domain is tested through two written tests that will assess the level of understanding of spotting techniques and safety cues. Through out the unit the teacher must point out safety concerns and proper spotting techniques. Posters will also be available for students to study and write notes on if they choose too.

Sample Questions:

· How many spotters are used when spotting a squat vault and where are they positioned?

· How do you spot a backward straddle roll?

· List three key points in performing a cartwheel?

· List ? general rules for gymnastics?

Affective Domain:

This area is difficult to assess. The teacher will try to do their best by awarding participation marks to students that are working effectively and cooperating with others

Possible Mark Breakdown:

Floor Routine 30%

Vault Test 20%

Spotting/Safety 25%

Participation 10% (may have a bonus system)

Lesson Plan #1

# of Students:30

Grade: 9 boys

Topic: Stability and Forward Rolls

Objectives:

Equipment: Exercise mats, TV and VCR, video of gymnastics, benches

Warm-up: Patch and Point:

- With partners, students find a mat and an area of the floor.

- The teacher will then call out a number, body parts, and “patch” or “point”

- The students then find a balance that conforms to the call: supporting each other

- The number is how many of the total body parts can be on the ground

- The body parts call is a restriction of what cannot be touching the ground

- “Patch” is an extended part of the body touching the ground (whole forearm, whole shin, etc.)

- “Point” is a single contact point (hand, knee, foot, head)

Game follow-up:

Following the game, the teacher should bring the students in and question them about what was the most stable arrangements (points or patches, more or less body parts, narrow or spread out base, body parts in-line or not)

Concept/Skill: Forward Rolls

1) Forward roll down an incline

2) Tucked forward roll from standing

- Begin in a semi-crouch. Reach forward with the hands and place them on the mat shoulder width apart. Fingers pointing forward

- To enter the roll, extend the legs, tuck the head under and curve the back.

-Keep the legs extended and the body piked as the hips pass above the head. Then tuck quickly and reach forward

· Spotting in appendix A

Culminating Activity: Locomotion exercises:

Students follow the teacher in a follow the leader type game.

- With the mats set out on the floor already, the teacher will lead the students around the outside of the area occasionally hopping (one leg or two), log rolling, jumping, jumping twists (pirouettes), short runs, and skips.

Lesson Plan #2:

# of Students:30

Grade: 9 boys

Topic: Stability and Forward Rolls

Objectives:

Equipment: Exercise mats, benches

Warm-up: Copy cat, copy cat

A game which draws the students attention to the fact that they subconsciously copy others in their daily life.

- Form a circle with the class

- Have everyone secretly choose a “leader”.

- Explain that they are to mirror their leaders movements.

- Give the cue to start, begin mirroring their leader

Follow-up: (could be done while teacher leads a stretch)

- How easy was it for you to follow your leader without staring at them?

- Could you figure out who was following whom?

- Did you ever feel left out or uncertain?

- What did it feel like to conform to someone else’s movements?

Relate this discussion to gymnastics and how even if their friends/peers may not like gymnastics, it doesn’t mean they have to “conform” and not like it either.

Teacher led stretching

- Involve all muscle groups

· Concept / Skill: Rolls:

· Straddled forward role

· Straddled forward roll from straddle balance

- Stand in wide straddle stance.

- Begin the roll and maintain the straddle position. Bend the upper body as far forward as possible

- When heels hit the mat push up from between the legs

- When hips are above feet obtain balance and stand

· Spotting in appendix A

· Tucked backward roll

6) Rocking horse

7) Roll from back lying position

8) Roll from squat position

-Curve back

- When you roll backward place your hands on either side of your head

-At the furthest point back in the rolling action extend legs into a relaxed pike position

· Spotting in appendix A

· Straddle backward roll

9) Straddle from sitting

10) Straddle from standing

- Begin in a straddle position

- Reach back between legs, bending forward as far as possible

- as hips pass overhead and feet hit the mat push yourself upward to straddle stand position.

· Spotting uses the same theory as the straddle forward roll

· Piked Backward roll

11) Pike from sitting position

12) Pike from standing

- Begin with legs straight in a pike position

- Reach back to cushion landing

- Roll backward. When shoulders are on the mat put hands by ears to help push through to a standing position.

· Similar spotting to the squat backward roll but you have to be more conscious of the initial drop.

Culminating Activity: Exploration with mini routine

Safety Considerations:

When doing an activity like gymnastics safety is always a concern. Most of the skills require students to be in unfamiliar positions in which their neck and back could be injured. Therefore, it is the teachers job to be proactive and take charge of the surroundings to insure a safe learning environment.

There are several considerations that must be dealt with in order to provide a safe learning environment. Firstly, there should be a sufficient number of mats so that every activity can be padded. For floor exercises the mats should be two inches thick. For the vaulting exercises students should have a crash mat to land on as well as a matted run up and mats paced around the horse for added protection. Secondly, all of the equipment and apparatus should be adjustable to meet the needs of all the students. Thirdly, it is important for students too have a proper basis in the fundamental skills before moving on to the skills that are more difficult. And lastly but not least, the students will learn spotting skills that are to be used when first learning a new skill. These considerations should be met and it is also important to remember that if the areas is safer the students can enjoy gymnastics more.

References:

Carr, G.A. Men's Gymnastics Handbook. Hancock House, Vancouver, B.C. 1981.

Carr, G.A. Safety in Gymnastics. Hancock House, Vancouver, B.C. 1980

CIRA (Canadian Intramurals and Recreation Association) quarterly newsletters.

Kahn, D. Gym Riot. Abotsford B.C. 1993. (recently published by CIRA)

PE 107 Student Activity Diary. Paul Britton

PE 352 Handouts

PE 352 Warm-ups done by peers.

Reciprocal Teaching Sheet:

· Squat Vault

- Squat on jump off

- Full squat vault

- Hands slightly farther then shoulder width apart

- As hips reach shoulder height tuck and swing forward

- Once feet have passed horse push off horse for landing

- Bring hands up quickly

Self-Check Sheet

· Piked backward role:

-Pike from sitting position

- Pike from standing

- Begin with legs straight in a pike position

- Reach back to cushion landing

- Roll backward.

- When shoulders are on the mat put hands by ears to help push through to a standing position.