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 practiceteaching styles • Equipment is traditional • Specific skills defined
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
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
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
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.
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
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
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.
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)
Cognitive Objectives Assessments • 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 • 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)
Affective Objective Assessment • 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)
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.
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
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.
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.
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.