Classroom Applications: Gymnastics

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Essential Questions: 

*How can I use my body to make shapes and work at different levels?
*How can I move my body gracefully in different directions?

Habits Of Mind: 

Persistence
Efficacy
Respect for others
Taking responsible risks

Content: 

This unit is taught throughout the course of the year because alternating units in a recursive manner extends the practice of skills from each area over a longer time period, vital in the development of motor skills. Revisiting the content of a unit over months allows students to use and improve previously learned skills, concepts, and attitudes as they acquire new skills. Students who mature more slowly are given continuing opportunities to gain satisfaction in an area when it is repeated where they previously were reluctant to participate fully.

*Proper use of apparatus
*Skill in transferring body weight
*Differences in body shapes
*Body parts
*Body control
*Different methods for jumping, rolling, use of feet and hands, rocking, rolling, step-like actions, sliding, balancing, twisting, climbing, hanging, spinning, swinging, stretching, curling, turning
*Special vocabulary (levels, extensions, directions, pathways)
*Solutions for traveling on different body parts
*Techniques for a forward roll
*Skills for traveling in a straight pathway
*Skills for mounting & dismounting apparatus
*Skills for rolling
*Skills for moving from feet to hands
*Balance beam techniques (changing of levels and directions)

Skills and Processes: 

*Explore different body movements

*Describe the different movements
*Demonstrate understanding of movement concepts
*Demonstrate basic body control
*Discover different ways of jumping
*Use safe movement practices
*Move in a variety of ways on large apparatus
*Demonstrate & describe body actions & activities
*Create solutions to physical challenges
*Maintain a balance position on hands
*Travel on different body parts (emphasis on changing the supporting body part)
*Transfer weight from feet to hands
*Responding to signals safely (e.g. stop on signal)
*Perform a forward roll
*Mount and dismount apparatus
*Change directions and levels (on balance beam and mat)
*Mount and walk a low balance beam
*Dismount and roll from balance beam

Assessment: 

*Observation of locomotor and non-locomotor movement
*Use of movement vocabulary
*Cooperation with peers
*Affective behaviors (e.g. listening, independent work, taking turns, following teacher guidelines)
*Ability to apply concepts to performance (e.g. motor skills:jump. skip, walk, run, gallop, leap)
*Ability to select proper skills & movement concepts
*Ability to respond to cues (both visual and oral)
*Individual performance on apparatus
*Individual skill assessment for forward roll
*Motor Development Skill analysis
*Locomotor Skills assessment