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Primary Gymnastics Module

Module objectives

This module is designed to up skill primary school teachers in teaching athletics. Objectives of the

module include:

� understand how Primary School Gymnastics fits into the health and physical education domain

� Understand the links between the HPE domain and other domains relative to the Primary School

Gymnastics program

� Understand the scope and sequence of a school gymnastics program

� Understand the process of skill acquisition and the progressive and sequential development of

motor skills

� Have knowledge of how to teach and assess gymnastics skills

� Be familiar with all DEECD requirements regarding the conduct of gymnastics program in schools

� Know how to conduct a safe gymnastics program

� Be aware of resources designed to assist teachers to plan and implement the gymnastics

component of the primary school physical and sport education program


Program planning

The Victorian Essential Learning Standards (VELS)

The Health and Physical Education domain requires students to develop knowledge, skills and

behaviours that enable them to maintain good health and live a healthy lifestyle, understand the

role of physical activity in ensuring good health and engage in physical activity.

The gymnastics program can contribute to students achieving many elements of the Movement and

Physical activity standards listed in the table below

DIMENSION Level 1 Level 2 Level 3 Level 4

Movement

and

Physical Activity

• perform basic motor

skills and movement

patterns, with or without

equipment, in a range of

environments

• demonstrate basic motor

skills and some more

complex skills

• combine motor skills and

movement patterns during

individual and group

activities

• demonstrate control

when participating in

locomotor activities

requiring change

of speed, direction and level

• create and perform

rhythmic movement

sequences in response to

stimuli

• perform a broad range of

complex motor skills

• demonstrate a wide variety

of motor skills and apply tem

to basic sport specific

situations

� create and perform

coordinated movement

sequences that contain a

variety of motor skills and

movement patterns

• perform confidently and

efficiently in a range of

movement environments

(indoor, outdoor, aquatic)

• refine basic and complex

motor skills

• evaluate the

performance of a partner

and provide constructive

feedback based on

performance criteria to

assist skill development

• apply skills in increasingly

complex games and

activities

• work independently to

improve performance

� regularly engage in

periods of moderate to

vigorous physical activity

� use simple vocabulary

to describe movement,

physical responses of the

body to activity and

feelings about

participation in physical

activity

• regularly engage in bouts

of moderate to vigorous

physical activity

• describe the link between

physical activity and health

• participate regularly in

physical activities for the

purpose of improving skill

and health

• identify and describe the

components of health related

fitness

• maintain regular

participation in moderate to

vigorous physical activity

and monitor exercise

intensity

• explain the process for

improving health related

fitness.

• follow rules and

procedures

• share equipment and

space safely

• explain the contribution

rules and procedures make

to the safe conduct of

games and activities

• use equipment and space

safely

• follow safety principles in

games and activities

• explain the concept of fair

play and respect the

roles of officials

• work with others to

• work in a group to create

a game, and establish rules

and procedures for safe

conduct

• describe and analyse the

different roles required in


achieve goals in

cooperative and

competitive sporting and

games situations

• begin to use basic games

tactics

competitive sports

� effectively use strategic

thinking and work with

more and less-skilled peers

to improve game

performance

The primary school gymnastics program can make a contribution to students achieving standards in

other domains within the Physical Personal and Social Learning Strand.

DOMAIN

STRAND - PHYSICAL, PERSONAL AND SOCIAL LEARNING – LEVEL 3

Health and

Physical

Education

Dimension - Movement and physical activity

At Level 3, students perform a broad range of complex motor skills. They demonstrate a wide variety of motor

skills and apply them to basic, sport-specific situations. They create and perform co-ordinated movement

sequences that contain a variety of motor skills and movement patterns. They participate regularly in physical

activities for the purpose of improving skill and health, and identify and describe the components of health-

related fitness. They begin to use basic games' tactics. They work with other to achieve goals in both co-operative

and competitive sporting and games' situations, explain the concept of fair play, and respect the roles of officials.

Students follow safety principles in games and activities.

Dimension - Health knowledge and promotion

At Level 3, students describe the stages of human development across the human lifespan. Students explain basic

concepts of identity and use simple strategies to maintain and support their self-worth. They identify basic safety

skills and strategies at home, school and in the community, and describe methods for recognising and avoiding

harmful situations. They describe how physical and social components in the local environment contribute to

wellbeing and identify how health services and products address the health needs and concerns of the local

community. They identify healthy eating practices and explain some physiological, social, cultural and economic

reasons for people's food choices.

Interpersona

l

Developmen

t

Dimension - Building social relationships

At Level 3 students demonstrate respect for each other. They support each other by sharing ideas and materials,

offering assistance, giving appropriate feedback and acknowledging individual differences. They work with

others to identify, manage and resolve conflict.

Dimension - Working in teams

At Level 3 students cooperate for agreed purposes, taking roles and following guidelines established within the

task. They describe and evaluate their own contribution and the team’s progress towards the achievement of

agreed goals.

Personal

Learning

Dimension - The individual learner

At Level 3 students identify personal learning style preferences and actively seek assistance as required. They

contribute to the development of protocols that create a positive learning environment in the classroom.

Students work cooperatively with peers, seeking and giving relevant feedback.


Dimension - Managing personal learning

At Level 3 students set short-term, achievable goals and make and justify some decisions about their learning.

They complete short tasks by planning and allocating appropriate time and resources. Students demonstrate a

positive attitude towards their learning.

Civics and

Citizenship

Dimension - Civic knowledge and understanding

At Level 3 students demonstrate understanding of the contribution of people from the many culturally diverse

groups that make up the Australian community. They describe symbols of national life in Australia and identify

values related to symbols and national celebrations. They explain the difference between rules and laws and

describe the qualities of a good law. They explain why their participation in actions that care for the

environment is important.

Dimension - Community engagement

At Level 3 students describe some of the roles and purposes of groups in the community. They identify a local

issue and plan possible actions to achieve a desired outcome. They describe the benefits of action at the local

level and the democratic aspects of the process.

STRAND: INTERDISCIPLINARY LEARNING

Thinking

Processes

Dimension - Reasoning, processing and inquiry

At Level 3 students collect and organise ideas from a range of sources to answer their own and others’

questions. They question the validity of sources when appropriate. They apply thinking strategies to organise

information and concepts in a variety of contexts, including problem-solving activities. They provide reasons for

arguments and conclusions.

Dimension - Creativity

At Level 3 students apply creative ideas in practical ways and test the possibilities of ideas they generate. They

use open-ended questioning and integrate available information to explore ideas.

Dimension - Reflection, evaluation and metacognition

At Level 3 students identify strategies they use to organise their ideas, and use appropriate language to explain

their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.


The scope and meaning of gymnastics in the primary school

In a primary school context gymnastics refers to a wide variety of physical activities in which the

students learn to confidently manage his/her body in a variety of situations.

The movement abilities developed in a gymnastics program are fundamental to movement in

general. It helps prepare students for many other physical activities.

The school gymnastics program is not based on an Olympic competitive program but on an approach

that is fun challenging and fundamental for a child’s growth and development.

Outcomes of a primary school gymnastics program

General Gymnastics promotes:

� All round physical development – muscular strength and endurance, flexibility, balance,

coordination, agility and sound posture. Weight bearing activities promote sound bone growth

and development.

� Movement competence through the activities focussing on jumping, landing, rolling, turning,

twisting, swinging, and locomotor movements.

� Cognitive development – through an emphasis on exploration and sequencing students are

encouraged to listen, problem solve, make decisions, create and take risks.

� Social development - encouraged through partner and group work, peer tutoring and

assessment

Dominant Movement Patterns

The dominant movement pattern approach to teaching gymnastics classifies the skills used in

gymnastics. The DMP’s are the foundation movements that lead to more complex skills. Knowing

which DMP a skill belongs to makes it easy for the teacher to provide:

� The appropriate lead up activities for each skill

� The physical preparation required by the student

� Skill transfer by students as they identify the common elements of each DMP

� A balanced program

� Activities that are appropriate to the student’s growth and skill level


The dominant movement patterns are:

� Locomotion – on legs, in support, in hang,

� Statics – balance, hang, balance

� Landings – on feet, hands

� Spring – from 2 feet, from 1 foot, from 2 feet and/or two hands

� Rotation – around the lateral axis, (forward and backward rolls), longitudinal axis (jump turns,

log rolls) or anterior axis (cartwheel)

� Swing – in hang or support on bar or assisted on a rope or rings


Dominant movement patterns in action

Statics and physical preparation

Introduce basic static shapes throughout your warm-up activities and games and extend them to

encourage physical preparation and development. Ideas from the physical prep section and can be

performed using handheld and fixed equipment. These should be displayed and mastered on the

floor first before extending them onto other apparatus.

� Rocket (lying on ground (or standing) with legs straight and arms by ears)

� Rocket rolls (rolling sideways in rocket position)

� Rocket launcher (4 or more do rocket rolls in unison and one lies on top and is rolled off)

� Motorbike shape (see landings)

� Tuck (or bomb) shape (sitting on floor hugging knees to chest)

� Straddle (sitting on floor with legs stretched out in front and apart)

� Pike or L-sit (sitting on floor with legs stretched out in front)

� Front support (hands directly below shoulders with arms straight and body in a line down to

where toes meet ground)


� Rear support (opposite of front support but ensure fingers are pointing towards feet to avoid

possible elbow injuries)

� Angry cat (same as front support but with knees on ground and shoulder and upper back pushed

up in the air)

� Superman/Supergirl rocks (lying on belly with chest and knees off floor) while partner gently

rocks you to and fro

� Banana rocks (same as Superman rocks only performed on your back – use bent knees to make it

easier)

� Turn the turtle (one partner in angry cat shape (turtle) and other partner has to try and push you

over

� Crack the egg

� Clocks (with a partner assume different analogue times as directed by teacher while staying in

front support or rear support)

Handstand (static)

Lead-ups: bear walk, front support activities, front support with feet elevated, Spiderman up wall

(with ¼ turn out for safe exit), bunny hops (with ¼ turn out for safe exit), scorpion walks, change leg

scorpions, handstand variations (star, genie, soldier etc).


Landings

Landings are the least taught but most important (safety) DMP. We land in many different sporting

and everyday life activities. It cannot be assumed, however, that students will naturally land

correctly – they won’t! Good landings are an insurance against injuries. They need to be taught from the very first lesson.

The most common and the most desirable landing is a “Safety Landing” on two feet. This should be

taught and continually reinforced in school gymnastics programs. With good landing technique, the

impact will be softened by distributing the landing forces over time.

The student should increase the base of support by spreading slightly his/her feet on landing. The

landing will begin on toes, followed by heels

and finally bent knees. All of this happens quickly,

but assists in spreading the landing out over time.

A good landing will be a quiet one.

Common errors in landings are:

� Landing with straight legs

� Chest leaning forwards upon landing

� Failing to keep knees bent until balance is maintained

Correct landing shape


� Failing to place heels on the ground following the toes

Landing safety notes:

� Never land sideways from a height

� Landing surfaces should be neither too hard nor too soft

� Always land on matted surfaces and/or wear sneakers

� Avoid deep knee bending beyond 90°

Improving and challenging landings

� Land from heights (within reason)

� Change direction of landing (forward and backward)

� Incorporate a static shape in the air prior to landing

Locomotion

Any of the warm-up activities are great ways to help students experience a variety of locomotions or

movement experiences such as running, skipping, jumping, hopping, moving backwards and any of

the animal walks. Think also about incorporating hand apparatus such as bean bags, skipping ropes,

hoops, balls, balloons, ribbons and scarves etc

Spring

Purpose – provide students with the opportunity to experience height and flight in a safe

environment. To develop physical skills attributed to jumping activities i.e. run, spring and landings.

� Focus on tight body positions that remain upright

� Keep head and chest up to prevent rotating/falling forwards

� Play games to develop rebound action and build leg power –tiggy with jumping

� Vary landing surfaces and heights

� Vary body positions in the air – tuck, star, straddle, twists, throwing and catching balls, clapping

� In the air, synchronised jumps (if more than one springing device is available),

� Use assistance via re-bounders, beat boards, mini tramps etc


Appropriate Use of Mini-Trampolines for spring activities

� Ensure against unsupervised use i.e. equipment should not be accessible outside class times or

when circuit is finished.

� Appropriate set up of equipment involves approach to mini-trampoline being same height, or

slightly higher, than the trampoline itself (See diagram below) or in accordance to student’s

ability.

� Keep landing area clear.

� Use ‘overflow’ mats in conjunction with a crash mat

� Minimise height and flight by reducing/restricting run up and building up landing surface to

make students go up without having to come back down again

� “Spotting” involves a teacher standing near the trampoline and the landing mat, to assist the

student in the event of a poor take-off or landing. Spotting is not used to carry a student

through a skill.

� Additional matting does not prevent injuries. Progressive skill development is the key to

positive, safe experiences.

� Activities must be supervised.

� Use only non-inverted activities

Students of all ages love the mini-trampoline. People love to experience flight. When used

correctly, it can add variety and challenge to your school gymnastics program without inherent

dangers.


Step turns and jump turns

� 180°, 360°, 540°, 720°

� vary body shapes at same time

� land onto different surface (eg skateboard deck or raised surface)

�� Note that all turns will finish with the student either facing forwards or

backwards – NEVER SIDEWARDS ie no 90° or 270° turns or twists.

Log rolls (rocket rolls) – go straight, with a partner (top to tail), in a group, extra challenge with

throwing and catching a ball

Egg rolls (sideways tuck rolls) - down hill, along flat, up hill, along box, extra challenge with hand

apparatus

Shoulder rolls forward and backwards – commando and Charlie’s Angel rolls

Forward rolls – rock and roll with partner, down hill, along flat, up hill, along box, varied entry and

exit positions, extra challenge with hand apparatus. Keep bottom high and head tucked in – head

and neck never touch the floor


Backward rolls – down hill, along flat, varied entry and exit positions. Use arms crossed overhead

for neck

support or strong hands into floor (squashing the cream pies). Technique is squat and touch bottom,

shoulders

hands to the floor in quick succession. Remember, a fast backward roll is a good backward roll!

Cartwheels – in hoops (upside down Mickey Mouse ears), around circular line, over bench, along

straight line, use opposite leg, continuous cartwheels, one armed cartwheels


Swing

Use ropes, bars, rings etc to develop grip strength

Rope and rings – straight arms, bent arms, game of “Rescue” (where groups must swing from one

life boat to the next one at a time), tuck, candle stick, basket and dorsal hangs, climbing. Good for

developing swing confidence through assisted swing. Can also use flying fox in play ground if

available.

Bars – monkeying, partner swap, long hang goal defence, swing in long hang or tuck or support

(casts), glide swings with skate board, ALWAYS DISMOUNT AT BACK OF SWING ONLY this allows the

body to make the “safety landing” shape and effectively absorb landing forces.

Parallel bars – glide swings (with skateboard), penguin walks, support swings, dip swings, swing and

straddle, swing backward to dismount. Remember to drop bars or raise floor level to prevent

shoulder injuries in case of fall.

Teaching considerations


Teachers need to know how to teach as well as what to teach. A variety of teaching methods will

ensure that student’s learning styles are acknowledged as well as result in increased motivation.

Skilled teachers are competent in a variety of teaching styles. Teaching styles range from those that

are direct or teacher centred to those that are indirect or child centred. The Victorian Essential

Leaning standards encourage teachers to present curriculum in ways that take into account a range

of student learning styles. Teachers will often use a variety of methods within a lesson. The teaching

approach chosen will depend on:

� Teacher philosophy

� Teacher knowledge of level of support needed

� Student learning styles

� Students’ age, maturity, experience and motor ability

� Topic covered

� Time available

� Facilities and equipment

� Number of students in the class

Teaching methods range on a continuum from direct to indirect with a number of teachings

methods in between. The Victorian Essential Learning Standards and the Principles of Learning and

Teaching focus on developing in the students the capacity to take responsibility for and reflect on

their own learning. Teachers need to keep this important focus in mind when considering which

teaching method to include.

Teacher Centred Learning and Teaching Approaches

Direct teaching styles are very teacher centred methods where the teacher makes all the decisions

concerning what, how and when the student is to perform. The lesson format of warm-up, skill

demonstration, skill practice, feedback, followed by a class game is typical of a direct teaching style

approach. The advantages of this style is that it is efficient and focussed, is easy to implement with

large groups and provides for the learning of basic skills efficiently. Direct teaching methods are the

most appropriate to use when teaching specific gymnastic skills.

The disadvantages are that direct teaching styles take little account of students’ individual motor

abilities, learning styles, and intellectual development. This type of teaching approach requires a

high level of teacher support.


Student centred teaching and learning approaches

A lower level of teacher support and increased student involvement occurs where the teacher works

closely with the students, guiding the learning as they begin to apply the skills, knowledge and

understandings being taught.

During independent work, the student is practising, consolidating and applying skills, knowledge and

understandings being taught, so there is a high level of student involvement with the teacher acting

as the facilitator.

Varying the way teachers present the curriculum content during class can provide the learner with

greater responsibility by becoming more involved in the learning process, having opportunities to

explore and experiment with movement in a variety of ways. This in turn increases student

motivation.

Learning how to learn and learning through movement are important objectives of student centred

teaching approaches. Further they allow for individuals to respond at their own level of ability and

provide more opportunities for a degree of success.

Examples are:

� Task Cards

Task cards can be successfully used to give some of the control of the learning to the students. They

reinforce vital literacy skills, allow students to progress at their own pace, promote decision making

and self-assessment. They reduce the need for repetitive instructions from the teacher. They can be

especially helpful for activities that are of a self-testing nature. They may be composed of individual

or group skills and challenges.

The teacher provides:

� A series of tasks related to a motor skill at sequential degrees of difficulty. Balance activities, ball

handling skills, locomotion activities are suggestions.

� The student is able to choose a task that matches their ability level so promoting self-assessment

and decision making. The student may then decide when to progress to a more complex task.


Choose three of the following balance activities to practice. When you are sure you are doing it

correctly have your friend watch you do the skill. Your friend can tick that the skill is done correctly.

Name Balance

Diagram Achieved

Front Support and Back

support

Scorpion Stand

Bunny hop 1/4 turn

Wall Walks to

handstand

A sequence of

balances. Hold each

one for 5 seconds

Ball bounce and stork

balance

Forward roll to a stork

stand

Peer Tutoring and Assessment

Students are more likely to be engaged if they have opportunities to reflect on their own progress

and think about their learning. Peer tutoring and assessment provides advantages for both tutors

and learners. The learner has the opportunity to receive immediate feedback from their partner

relating to their performance. The tutor is encouraged to observe and analyse their partner’s

fundamental motor skill performance and decide which feedback to provide their partner with in

order to improve skill performance. Further it provides the tutor with the opportunity to gain a

greater understanding of the key components of the skill.


Teacher Questioning and Problem Solving

Movement is used as a catalyst to stimulate thinking. There are many opportunities for the learner

to incorporate thinking skills as they are encouraged to find solutions to problems in different ways.

Convergent problem solving (discovering answers to a problem) and divergent problem solving

(searching for a variety of alternatives) are ways teachers can involve the students in higher level

thinking skills when teaching fundamental motor skills.

Examples:

� Why do you tuck the head under when performing a forward roll?

� Try a log roll with a tight body and then a loose body. Which is better? Why?

� Step up, jump and land off the bench. Land with feet together and then land with feet apart.

Which is better? Why?

� Can you create a floor routine that contains three springs and landings, two locomotions and

three rotations?

� How can you help a person who is having trouble performing a forward roll on a mat? How can

you simplify the skill?

� What changes would you suggest that Jane makes to her landing technique to make it more

stable?

� What health related fitness components are important in gymnastics?

It takes time and practice to incorporate these techniques into physical education teaching. The aim

should always be to provide children with an intellectually as well as a physically stimulating

learning environment.

Sequential Development of Skills

Nearly all gymnastics skills can and should, be broken down to simple parts. Progressively taught

lead-up skills will ensure that the final product or whole skill is safely executed and easier for the

student to perform. Exiting a skill safely should be taught before doing or entering the skill. The

language that students understand and relate to is more beneficial for the skill development.

Example of the sequential development of a forward roll

� In tuck position rock forward and back (tuck rock)

� Tuck rock to standing

� Forward roll down a wedge

� Forward roll to sitting on a flat surface

� Forward roll to standing

� Extension activities – forward roll to straddle stand, forward roll with bean bag between feet,

forward roll to arabesque


Lesson structure

Warm up

This can include fast moving individual activities, dances, games, revision circuits and stretching

activities.

Skill Development

This is when new movement skills are introduced along with appropriate safety instruction and body

management tips. New skill introduction may occur through exploration activities, direct instruction

and mini circuits.

Circuits

Circuits are a great way to organise a gymnastics class as a part of the warm up or after the skill

instruction.

Circuits are formed by linking together several stations in a circle of activity. The lesson may use one

or more circuits spread over the teaching area. If you start off simply and choose activities that do

not have a high skill level or potential for risk, circuits are one of the best methods of class

organisation.

� Locate yourself at the station that most needs your help

� Keep eye and voice contact with the rest of the class

� Ensure adequate spacing is provided between stations

� Stop the whole class if necessary, (for example to show a particularly good performance or to reinforce

a point)

� Build up your confidence with one or two easy circuits using familiar activities

� Students might perform just one repetition at a station before moving on, or spend several

minutes at one of the stations before moving on

� If a “bottleneck” occurs, instruct students to move on to the next station

The purposes of circuits’ are that they:

� keep students engaged and active

� provide maximum time to practise skills

� provide time to consolidate and revise

� provide lots of variety

� cater for individual interests

� allow teachers to work more intensely with small groups of children


Creating Gymnastic Routines

Asking students to create a routine using gymnastics skills is a great way for students to use their

creativity and apply the skills they have learnt. It also provides the opportunity for students to work

together in a group to create a culminating activity at the end of a gymnastics unit. Routines can be

created on the floor, the balance bench, using hoops ropes and balls or other gym equipment.

Routines allow students to demonstrate their skills at their level of development. For example a

routine that asks for a roll may produce a variety of responses such as a log roll, shoulder roll, egg

roll backward roll. It is important that the teacher provides the criteria for the creation of routines.

Examples:

� Create a floor routine that demonstrates three balances and two springs and landings

� In a group of three create a routine that includes three spring and landings, two rotations

and two balances. Think about way to link the skills smoothly.

� Create a routine on the balance bench that includes four balances (refer to diagram)

Concluding Activity

The time for applying skills in a new way or reinforcing skills taught. Stretching activities may also be

included as part of the concluding activity.


SAFETY

Gymnastics in Schools

Recommended Programs/Activities

D

ecember 10

1. Sports Acrobatics 2. Non-inverted vaulting

and Group Performances

3. Basic Tumbling

4. Aerobics

forward and backward roll

cartwheel

8. Circuits/continuous activity

to fitness and skill development

maximise

7. Disguising hard work through

challenges and games

6. Using

hand

apparatus

5. Cheerleading


Activities not recommended

1. Somersaults (fwd or bwd) 2. splits

3. Excessive deep knee

bends

5. Inverted spring activities

4. Headstands

6. Bridges 7. Wheelbarrows 8. Hock swings

�Also not recommended are neck rotations, sideways landing from a height and excessive

weight bearing on the wrists (eg doing lots of handstands and handstands for extended

periods of time or after complaints of wrist tenderness/soreness).


Department of Education and Training Victoria

This message is being sent to all principals, school council presidents and schools. Principals are

asked to provide a copy to the school council president.

Circular 052/2003 Safety in gymnastics programs in schools

Summary

Principals and teachers must ensure that appropriate precautions and safety measures are taken

in gymnastics programs to minimise potential risks to students. A list of recommended and not

recommended activities is included as well as advice about crash mats and mini-trampolines.

The nature of gymnastics activities means that principals and teachers must ensure that appropriate

precautions and safety measures are taken to minimise any potential risk to students.

Principals should ensure that teachers have the appropriate competencies to teach the skills and

activities that are undertaken as part of a gymnastics program. Classroom teachers will be

supported by gymnastics units of work as part of the online resource: curriculum @work.

Professional development is offered through the Department’s PASE (Physical and Sport Education)

courses provided by the Australian Council for Health, Physical Education and Recreation (ACHPER),

and coaching certificates offered through the National Coaching Accreditation Scheme.

In the conduct of gymnastics programs it is essential that activities selected are appropriate for the

students’ age and ability. All activities require adequate preparation and instruction to ensure

students are physically ready to perform skills. This includes appropriate lead up and prerequisite

developmental skill progressions and drills. It is essential that practice of these be provided for all

students.

Gymnastics Victoria advises that recommended activities for gymnastics programs in schools are:

� acrobatics

� basic tumbling

� hand apparatus

� circuits—fitness and skill development

� group performances

� non-inverted vaulting activities

� aerobics

The following activities are not recommended:

� somersaults

� bridges

� headstands

� hockswings

� neck rotations

� sideways landings from a height

� excessive deep knee bends

� wheelbarrows

� inverted spring activities

� excessive weight-bearing on wrists

All equipment and apparatus used in the conduct of a gymnastics program must be suitable for the

requirements of the activity and for the age and ability of the students. The equipment and

apparatus must be safely maintained and set up and prepared appropriately for the activity for

which it is being used.

Adequate and safe matting should be used around all equipment at all times.


Crash mats

Where the program activities require the use of crash mats, floor mats should be placed on the floor

to the side and behind the crash mat area.

Mini-trampolines

Where the program activities involve the use of a mini-trampoline then the mini-trampoline should

have a suitable cover over the springs so that the springs are not exposed.

Further advice about the safe conduct of gymnastics programs is available from Gymnastics

Australia, telephone 9830 4588, and Gymnastics Victoria, telephone 9214 6020.

This material will be included in the forthcoming Victorian Government Schools Reference Guide.

For further information contact Naomi Lind, Senior Project Officer, Health, Physical and Sport

Education Strategy Team, Learning and Teaching Division, telephone 9637 2844.

Glenda Strong

General Manager

Learning and Teaching Division

Other safety considerations

� Ensure correct lead ups and other pre requisite skills have been mastered

� Ensure children are physically ready to perform skills

� Ensure students know all safety rules

� As the teacher ensure you can observe all students during activity periods

� Know the skills you are teaching

� Ensure each skill is mastered before moving to the next

� Spotting students skills should be left to a minimum, it should not be replace lack of preparation

� Ensure landing mats are even, impact absorbing and non-slip

� Ensure appropriate spacing between equipment stations.

� Avoid slippery, hard or rough working surfaces


Assessment in Gymnastics

The Department of Education and Early Childhood Development has published the following

assessment principles to guide teachers when developing assessment tasks:

� The primary purpose of assessment is to improve student learning;

� Assessment practices are integral to the teaching and learning process and are matched to

teaching and learning goals;

� Assessment practices use a range of measures allowing students to demonstrate what they know

and can do;

� Assessment processes are valid, reliable and fair and cater for the range of students’ learning

styles;

� Assessment practices promote deeper understanding of learning processes by developing

students’ capacity for self-assessment;

� Assessment is authentic – based on an understanding of how students learn and requiring them

to apply their skills to real world challenges;

� Students are involved in negotiating assessment to ensure a shared understanding of purpose,

criteria and standards;

� Assessment works best when it is ongoing rather than episodic;

� Students have access to ongoing constructive feedback that supports their learning;

� Good assessment provides useful information to report credibly to parents on student

achievement.

Assessment for improved student learning and deep understanding requires a range of assessment

practices to be used with three overarching purposes:

Assessment of learning (summative)

Is the product of ‘on-balance’ judgement based on an accumulated range of assessment sources to

determine what the student has achieved at the end of a learning sequence or unit. Conducting

summative assessment at the end of a unit enables teachers to ascertain student’s development

against the unit goals and to set future directions for learning. Summative assessment can be

referred to as assessment of learning.


Assessment for learning (formative)

Are assessment tasks which occur during the teaching and learning activities.

Assessment for learning occurs when teachers make inferences about student learning to inform

their teaching. It provides continuous feedback to both students and teachers which enable them to

monitor progress identify and address gaps and errors in learning.

Assessment as learning (formative)

Occurs when students reflect on and monitor their progress to inform their future learning goals.

The purpose is to involve students in their own assessment as they learn. When students become

proficient at self assessment it helps understand the purpose of their learning and clarify learning

goals.

Authentic Assessment

“An authentic assessment task is one that is performed in a real life context that approximates as

much as possible, the use of that skill or concept in the real world. (Elementary Physical Education

Teaching and Assessment, Hopple,C p11)

Authentic assessment is based on the development of a meaningful product, performance or

process over time. Students develop and demonstrate the application of their knowledge and skills

in real world situations which promote and support the development of deeper levels of

understanding. Authentic assessment stems from clear criteria of which students are aware and

involved in the development and evaluation of.

The more authentic the context or situation the more motivational the assessment is for the

students. As an example consider the 1.6km run/walk fitness test for cardiovascular health and the

setting in which it takes place. On a specific day students are required to run the 1.6k around a

course usually the school grounds or play area. This is not authentic. How many children typically

run this distance as part of their normal lives? Can you suggest a way of making this type of activity

more authentic in nature? (eg as part of an orienteering course, a bushwalk, the 10,000 steps

program, meeting the National Physical Activity Guidelines)

It is not possible to make every assessment task authentic in nature but it is worthwhile asking the

question when considering assessment tasks.

Authentic assessments meets all/some of the following criteria. It refers to assessment that:

� looks at students actively engaged in completing a task that represents the achievement of a

learning goal or standards;

� takes place in real life situations;

� asks students to apply their knowledge in lifelike situations

� intertwines assessment and teaching making it difficult to tell them apart

� students are given/negotiate the criteria against which they are being assessed

The following assessment tasks are examples of a summative and formative assessment tasks

teachers may use to assess the gymnastics program


Forward Roll: Peer Assessment Sheet

Name: ______________________________________________ Class: ____________

Watch your partner perform 3 forward rolls. If you see your partner do the following skill cues, mark a

smiley face in the circle. If your partner does not, mark a cross in the circle and give

them a cue to help improve the skill.

CROUCH DOWN IN SQUAT POSITION

CHIN TUCKED INTO CHEST

WEIGHT ON HANDS

PUSH OFF WITH FEET

BODY CURLED IN TUCK POSITION


Setting Goals for Improvement

Name ____________________________________________________ Date ___________

BEFORE YOU START

1. At the beginning a ________________ unit. We will be working to improve the following skills:

__________________________________________________________________________________

__________________________________________________________________________________

Please take a few minutes and think about what your strengths and weaknesses might be in this

area.

2. I feel that I am very good at:

__________________________________________________________________________________

__________________________________________________________________________________

3. I feel that I need more practice on:

__________________________________________________________________________________

__________________________________________________________________________________

Now take some time to set a specific, measurable, realistic goal.

4. By the end of this unit I would like to be able to:

__________________________________________________________________________________

__________________________________________________________________________________

AFTER YOU FINISH

5. Did you reach the goal that you set?

__________________________________________________________________________________

__________________________________________________________________________________


6. How do you know? Be specific with your evidence.

__________________________________________________________________________________

__________________________________________________________________________________

Assessment

Your work will be scored according to the criteria in the following rubric. Use this information to self-

assess your work before you hand it in.

4 Excellent work! You went above and beyond! Answers are specific and complete. Artwork,

specific examples, or details that support answers are included.

3 Good work. Everything is here! Answers are specific and complete.

2 Good attempt. Would you like to try this one again? Most answers are specific and

complete. One or two items may be missing or incomplete.

1 Let’s be sure that you understand. I recommend that you try this again. See me for more

explanation.

Few answers are specific or complete.

From Physical Education Assessment Toolkit by Liz Giles-Brown, 2006, Champaign, IL: Human

Kinetics.


Gymnastics Floor Routine

Names ____________________________ ____________________________

____________________________

In a group of three, create a gymnastics floor routine that:

1 contains start and finish positions;

2 contains three locomotor movements, two springs and landings, three balances and two rotations;

3 contains movements that link each section of the routine (transitions);

4 is in time with the music.

Use the rubric below as you work so you can be sure you can meet the criteria.

Score

Start and Finish

Skills

Transitions

Working Together

Excellent work!

You went above

and beyond!

Good work!

Everything is

here!

Good Attempt!

Just a few things

are missing.

Would you like

another try?

Let’s be sure that

you understand.

I recommend that

you try this one

again. See me

for more

explanation.


Gymnastics Skills

Name: ____________________________________________________ Date: _______________

Directions: Here is a list of Gymnastics Skills. Next to each skill, list two important things that you should focus on when working to improve that skill. You can use diagrams if you wish.

What do you have to remember when you are trying to improve your skills?

Tuck jump and land 1.

__________________________________________________ from a bench: 2.

__________________________________________________ Leap: 1.

__________________________________________________ 2.

__________________________________________________ Skip: 1.

__________________________________________________ 2.

__________________________________________________ V sit static balance: 1.

__________________________________________________ 2.

__________________________________________________ Forward roll 1.

__________________________________________________ 2.

__________________________________________________

Assessment: Your work will be scored according to the criteria in the following rubric. Use this information to self-asses your work before you hand it in.


Assessment Rubric

Excellent

work!

All the skill cues are correct, complete and specific for each

fundamental skill.

Artwork, specific examples of details that support answers are

included. Very good

work

All the skills are correct, complete and specific for each

fundamental skill.

Good attempt

Most of the skill cues are correct, complete and specific for each

fundamental skill. Two or three answers are incorrect or

incomplete.

Not

satisfactory

Few of the skill cues are correct or complete for each fundamental

skill.


Appendicies


Appendix 1


Appendix 2


Appendix 3

Figure 1: Skin the snake

Figure 2 Conveyer Belt


Appendix 4


Resources

ACHPER National

ACHPER/Gymnastics Australia PEP Gymnastics Lower Primary 1998

ACHPER/Gymnastics Australia PEP Gymnastics Upper Primary and Lower Secondary 1998

Gymnastics Victoria Resources Phone 9214 6020 http://www.gymnasticsvictoria.org.au

Begin With Gym Unit 1 (Early childhood resource 10 lesson plans for 4-5 year olds)

Up Down All Around C (Primary and Secondary Lesson plans with themes, explanations, visuals and

instruction notes)

Gymnastics For All Challenge (Primary and Secondary A manual with routines on a variety of

apparatus)

Gym Buddies Manual (Provides numerous skills and activities and advice on creating routines and

displays. Aimed at teachers and coaches who have little or no gymnastics experience)

Body Box Jigsaw Illustrations

AeroSkools Package (Primary and Secondary – a manual and video to assist teachers to begin Sports

aerobics lessons)

TeamCheer Package (Primary and Secondary – a manual and video to assist teachers begin

cheerleading lessons)

Let the Games Begin (Secondary resource but can be adapted to suit primary aged students)

Gymnastics Australia Resources

Gymnastics Australia GymMix – (A resource for primary schools and clubs Activity cards and Lesson

Plans) 2008

Gymnastics module- primary - Our Lady Immaculate Schoololis.edu.mt/Gymnastics_module_primary.pdf ·...

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