Lesson Plan - Elizabeth Arnold Online Resources - Homeelizabetharnoldonlineresources.weebly.com/uploads/2/5/2… · Web viewHoops or mats (there should be less hoops or mats than

Maggie Smith – 2658123 Katlyn Marchbank - 2658403

GYMNASTICSUNIT PLAN

Page 1 of 40


CONTENTS

Unit Plan – pg. 3

Lesson Plan One – pg. 6

Lesson Plan Two – pg. 13

Lesson Plan Three – pg. 20

Lesson Plan Four – pg. 25

Lesson Plan Five – pg. 32

Performance Assessment – pg. 34

Lesson Plan Theory – pg. 35

Fact File – pg. 37

Bibliography – pg.39

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Unit Plan GYMNASTICS

Unit Name: Gymnastics Lesson: One to Five Year Level: 7 & 8 Duration: 100 mins each

VELS Level Unit Outcomes for Students Students proficiently perform complex

movement manipulative skills

Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance

Students monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to address their weaknesses.

Complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation

Seek and respond to feedback from peers students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe

Students will be able to perform a range of gymnastic moves including static positions, landings, rotations, swings, springs, and flights

In groups, students will combine all gymnastic moves to create a floor routine to perform in front of the class

Students will be able to evaluate their performance of the gymnastic moves and recognise if improvement is needed

Students will develop a research task on a chosen gymnastics topic within a set time frame

Students will evaluate their peers performance and give constructive feedback to aid improvement

Content Instructional StrategyLESSON ONE

- Introduction- Dominant Movement Patterns- Safety Considerations- Warm Up- Centre of Gravity

- Direct Instruction- Direct Instruction- Direct Instruction- Direct Instruction- Direct Instruction

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- Supports/Static Balances- Closure

LESSON TWO- Introduction- Warm Up- Ball- Hoop- Rotations - Closure

LESSON THREE- Introduction- Warm Up- Falling- Landing- Handstands- Cartwheels- Closure

LESSON FOUR- Introduction- Warm Up- Springing/Jumping- Mirror Imaging- Floor Routine Practice- Closure

LESSON FIVE- Introduction- Floor Routine Practice- Floor Routine Performance- Closure

- Direct Instruction- Direct Instruction

- Direct Instruction- Direct Instruction- Direct Instruction- Direct Instruction- Direct Instruction- Direct Instruction

- Direct Instruction- Direct Instruction- Direct Instruction- Direct Instruction- Peer Teaching- Peer Teaching- Direct Instruction

- Direct Instruction- Direct Instruction- Peer Teaching- Peer Teaching- Co-operative Learning- Direct Instruction

- Direct Instruction- Co-operative Learning- Co-operative Learning- Direct Instruction

Resources - facilities Resources - equipmentGymnasium Hall Spring Floor of gymnasium hall or a small mat for

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Library every studentSoft Balls – for each studentHoops – for each studentMini Trampolines – As many as possible

Safety RequirementsPhysical education uniform must be wornNo shoes, only socksHair being tied backNo jewelleryAlways bring a drink bottle to classOnly use equipment when being instructed to by teacherNever work without matsNo eating when in gym

Wet Weather ActivitiesNot applicable – class held indoors

Theory Research Task

AssessmentResearch TaskRoutine Performance

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Lesson Plan ONE Date _______________

Lesson Topic DMP’s, Balances/Supports ___________________________________________________________________________

Unit Topic Gymnastics_________________________________________ Venue Gymnasium Hall_________________________

Year Level 7 & 8_______ Lesson Duration 100 minutes__ # Students _____M_____F Lesson # One_____ of Five_____

How lesson links to VELSStandard Dimension Level

Students proficiently perform complex movement manipulative skills Movement and Physical Activity

5

Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. Movement and Physical Activity

5


The Individual learner

5

Specific Lesson Outcomes for the students

Students will develop a movement vocabulary Students will develop a good sense of general body control and awareness which will lead to the improvement in their posture Students will learn to increase their self concepts though being able to manage their bodies with assurance and move with success Increase students’ fitness throughout the unit as well as making it enjoyable and social Development of physical and motor ability components

Time Activity Organisation/Equipment Cues/Questions Safety considerations0- 5 mins

Introduction (teacher talking to students): Different types of gymnastic

Artistic- floor exercise, vault, uneven/ parallel/ horizontal bars, pommel horse and beam

Rhythmic- ball, rope, hoop, ribbon or clubs this is done while performing graceful, flowing

Class is sitting on the ground in front of the teacher

Olympics- have you seen any of these different types of gymnastics

What do you think athletes would require to succeed in this type of gymnastics?(fitness, coordination, motivation, muscular

When preforming artistic gymnastics it is important that students have a good understanding how to use particular apparatus to avoid injuries.

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5 – 10 mins

10 – 20 mins

movements of the whole body General Gymnastics- provides something for everybody through catering for all levels of abilities and ages

Sports Aerobics- high level aerobic activity that involves strength moves / holds, flexibility moves and artistic content

6 Dominant Movement Patterns are the building blocks for more complex skillsStatic positionsLandingsRotationsSwingSpringFlight and Height*Will go over these in more detail over 5 lessons

Safety ConsiderationsMake it clear to students that there are specific rules that must be followed when participating in gymnastics.

These include:- hair being tied backno jewelleryalways bring a drink bottle to

classonly use equipment when being

instructed to by teacher

strength, endurance, power, flexibility, agility, balance and spatial orientation)

Give examples of different DMP’s and where they can be used

Ask students WHY these rules are so important

Get students to think of any other rules that should be enforced when in the gym

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20-25 mins

25 – 30 mins

30 –

- never work without matsno eating when in gym

Warm Up:‘Find a home base’

- Hoops/mats are scattered randomly around the playing area

- All students run around the playing field in a single file

- On teachers demand (whistle or voice) students must run to the closest hoop/mat

- The students missing out on getting a hoop or mat must perform task, these tasks could include: a number of bunny hops or push ups

- When students have preformed the tasks they can rejoin into the game

‘Shake and Resist’- Get into pairs of similar size- One partner assumes the

wheelbarrow position holding a tight front support

- The other partner shakes him/her up and down in attempt to break their tight position

- Swap roles

‘Animal Walks’- Get students to line up in a line along

Students are to gather just near the outside of the playing area

Teacher is standing in a location where they can see the playing area clearly

Hoops or mats (there should be less hoops or mats than there are students)

Eg: 20 students = 17 hoops/mats

Pairs can move anywhere in the playing area, make sure they are not to close to any other pair

Teacher walks around to supervise all pairs

Blow whistle or yell out stop after a short amount of time to reduce boredom

(mix it up so students can not predict when you will give your demand)

After 15 seconds, blow whistle to signal students to swap over

Ensure the playing area is free of equipment other than equipment required, this will avoid people from tripping over and hurting themselves

Encourage students to pay attention when moving around to avoid collisions

Ensure students are not shaking their partners too vigorously that it could end up hurting them.Students must maintain a straight spine and lifter holds the partner near the knees

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35 mins

35 – 40 mins

40 – 50 mins

the baseline- Kangaroo - students must spring on two feet imitating the motion of a kangaroo across the gym (emphasising spring with two legs)- Bear- leg and arm move on the same side together imitating a bear (emphasising front support)- Monkey- arms move in walking action and legs move together with a springing action (emphases both front support and spring using two legs)

Centre of Gravity is the “weight centre” the average position of the gymnast’s weight distribution

- Lower the centre of gravity (C. of G.) the larger the base and therefore the greatest stability

- Higher C. of G. the smallest base and therefore the least stability

Introduction of all basic supports / static balances1. Front and rear lying positionsVariations:

-Hands overhead-Legs straddled-Legs Bent-Legs lifted (approx. 10cm) off the

ground-Lie between two benches,

All students lined up along the baseline of the area

Students move from one side to the other performing the movements

Students sitting down again in front of teacher

Mats must be placed down for students to work on.

Students are working in a circle with enough room in between them and the next partner

Ensure students have straight/ tight positions

Correct any errors

Give different scenarios of gymnasts in different positions, class then has to determine which ones would give the biggest / lowest C. of G., the largest / smallest base, greatest / least stability

Ensure students have:- Straight spine- Pelvis is parallel

with floor- Rigid body

throughout

Students have arm spread distance between each other to avoid students hitting other students

Don’t encourage students to try some of the different positions themselves as they are only beginners and could injure themselves

Ensure all mats are fastened at the edges and all gaps are eliminated

Mats should be

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50 – 60 mins

60 – 70 mins

support on shoulders and legs

*Class can work in pairs to perform loose body tests

- Partner attempts to slide a hand under the gymnasts lower back - Partner attempts to part gymnasts legs - Partner attempts to ‘lift the plank’ while gymnasts maintains a tight body position

2. Sit in tuck position - Knees to chest - Arms around kneesVariations: - One leg straight - Arms above head - Legs crossed


- Partners lift gymnasts (who must maintain good posture) off the ground - Partners attempt to separate knees

3. ‘V’ - Sit - Legs and arms are in a V position, toes are pointed Variations:

- Legs straddled with arms

Teacher walks around assessing body positions and giving feedback and encouragement

Ensure students have:- neutral head

position- straight back- pointed feet, with

toes resting on floor

Ensure students have:- Neutral head- Straight back- Straight tight legs- Pointed feet

doubled on hard / concrete floors

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70 – 80 mins

- Maintain balance (if this is too hard hands may be placed beside body)


- Partner applies gentle pressure attempting to open the hip angle

- Partner attempts to part gymnasts legs

4. Front SupportSimilar to the push up position: - Hands are at shoulder width apart - Legs are straight behind - Hands are not flat on the ground slightly curved (?)

Variations:- High back- Arched back- Partner lift (wheelbarrow)- Legs straddled- One legs resting on the other


- Partner attempts to part gymnast’s legs

- Partner lifts gymnast’s feet off the floor and checks to see if body shape changes

See if gymnasts’ can hold the positions for 10 -30 seconds

Ensure students have:- Elbows locked- Rigid body

throughout

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80 – 90 mins

90 – 100 mins

- Partner can shake to test for a ‘saggy’ body

5. Rear SupportVariations:

- High chest- Partner lift (inverted

wheelbarrow)- Legs straddled- One legs resting on the other

Closure

Go through today’s lesson

Talk about what will be involved in the next class

Dismissal

Students move back to sitting in front of the teacher

Ensure students have: - Elbows locked - Rigid body throughout

Ask students if they have any questions

Lesson Plan TWO Date _______________

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Lesson Topic Ball, Hoops, Rotations, Forward Roll, Backward Roll, ______________________________________________________

Unit Topic Gymnastics_______________________________________ ___ Venue Gymnastics Hall_______________________

Year Level 7 & 8_______ Lesson Duration 100 minutes__ # Students _____M_____F Lesson # Two___ of Five___



5


5



5



Time Activity Organisation/Equipment Cues/Questions Safety considerations0 - 5 mins

Take class roll to check for attendance

Quickly go over today’s lesson- Warm up- Learning about rhythmic

gymnastics through introducing the use of balls and hoops

- Learning new skills such as:- Rotations- Forward Roll- Backward Roll

Class is to come in and sit down in front of the teacher

What types of apparatus do you think are used during rhythmic gymnastics?

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5 – 10 mins

10 – 15 mins

15- 25

Warm Up: “Here, There, On-The-Spot”- The class begins with a random

movement (star jumps, spring jumps)

- Teacher yells out different calls such as:

- “Here,” everyone must run towards the teacher

- “There,” meaning everyone must run towards a specific location or piece of equipment

- “On-The-Spot,” meaning the class bounces on the spot

“Pigs and Pigeons”- Students get into pairs, they must lie

on their back with their feet touching each other

- One team is “Pigs” and the other “Pigeons”

- The teacher calls either “Pigs” or “Pigeons”

- When “Pigs” is called, the pigs chase the “Pigeons” to the safety zone (which is located 5-10metres away)

- If students are tagged before they reach the safety zone they must join the opposing team

“Animal Walks”- Seal- students get into the front

A piece of equipment, if it required in the warm up.

Game starts off in the middle of the playing area

4 cones to mark out the safe zone on both ends of the playing area

Students are located in the middle of the playing area

All students lined up along the Ensure students have

Ensure the playing area is clear of other equipment to avoid students tripping over it and hurting themselves

Students have arm

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mins

25 – 30 mins

30 – 35 mins

support and with hands turned in towards each other the gymnast drags her/himself along the floorVariation: Walrus- same idea as the seal but the gymnast springs from two feet and two hands, moving their body forward

- Crab- student assumes the rear support with bend legs and this crab can walk forwards, backward or to the side

Rhythmic Gymnastics: BallAll students get a ball1 st Activity (Bounce Combination) :Students bounce the ball in front of the body six times with each hand. Then they are try and bounce the ball (with preferred hand) while walking in a straight line

2 nd Activity (Bounce Across, Bounce Up and Down):The ball is bounced from side to side across the body starting with a side lunge and then transferring the weight (rhythmically) to a lunge on the opposite side in order to catch the ball

The ball is then bounced with one hand while simultaneously jumping from two feet*This activity involves bouncing, catching and springing

baseline of the area

Students move from one side to the other performing the movements

Enough balls for each student

straight/ tight positions

Correct any errors

Looking for:- Relaxed stretched

arm- Gentle pushing

action, not a slapping action

- Upright body during walking

Looking for:- Extended arm- Lunge with weight

displacement to the direction of the ball

- Catch with minimal body movements or steps added

- Stretched body- Good elevation

spread distance between each other to avoid students hitting other students

Also ensure all students travel in the same direction to avoid collisions

Students have there own space and are all moving in the same direction

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35 – 40 mins

40 – 45 mins

45 – 50 mins

3 rd Activity (Throwing and Catching): A number of throws and catches are performed while students are both kneeling and standingFrom a kneeling position on one knee the ball is thrown and caught

The ball is transferred to the other hand and repeated from a full kneeling position; the ball is thrown again and repeated this time kneeling on the opposite knee

This is then followed by throwing from each hand with rhythmical knee bending now in a standing position

4 th Activity (Gallop and Bounce): Students must perform 8 forward gallops (step-close-step with the same leg leading) while the ball is in the palm of their straighten hands

Four gallop steps with a bounce are performed on each side, the preferred hand may be used for bouncing throughout

Hoops:1 st Activity (Pass through and Swinging Combination):Students start with the hoop in a horizontal plane over their head, the

A hoop for all students

Looking for:- Straight arm

throughout- Follow through arm

action at release and catch

- Upright trunk throughout

- Transitions and throwing/catching are performed continuously

Looking for:- Continuous galloping

action- Bounce and gallop well

co-ordinated- Upright posture, head

upright

Looking for:- Hoop remains in

Ensure students hold onto their hoops, because if they are let go they

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50 – 55 mins

55 – 60 mins

60 – 65 mins

student then passes it over the body with bending on the knees.

The hoop is then raised to the starting position, gripped in one hand and swung behind the body.The hoop is swung forward-backward-forward; taken in the other hand and swung backward-forward-backward

2 nd Activity (Step In and Out): Students hold the hoop vertically to the side, the arm slowly sweeps down, and the hoop is tilted towards a horizontal plane, the student then steps through the hoop, the hoop then goes around the entire body

The hoop is now held vertically out in front of them and the students walk through the hoop, in and out…

3 rd Activity (Swing, Throw and Catch): Students swing the hoop down and in a backwards direction with simultaneous knee bending then swing the hoop forward and in an upwards direction. Students release the hoop and then caught. This can be performed 4 times on each side

4 th Activity (Rolling): With a sweeping action from behind the body, students swing the hoop forward

horizontal plane- Swing hoop in a

vertical plane- Trunk upright- Arms straight (may

need to bend at bottom swing)

Looking for:- Continuous controlled

sweeping action of hoop

- Quick steps in/out without touching hoop

- Upright posture

Looking for:- Upright truck

throughout- Straight arm at release

and catch- Follow through at

release and catch

Looking for:

could cause injury

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65 – 70 mins

70 – 85 mins

85 – 95 mins

and give it a backwards “flick” just at the point of release.

The hoop will roll forward and then return in a back spinning action.

5 th Activity (Hand Rotation): Students hold the hoop with one hand in a side position from the body. Rotation will be achieved by rotating the wrist with the fingers closed and thumb up

This can be repeated and this time adding forward walking steps in

Rotations- Forward Roll- Students start in a tuck position with arms out in front

- Place hands should width apart- Push off legs- Tuck head under- Reach forward and stand on feet

Variations:1. Rocking in a controlled tuck

position2. From an inverted support on the

shoulders roll to squat3. Look through the legs and roll4. Rolling down an incline

Rotations- Backward Roll- Students start off in the tuck

position- Roll backwards on back

Mats for students to roll on

Mat covered beat board

- Smooth swinging action

- Follow through- Hoop rolls

forward/backwards in the one vertical plane

Forward for:- Rotating hoop remains

in one plane- Upright posture- Sight straight ahead

2. To gain sufficient momentum to the roll students need to fall with a straight body.3. Ensure the head is tucked under. “Look at the wall through your legs”4. Chin is touching chest

Looking for:

Clear all equipment from area

Ensure students have their own individual space to work in, to avoid collisions

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95 – 100 mins

- Place one arm out to the side and look over the shoulder

- Bring legs and the body over the same shoulder

- Finish in the tuck position on feet

Closure

Go through today’s lesson


Dismissal


- Controlled tight tuck- Knees overhead at

peak of backward rocking action


Lesson Plan THREE Date _______________

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Lesson Topic Falling, Landing, Handstands, Cartwheels _____________________________________________________________

Unit Topic Gymnastics_____________________________________________ Venue Gymnasium Hall_________________________

Year Level 7 & 8________ Lesson Duration 100 mins____ # Students _____M_____F Lesson # Two____ of Five____



5


5



5



Time Activity Organisation/Equipment Cues/Questions Safety considerations

0 – 5 mins

5 – 10

Take attendance roll

INTRODUCTION:Discuss what will be included in the lesson.Revise safety considerations

WARM UP:Chain Tag- One student is designated tagger

Class sitting on floor in front of teacher


Ask students to revise the safety considerations on their own. Use only cues to jog their memory.

Vary the type of locomotion to avoid

Ensure the playing area is free of equipment other than equipment

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Mins

10 – 15 mins

15 – 20 mins

and the rest of the students spread out over playing area

- The attacker attempts to tag the other students

- If tagged the student must hold hands with the ‘tagger’ to form a chain

- Both of the students are now attackers.

- When the chain joins four students they are able to break the chain into two groups of four.

- Variate the type of locomotion of the students ie. Jumping, skipping

Musical Balances/Supports- Played similarly to bobs and

statures, but balance and supports are used

- Music is played whilst the students walk around using their animal walks previously learnt.

- At random times the teacher yells out a certain support or balance learnt in Lesson One

- The last person to complete the balance or support correctly is out.

INTRODUCTION TO FALLING- Discuss the importance of being

able to fall correctly:- Used to decrease the chance of

injury- Remember: increase the time of




Students are gathered , sitting in front of the teacher

boredom

Vary the type of locomotion to avoid boredom

Ask students when a fall might occur?Why might it be good to increase the time of fall and the contact of the fall?

required, this will avoid people from tripping over and hurting themselves

Encourage students to pay attention when moving around to avoid collisions

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20 – 25 mins

25 – 30 mins

30 – 35 mins

35 – 40 mins

fall and contact of fall

FALLING FORWARD- Knelling on knees, with arms and

hands pointing slightly in- Fall forward- Finger tips contact first, then

hands and then bend arms to increase time and contact of fall

- When the students are confident doing this they can then move onto falling from a standing straddle and from stand straight.

FALLING BACKWARD- 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

INTRODUCTION TO LANDINGS- Discuss the importance of

landing correctly- Landing is a controlled arrest of

the body’s descent

LANDING ONE TWO FEET FROM VARIOUS HEIGHTS- Using a range of different apparatus,

set up a circuit for the students to complete which includes landing from different heights.

Students in a circle on large mat

All student to fall inwards

Students in a circle on large mat

All student to fall inwards


Students following a preset circuit

Why would you let your finger tips contact, then palms and bending of the elbow?

Emphasis absorbing the shock

Landing may be on the feet, the hands or distributed over a larger body areaPoor landing is a common source of injury

Ensure all students are falling in to the middle of the circleThis way no student will fall on top of another student

Only one student at a time on the apparatus

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40 – 45 mins

45 – 50 mins

50 – 55 mins

55 – 60 mins

- Students should land with shoulder width apart

- Land on toes then the rest of foot- Knees bent but not past 90 degrees- Arms out in front for balance

INTRODUCTION TO HANDSTANDS- Remind students that this class is

assuming the students have no prior knowledge about gymnastics and therefore all skills will be taught from the basic first steps

- Run through the different activities that will be used to build up to a full hand stand

BUNNY HOPS- Students continuously bunny hop

around the room

WALKING UP AND DOWN THE WALL- Students are required to walk up

and down the wall a set of number of times

- When the highest point is reached the student must keep their body tight for 10 seconds

HALF HANDSTAND- Start in a lunge position with

dominant leg forward and arms extended above head

- Place hands on mat shoulder width apart

Students sitting in front of teacher on mat

Randomly moving around the mat

Mats are placed up against a wall and the students line up in front of the wall

Students pair up and practice one at a time. This allows for critical analysis of one student by the second studentStudents must be spaced out

Ask why would we assume no students have prior gymnastics ability?

Ensure students are alert and aware of their fellow students

Students need to be evenly spaced out to avoid injury if a students slides down the wall

Students must be spaced out to avoid injury if a student fails an attempt

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60 – 70 mins

70 – 75 mins

75 – 80 mins

- Eyes should be looking down between hands

- Non predominant leg kicks up- Point toes

FULL HANDSTAND- Lunge forward with dominant leg- Place hands on mat shoulder

width apart keeping the arms straight

- Kick up with non dominant leg- Bring other leg up, keeping body

tight and pushing down on mat

INTRODUCTION TO CARTWHEEL- Remind students that this class is

assuming the students have no prior knowledge about gymnastics and therefore all skills will be taught from the basic first steps

- Run through the different activities that will be used to build up to a full cartwheel

CARTWHEEL RHYTHM WITH A RAISED SURFACE- Using a bench or low box

students perform a cartwheel to the best of their ability

- Emphasis is on the hand, hand, foot, foot rhythm

- Progress from bent legs to straight legs

adequately

Students pair up and practice one at a time. This allows for critical analysis of one student by the second studentStudents must be spaced out adequately

Students sitting in front of teacher on mat

Students pair up and practice one at a time. This allows for critical analysis of one student by the second studentStudents must be spaced out adequatelyBench or low box is needed

Explain this is where in importance of falling comes into consideration

Important to emphasis the correct movement pattern.ie. Hand, hand, foot, foot



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80 – 90 mins

90 – 100 mins

CARTWHEEL- Lunge with dominant foot- Follow the hand-hand-foot-foot

rhythm- Finish with lunge in the opposite

direction

CLOSUREGo through today’s lesson


Dismissal

Students pair up and practice one at a time. This allows for critical analysis of one student by the second studentStudents must be spaced out adequately


Head neutral throughoutGenerate a fast lateral rotation


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Lesson Plan FOUR Date _______________

Lesson Topic Springing, Flights/Jumps, Performance Creation_______________________________________________________________

Unit Topic Gymnastics_____________________________________________ Venue Gymnasium Hall_________________________

Year Level 7 & 8________ Lesson Duration 100 mins_____ # Students _____M_____F Lesson # Four____ of Five_____



5


5



5




0 – 5 mins

5 –

Take Attendance Roll

INTRODUCTION:Discuss what will be included in the lesson.Revise safety considerations

WARM UPSimon Says


Students spread out evenly around

Ask students to revise the safety considerations on their own. Use only cues to jog their memory

This warm-up will work on

Ensure students are well spread out

Page 26 of 40


10 mins

10 – 15 mins

15 –

- Students spread out evenly over playing space positioning themselves where the teacher has view of all students

- Play “Simon Says” using the various gymnastics balances, supports, falls, landings, locomotion’s and rolls already learned

- Start slowly but pick up the pace- Get them moving up, down and

side to side using jumping jacks, front supports, back supports, etc

Circle Jerks- With the teacher starting, explain

that it is called “Circle Jerks” because we each get a turn to be a “jerk” and make the whole class do a skill.

- Explain that the skill must be SAFE, and it should be something that everyone can do (i.e. no back handsprings!)

- The students must jog on the spot until they receive a command from the “circle jerk”.

- The movements can be simple, and they can be silly (i.e. an injured stork hop- jump up and down on one foot while acting hurt).

REVISE LANDINGS - Discuss the importance of

the playing space

Class in large circle around playing space

Students are gathered , sitting in

muscular strength and it will warm the students up. It should also get them listening and attentive, and ready for instruction.

Ensure a variety of skills are used

Make the students remember how to land on

Ensure the skills are not unsafe or too stupid

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20 mins

20 – 25 mins

25 – 30 mins

30 – 35 mins

landing correctly- Landing is a controlled arrest of

the body’s descent

INTRODUCTION TO SPRINGING/JUMPING- Discuss springing and its safety

aspects- Highlight the fact only mini

trampolines will be used for this task, not large ones

STRAIGHT JUMP- Take off is from slightly bend

knees. Trunk is upright- The airborne phase of the jumps

has straight legs and pointed toes- Arms outstretched over head- Landing on the balls of the feet

and slightly - Next set up a small bench and

get students to jump off this

Mini Trampoline will be used for the following jumpsEach student should get approximately 5 turns at each jump:

TUCK JUMP- Student starts with a few straight

jumps on mini tramp.- When ready the student

dismounts the tramp using a tuck

front of the teacher


Students spread out over floor area

Small bench needed

The following jumps should be attempted from a mini trampoline

Split class into the smallest groups possible to maximise participation

Students who are not jumping should watch and critically evaluate their peers

Teacher should be wandering

their own. Only prompt them with cues

Students should be absorbing the landing with the bending of their knees

Do not move on until all students can perform the jump correctly

Ensure students are landing correctly

Students should only be jumping on the spot

Ensure all students understand they do not land the jump in a tuck, they only tuck in flight then straighten up to land

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35 – 40 mins

40 – 45 mins

45 – 50 mins

jump- During flight the knees are

bought to the chest- Land with the knees bent, arms

out in front and head up

STRADDLE JUMP- Student starts with a few straight

jumps on mini trampoline- When ready the student

dismounts the tramp using a straddle jump

- During flight the legs should be spread open with toes pointed

- Arms reach out either side of the body to touch the toes

- Land with knees bent, arms out in front and head up

STAR JUMP- Student starts with a few straight

jumps on mini trampoline- When ready the student

dismounts the tramp using a star jump

- During flight legs should be spread with arms reaching out and up (looking like a star)

- Land with knees bent, arms out in front and head up

PIKE JUMP- Student starts with a few straight

jumps on mini trampoline

around to each group to give feedback

Ensure all students understand they do not land the jump in a straddle position, they only straddle in flight then straighten up to land

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50 – 65 mins

65 – 75 mins

- When ready the student dismounts the tramp using a pike jump

- Legs are piked in the air with the toes pointing out

- Arms reach out for the toes- Land with knees bent, arms out

in front and head up

MIRROR IMAGING- Students get themselves 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

- Partners should revise all the Balances, Statics, Rolls, Falling, Handstands, Cartwheels and Jumps

- After 7 mins the students switch roles

FLOOR ROUTINE PERFORMANCE INSTRUCTIONS- The purpose of this performance

it to link all the skills that have been learnt

- Hand each student a Performance assessment sheet

- Students need to break up into groups of approximately four

- Students must create a routine to perform in front of the class

Students split into pairs, spread out evenly over the floor


Copy of Performance assessment for each student

Students should be encouraged to think about linking their skills and try to incorporate all the skills learned

Could include music with this activity so students have to move to the beat

If teacher feels the students will work better in groups chosen by the teacher then this can be done

If students are attempting rolls and cartwheels ensure they are well spaced out, otherwise omit these skills from the activity

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75 – 90 mins

90 – 100 mins

- The routine must go for 10 mins- The Performance must include:

o 3 Different Statics/Balances

o Ballo Hoopo Forward Rollo Backward Rollo Handstando Cartwheelo 2 Jumps from either the

ground or the mini trampoline

- All students must at least attempt all of the skills

- The routine must flow from skill to skill

- Extra marks will be given for creativity eg. Use of music or costume

FLOOR ROUTINE PRACTICE- Students will get the rest of the

lesson to create and practice their performance

CLOSUREGo through today’s lesson


Students spread out over floorTeacher walking around groups giving advice or feedback


Ensure all students are contributing equally


If rolls and cartwheels are attempted ensure the groups are spaced out adequately

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Remind students they will be performing their routine next lesson

DismissalLesson Plan FIVE Date _______________

Lesson Topic Routine Performance and Practice________________________________________________________________________

Unit Topic Gymnastics ____________________________________________Venue Gymnasium Hall_________________________

Year Level 7 & 8 _______ Lesson Duration 100 mins # Students _____M_____F Lesson # Five of Five__



5


5



5




0 – 5 mins

Take Attendance Roll

INTRODUCTION:Discuss what will be included in the lesson.


Ask students to revise the safety considerations on

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15 – 40 mins

40 – 90 mins

90 – 100 mins

Revise safety considerations and the criteria for the routine

ROUTINE PRACTICEStudents have half and hour to practice and perfect their routine

ROUTINE PERFORMANCEEach group gets 10 mins to perform their routine in front of the rest of the class

Teacher grades students using the performance assessment sheet

CLOSUREThank all the students for participating in the unit

Class spread out over the floor

Mini Trampolines are available if groups need

Students all sitting back except the group who is performing

Teacher stand in a good viewing position


their own. Use only cues to jog their memory

Ask for any final questions or suggestions of ways to improve the unit

Ensure students are adequately spread out

Non-performing students must be sitting well back

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GYMNASTICSPERFORMANCE ASSESSMENT

Student Name: ______________ Class: ____________ Date: ____________

Poor Fair GoodVery Good Excellent

1 2 3 4 5Supports/Balances x 3

Ball Hoop

Forward Roll Backward Roll

Handstand Cartwheel Jumps x 2 Creativity

Mark: ____/ 45

Comments: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson Plan THEORY Date _______________

Lesson Topic Gymnastics Theory_____________________________________________________________________________________

Unit Topic Gymnastics___________________________________________ Venue Library_______________________________

Year Level 7 & 8_____ Lesson Duration 100 mins_______ # Students _____M_____F Lesson # ________ of_________


Complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation

The Individual Learner

5


Students will develop a research task on a chosen gymnastics topic within a set time frame


0 – 5 mins

5 – 90 mins

INTRODUCTIONExplain this is a theory lesson and therefore there will be no running or tumbling etc.

RESEARCH TASKStudents are required to research and write approximately 250 words on a chosen topic relating to Gymnastics.Ideas include:

Students sitting at desksTeacher in front of class

Teaching wandering around class ensure all students are on track and not misbehaving

Ensure all students realise the task is due in at the end of the lesson

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90 – 100 mins

- Famous gymnasts- Gymnastic Events- Different types of gymnastics

Students are allowed to use books or the internet to research their chosen topic

Research task must be handed in at the end of the lesson

CLOSURECollect all research tasksMake sure all books and computers are packed up adequately

Dismiss Class

Students sitting at desks

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GYMNASTICSThe Fact File

History:

Gymnastics is one of the world's oldest physical activities and sports as well as one of the oldest Olympic sports and its can be traced back thousands of years in one form or another, from the ancient Greek Olympics, to Roman ceremony, to today’s modern meets.

The name "gymnastics" comes from the ancient Greek word "gymnos" which literally translates to "naked exercise."

In ancient Greece, male athletes trained and competed in the nude because men choose to do this, women were excluded from the ancient games, not just as competitors but also as spectators.

Gymnastics has existed as an organised and competitive sport for a little more than a century.

Gymnastics Olympic debut was in 1896 in Athens, Greece. The event included vaulting, parallel bars, pommel horse, and rings events for men only. Women’s gymnastic events weren’t introduced into the Olympics until 1928 however it was discontinued as it was seen as controversy. In 1936 women's gymnastics was back in the Olympic Games and this time in all events except bars were included.

Also women’s events were performed in teams not as individuals; it wasn’t until 1952 the first individual Olympic competition for women took place.

DID YOU KNOW?

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It is estimated that over 3.5 million children participate in

some form of gymnastics every single day!

Most major gymnasts began their career at age 2

or 3 years old.


Equipment:

Balance Beams Balance Benches Beat boards Safety Belts Climbing Ropes, Tracks & Attachments Horizontal Bars - Single & Combination, Men’s & Women’s Rails Mats Padding Blocks

Profile of an Elite Performer:

Larissa Latynina, (Russia, born on December 27, 1934) is seen as the first international superstar. During Larissa schooling, her school PE program included exercises with hoop and ball. By the age of 16, she became the national gymnastics champion of the schools division

Larissa Latynina was 21 year old when she competed in the Melbourne 1956 Olympics, and it was between then and her retirement in 1966 she won more Olympic titles than anyone in else in any other sport.

At the end of her remarkable career in 1966, she had won nine Olympic gold medals, 5 silver medals and 4 bronze medals. Her total in Olympic, World and European Championships is a still unequalled, she holds:

- 24 gold medals- 15 silver medals and - 5 bronze medals

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Most female gymnasts are best between the

ages of 14 and 18

Most male gymnasts are at their best in their late teens to

early twenties

Aerobic Floors Rhythmic Gymnastic Floors

(Spring Floors) Parallel Bars Uneven Bars Rings and Trapeze Bars Trampolines Pommel Horse Vault


BIBLIOGRAPHY

Gymnastics Zone (2003) Gymnastics Ancient History. Retrieved May 2, 2007 from Gymnastics Zone website: http://gymnasticszone.com/GymnasticsHistory.htm

Hopper. T. (2002) Lesson Plans. Retrieved April 30, 2007, from University of Victoria website:http://www.educ.uvic.ca/Faculty/thopper/Pe352/2002/JeffEllenGym8/Lesson%20plans.html

Hopper. T. (2002) Assessment. Retrieved April 30, 2007, from University of Victoria website:http://www.educ.uvic.ca/Faculty/thopper/Pe352/2002/JeffEllenGym8/Assessment%20Tools.htm

Hughes. M. (2005) Gymnastics History - A Brief Overview. Retrieved May 2, 2007 from Enzine Articles website: http://ezinearticles.com/?Gymnastics-History---A-Brief-Overview&id=44546

Hultman. S. (2000) Women in Gymnastics. Retrieved May 2, 2007 from Women in Gymnastics website: http://historypages.org/gymnastics/1928.html

Schembri. G. (1984) Gym Fun: Part One: Achievement Awards for Schools and Clubs. Morrabbin, VIC, Australia: Australian Gymnastics Federation Incorporated

Schembri. G. (1984) Gym Fun: Part Two: Lesson Plan Program for Schools and Clubs. Morrabbin, VIC, Australia: Australian Gymnastics Federation Incorporated

Schembri. G. (1983) Introductory Gymnastics: A guide for coaches and teachers. Morrabbin, VIC, Australia: Australian Gymnastics Federation Incorporated

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http://historypages.org/gymnastics/1928.html

http://ezinearticles.com/?Gymnastics-History---A-Brief-Overview&id=44546

http://gymnasticszone.com/GymnasticsHistory.htm


The Ohio State University (2005) Gymnastics Assessment Strategies. Retrieved April 30, 2007, from Ohio State University website: http://education.osu.edu/paes/pep/Files/Gymnastics_Assessment_Strat.doc

Victorian Curriculum and Assessment Authority (2007) Victorian Essential Learning Standards: Standards Publications. Retrieved May 1, 2007 from Victorian Essential Learning Standards website: http://vels.vcaa.vic.edu.au/links/standards.html#3

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Documents

Lesson Plan - Elizabeth Arnold Online Resources - Homeelizabetharnoldonlineresources.weebly.com/uploads/2/5/2… · Web viewHoops or mats (there should be less hoops or mats than