Lesson Plan



GYMNASTICS

UNIT PLAN

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

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 |Students will be able to perform a range of gymnastic moves including static |

| |positions, landings, rotations, swings, springs, and flights |

| | |

|Combine motor skills, strategic thinking and tactical knowledge to improve |In groups, students will combine all gymnastic moves to create a floor routine|

|individual and team performance |to perform in front of the class |

| | |

|Students monitor and describe their progress as learners, identifying their |Students will be able to evaluate their performance of the gymnastic moves and|

|strengths and weaknesses and taking actions to address their weaknesses. |recognise if improvement is needed |

| | |

|Complete competing short, extended and group tasks within set timeframes, | |

|prioritising their available time, utilising appropriate resources and |Students will develop a research task on a chosen gymnastics topic within a |

|demonstrating motivation |set time frame |

| | |

|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|Students will evaluate their peers performance and give constructive feedback |

|realistic timeframe |to aid improvement |

| | |

|Content |Instructional Strategy |

|LESSON ONE | |

|Introduction |Direct Instruction |

|Dominant Movement Patterns |Direct Instruction |

|Safety Considerations |Direct Instruction |

|Warm Up |Direct Instruction |

|Centre of Gravity |Direct Instruction |

|Supports/Static Balances |Direct Instruction |

|Closure |Direct Instruction |

| | |

|LESSON TWO | |

|Introduction |Direct Instruction |

|Warm Up |Direct Instruction |

|Ball |Direct Instruction |

|Hoop |Direct Instruction |

|Rotations |Direct Instruction |

|Closure |Direct Instruction |

| | |

|LESSON THREE | |

|Introduction |Direct Instruction |

|Warm Up |Direct Instruction |

|Falling |Direct Instruction |

|Landing |Direct Instruction |

|Handstands |Peer Teaching |

|Cartwheels |Peer Teaching |

|Closure |Direct Instruction |

| | |

|LESSON FOUR | |

|Introduction |Direct Instruction |

|Warm Up |Direct Instruction |

|Springing/Jumping |Peer Teaching |

|Mirror Imaging |Peer Teaching |

|Floor Routine Practice |Co-operative Learning |

|Closure |Direct Instruction |

| | |

|LESSON FIVE | |

|Introduction |Direct Instruction |

|Floor Routine Practice |Co-operative Learning |

|Floor Routine Performance |Co-operative Learning |

|Closure |Direct Instruction |

|Resources - facilities |Resources - equipment |

|Gymnasium Hall |Spring Floor of gymnasium hall or a small mat for every student |

|Library |Soft Balls – for each student |

| |Hoops – for each student |

| |Mini Trampolines – As many as possible |

|Safety Requirements |

|Physical education uniform must be worn |

|No shoes, only socks |

|Hair being tied back |

|No jewellery |

|Always bring a drink bottle to class |

|Only use equipment when being instructed to by teacher |

|Never work without mats |

|No eating when in gym |

|Wet Weather Activities |

|Not applicable – class held indoors |

| |

| |

|Theory |

|Research Task |

| |

| |

|Assessment |

|Research Task |

|Routine Performance |

| |

| |

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 VELS

|Standard |Dimension |Level |

|Students proficiently perform complex movement manipulative skills |Movement and Physical |5 |

| |Activity | |

|Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. |Movement and Physical |5 |

| |Activity | |

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

|0- 5 mins |Introduction (teacher talking to students): | |Olympics- have you seen any of these | |

| |Different types of gymnastic |Class is sitting on the ground in front of the teacher |different types of gymnastics |When preforming artistic gymnastics|

| |Artistic- floor exercise, vault, uneven/ parallel/ horizontal | | |it is important that students have |

| |bars, pommel horse and beam | |What do you think athletes would require to |a good understanding how to use |

| |Rhythmic- ball, rope, hoop, ribbon or clubs this is done while | |succeed in this type of gymnastics? |particular apparatus to avoid |

| |performing graceful, flowing movements of the whole body | |(fitness, coordination, motivation, muscular |injuries. |

| |General Gymnastics- provides something for everybody through | |strength, endurance, power, flexibility, | |

| |catering for all levels of abilities and ages | |agility, balance and spatial orientation) | |

| |Sports Aerobics- high level aerobic activity that involves | | | |

| |strength moves / holds, flexibility moves and artistic content | |Give examples of different DMP’s and where | |

| | | |they can be used | |

| |6 Dominant Movement Patterns are the building blocks for more | | | |

| |complex skills | | | |

| |Static positions | | | |

| |Landings | | | |

| |Rotations | | | |

| |Swing | | | |

| |Spring | | | |

| |Flight and Height | | | |

|5 – 10 mins|*Will go over these in more detail over 5 lessons | | | |

| | | | | |

| |Safety Considerations | | | |

| |Make it clear to students that there are specific rules that must | | | |

| |be followed when participating in gymnastics. | | | |

| | | | | |

| |These include: | | | |

| |hair being tied back | | | |

| |no jewellery | |Ask students WHY these rules are so important| |

| |always bring a drink bottle to class | | | |

|10 – 20 |only use equipment when being instructed to by teacher | |Get students to think of any other rules that| |

|mins |never work without mats | |should be enforced when in the gym | |

| |no 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 | |Blow whistle or yell out stop after a short | |

| |task, these tasks could include: a number of bunny hops or push | |amount of time to reduce boredom | |

| |ups | | | |

| |When students have preformed the tasks they can rejoin into the | |(mix it up so students can not predict when | |

| |game | |you will give your demand) | |

|20- | | | | |

|25 mins | | | |Ensure the playing area is free of |

| |‘Shake and Resist’ | | |equipment other than equipment |

| |Get into pairs of similar size |Students are to gather just near the outside of the | |required, this will avoid people |

| |One partner assumes the wheelbarrow position holding a tight front|playing area | |from tripping over and hurting |

| |support | | |themselves |

| |The other partner shakes him/her up and down in attempt to break |Teacher is standing in a location where they can see the | | |

| |their tight position |playing area clearly | |Encourage students to pay attention|

| |Swap roles | | |when moving around to avoid |

| | |Hoops or mats (there should be less hoops or mats than | |collisions |

| | |there are students) |After 15 seconds, blow whistle to signal | |

| |‘Animal Walks’ | |students to swap over |Ensure students are not shaking |

| |Get students to line up in a line along the baseline |Eg: 20 students = 17 hoops/mats | |their partners too vigorously that |

| |Kangaroo- students must spring on two feet imitating the motion of| | |it could end up hurting them. |

| |a kangaroo across the gym (emphasising spring with two legs) | | |Students must maintain a straight |

|25 – 30 |Bear- leg and arm move on the same side together imitating a bear | | |spine and lifter holds the partner |

|mins |(emphasising front support) | | |near the knees |

| |Monkey- arms move in walking action and legs move together with a | | | |

| |springing action (emphases both front support and spring using two|Pairs can move anywhere in the playing area, make sure | | |

| |legs) |they are not to close to any other pair | | |

| | | |Ensure students have straight/ tight |Students have arm spread distance |

| | |Teacher walks around to supervise all pairs |positions |between each other to avoid |

| |Centre of Gravity is the “weight centre” the average position of | | |students hitting other students |

| |the gymnast’s weight distribution | |Correct any errors | |

| |Lower the centre of gravity (C. of G.) the larger the base and | | | |

|30 – 35 |therefore the greatest stability | | | |

|mins |Higher C. of G. the smallest base and therefore the least | | | |

| |stability |All students lined up along the baseline of the area | | |

| | | | | |

| | |Students move from one side to the other performing the | | |

| |Introduction of all basic supports / static balances |movements | | |

| |Front and rear lying positions | | | |

| |Variations: | | |Don’t encourage students to try |

| |Hands overhead | | |some of the different positions |

| |Legs straddled | | |themselves as they are only |

| |Legs Bent | |Give different scenarios of gymnasts in |beginners and could injure |

| |Legs lifted (approx. 10cm) off the ground | |different positions, class then has to |themselves |

| |Lie between two benches, support on shoulders and legs | |determine which ones would give the biggest /| |

| | | |lowest C. of G., the largest / smallest base,| |

| |*Class can work in pairs to perform loose body tests | |greatest / least stability | |

|35 – 40 | |Students sitting down again in front of teacher | | |

|mins |- Partner attempts to slide a hand under the gymnasts lower back | | |Ensure all mats are fastened at the|

| |- Partner attempts to part gymnasts legs | | |edges and all gaps are eliminated |

| |- Partner attempts to ‘lift the plank’ while gymnasts maintains a | | | |

| |tight body position | |Ensure students have: |Mats should be doubled on hard / |

| | | |Straight spine |concrete floors |

| |2. Sit in tuck position | |Pelvis is parallel with floor | |

| |- Knees to chest | |Rigid body throughout | |

| |- Arms around knees | | | |

| |Variations: | | | |

| |- One leg straight | | | |

|40 – 50 |- Arms above head |Mats must be placed down for students to work on. | | |

|mins |- Legs crossed | | | |

| | |Students are working in a circle with enough room in | | |

| |*Class can work in pairs to perform loose body tests |between them and the next partner | | |

| | | | | |

| |- Partners lift gymnasts (who must maintain good posture) off the |Teacher walks around assessing body positions and giving | | |

| |ground |feedback and encouragement | | |

| |- Partners attempt to separate knees | | | |

| | | | | |

| |3. ‘V’ - Sit | | | |

| |- Legs and arms are in a V position, toes are | | | |

| |pointed | | | |

| | | |Ensure students have: | |

| |Variations: | |neutral head position | |

| |Legs straddled with arms | |straight back | |

| |Maintain balance (if this is too hard hands may be placed beside | |pointed feet, with toes resting on floor | |

| |body) | | | |

| | | | | |

| |*Class can work in pairs to perform loose body tests | | | |

| | | | | |

|50 – 60 |Partner applies gentle pressure attempting to open the hip angle | | | |

|mins |Partner attempts to part gymnasts legs | | | |

| | | | | |

| |4. Front Support | | | |

| |Similar to the push up position: | | | |

| |- Hands are at shoulder width apart | |Ensure students have: | |

| |- Legs are straight behind | |Neutral head | |

| |- Hands are not flat on the ground slightly curved (?) | |Straight back | |

| | | |Straight tight legs | |

| |Variations: | |Pointed feet | |

| |High back | |See if gymnasts’ can hold the positions for | |

| |Arched back | |10 -30 seconds | |

| |Partner lift (wheelbarrow) | | | |

| |Legs straddled | | | |

|60 – 70 |One legs resting on the other | | | |

|mins | | | | |

| |*Class can work in pairs to perform loose body tests | | | |

| | | | | |

| |Partner attempts to part gymnast’s legs | | | |

| |Partner lifts gymnast’s feet off the floor and checks to see if | | | |

| |body shape changes | |Ensure students have: | |

| |Partner can shake to test for a ‘saggy’ body | |Elbows locked | |

| | | |Rigid body throughout | |

| |5. Rear Support | | | |

| |Variations: | | | |

| |High chest | | | |

| |Partner lift (inverted wheelbarrow) | | | |

| |Legs straddled | | | |

| |One legs resting on the other | | | |

| | | | | |

| | | | | |

|70 – 80 |Closure | | | |

|mins | | | | |

| |Go through today’s lesson | | | |

| | | | | |

| |Talk about what will be involved in the next class | | | |

| | | | | |

| |Dismissal | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Ensure students have: | |

| | | |- Elbows locked | |

| | | |- Rigid body throughout | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|80 – 90 | | |Ask students if they have any questions | |

|mins | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|90 – 100 | | | | |

|mins | | | | |

| | |Students move back to sitting in front of the teacher | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Lesson Plan TWO Date _______________

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___

How lesson links to VELS

|Standard |Dimension |Level |

|Students proficiently perform complex movement manipulative skills |Movement and Physical |5 |

| |Activity | |

|Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. |Movement and Physical |5 |

| |Activity | |

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

|0 - 5 mins |Take class roll to check for attendance |Class is to come in and sit down in front of the teacher | | |

| | | | | |

| |Quickly go over today’s lesson | | | |

| |Warm up | | | |

| |Learning about rhythmic gymnastics through introducing the use of | |What types of apparatus do you think are used| |

| |balls and hoops | |during rhythmic gymnastics? | |

| |Learning new skills such as: | | | |

| |Rotations | | | |

| |Forward Roll | | | |

| |Backward Roll | | | |

| | | | | |

|5 – 10 mins|Warm Up: | | | |

| |“Here, There, On-The-Spot” | | | |

| |The class begins with a random movement (star jumps, spring jumps)|A piece of equipment, if it required in the warm up. | | |

| |Teacher yells out different calls such as: | | |Ensure the playing area is clear of|

| |“Here,” everyone must run towards the teacher |Game starts off in the middle of the playing area | |other equipment to avoid students |

| |“There,” meaning everyone must run towards a specific location or | | |tripping over it and hurting |

| |piece of equipment | | |themselves |

| |“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” | | | |

|10 – 15 |The teacher calls either “Pigs” or “Pigeons” | | | |

|mins |When “Pigs” is called, the pigs chase the “Pigeons” to the safety |4 cones to mark out the safe zone on both ends of the | | |

| |zone (which is located 5-10metres away) |playing area | | |

| |If students are tagged before they reach the safety zone they must| | | |

| |join the opposing team |Students are located in the middle of the playing area | | |

| | | | | |

| |“Animal Walks” | | | |

| |Seal- students get into the front support and with hands turned in| | | |

| |towards each other the gymnast drags her/himself along the floor | | | |

| |Variation: 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: Ball | | | |

|15- 25 mins|All students get a ball | | | |

| |1st Activity (Bounce Combination): |All students lined up along the baseline of the area | | |

| |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) |Students move from one side to the other performing the |Ensure students have straight/ tight |Students have arm spread distance |

| |while walking in a straight line |movements |positions |between each other to avoid |

| | | | |students hitting other students |

| |2nd Activity (Bounce Across, Bounce Up and Down): | |Correct any errors | |

| |The ball is bounced from side to side across the body starting | | |Also ensure all students travel in |

| |with a side lunge and then transferring the weight (rhythmically) | | |the same direction to avoid |

| |to a lunge on the opposite side in order to catch the ball | | |collisions |

| | | | | |

| |The ball is then bounced with one hand while simultaneously | | | |

| |jumping from two feet |Enough balls for each student | |Students have there own space and |

| |*This activity involves bouncing, catching and springing | | |are all moving in the same |

|25 – 30 | | | |direction |

|mins |3rd Activity (Throwing and Catching): | | | |

| |A number of throws and catches are performed while students are | |Looking for: | |

| |both kneeling and standing | |Relaxed stretched arm | |

| |From a kneeling position on one knee the ball is thrown and caught| |Gentle pushing action, not a slapping action | |

| | | |Upright body during walking | |

|30 – 35 |The ball is transferred to the other hand and repeated from a full| | | |

|mins |kneeling position; the ball is thrown again and repeated this time| | | |

| |kneeling on the opposite knee | | | |

| | | |Looking for: | |

| |This is then followed by throwing from each hand with rhythmical | |Extended arm | |

| |knee bending now in a standing position | |Lunge with weight displacement to the | |

| | | |direction of the ball | |

| |4th Activity (Gallop and Bounce): | |Catch with minimal body movements or steps | |

| |Students must perform 8 forward gallops (step-close-step with the | |added | |

| |same leg leading) while the ball is in the palm of their | |Stretched body | |

| |straighten hands | |Good elevation | |

| | | | | |

| |Four gallop steps with a bounce are performed on each side, the | | | |

|35 – |preferred hand may be used for bouncing throughout | | | |

|40 mins | | | | |

| |Hoops: | |Looking for: | |

| |1st Activity (Pass through and Swinging Combination): | |Straight arm throughout | |

| |Students start with the hoop in a horizontal plane over their | |Follow through arm action at release and | |

| |head, the student then passes it over the body with bending on the| |catch | |

| |knees. | |Upright trunk throughout | |

| | | |Transitions and throwing/catching are | |

| |The hoop is then raised to the starting position, gripped in one | |performed continuously | |

| |hand and swung behind the body. | | | |

| |The hoop is swung forward-backward-forward; taken in the other | | | |

| |hand and swung backward-forward-backward | | | |

| | | | | |

| |2nd Activity (Step In and Out): | | | |

| |Students hold the hoop vertically to the side, the arm slowly | |Looking for: | |

| |sweeps down, and the hoop is tilted towards a horizontal plane, | |Continuous galloping action | |

|40 – 45 |the student then steps through the hoop, the hoop then goes around| |Bounce and gallop well co-ordinated | |

|mins |the entire body | |Upright posture, head upright | |

| | | | | |

| |The hoop is now held vertically out in front of them and the | | | |

| |students walk through the hoop, in and out… | | | |

| | | | | |

| |3rd Activity (Swing, Throw and Catch): | | | |

| |Students swing the hoop down and in a backwards direction with | |Looking for: | |

| |simultaneous knee bending then swing the hoop forward and in an | |Hoop remains in horizontal plane | |

| |upwards direction. Students release the hoop and then caught. This| |Swing hoop in a vertical plane | |

|45 – 50 |can be performed 4 times on each side | |Trunk upright | |

|mins | | |Arms straight (may need to bend at bottom | |

| |4th Activity (Rolling): | |swing) | |

| |With a sweeping action from behind the body, students swing the | | | |

| |hoop forward and give it a backwards “flick” just at the point of | | |Ensure students hold onto their |

| |release. |A hoop for all students | |hoops, because if they are let go |

| | | | |they could cause injury |

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

| |action. | |Looking for: | |

| | | |Continuous controlled sweeping action of hoop| |

| |5th Activity (Hand Rotation): | |Quick steps in/out without touching hoop | |

| |Students hold the hoop with one hand in a side position from the | |Upright posture | |

| |body. Rotation will be achieved by rotating the wrist with the | | | |

| |fingers closed and thumb up | | | |

|50 – 55 | | | | |

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

| | | | | |

| |Rotations- Forward Roll | |Looking for: | |

| |Students start in a tuck position with arms out in front | |Upright truck throughout | |

| |Place hands should width apart | |Straight arm at release and catch | |

| |Push off legs | |Follow through at release and catch | |

| |Tuck head under | | | |

| |Reach forward and stand on feet | | | |

| |Variations: | |Looking for: | |

| |Rocking in a controlled tuck position | |Smooth swinging action | |

|55 – 60 |From an inverted support on the shoulders roll to squat | |Follow through | |

|mins |Look through the legs and roll | |Hoop rolls forward/backwards in the one | |

| |Rolling down an incline | |vertical plane | |

| | | | | |

| |Rotations- Backward Roll | | | |

| |Students start off in the tuck position | |Forward for: | |

| |Roll backwards on back | |Rotating hoop remains in one plane | |

| |Place one arm out to the side and look over the shoulder | |Upright posture | |

|60 – |Bring legs and the body over the same shoulder | |Sight straight ahead | |

|65 mins |Finish in the tuck position on feet | | | |

| | | | | |

| |Closure | | | |

| | | | | |

| |Go through today’s lesson | | | |

| | | | | |

| |Talk about what will be involved in the next class | | | |

|65 – 70 | | | | |

|mins |Dismissal | | | |

| | | | | |

| | | |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 | |

|70 – 85 | | | | |

|mins | | | | |

| | | |Looking for: | |

| | | |Controlled tight tuck | |

| | | |Knees overhead at peak of backward rocking | |

| | | |action | |

| | | | |Clear all equipment from area |

| | | | | |

| | | | |Ensure students have their own |

| | |Mats for students to roll on | |individual space to work in, to |

| | | |Ask students if they have any questions |avoid collisions |

| | | | | |

| | | | | |

| | | | | |

|85 – 95 | | | | |

|mins | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | |Mat covered beat board | | |

|95 – 100 | | | | |

|mins | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | |Students move back to sitting in front of the teacher | | |

| | | | | |

Lesson Plan THREE Date _______________

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____

How lesson links to VELS

|Standard |Dimension |Level |

|Students proficiently perform complex movement manipulative skills |Movement and Physical |5 |

| |Activity | |

|Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. |Movement and Physical |5 |

| |Activity | |

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

| | | | | |

| |Take attendance roll | | | |

| | | | | |

|0 – 5 mins |INTRODUCTION: |Class sitting on floor in front of teacher |Ask students to revise the safety | |

| |Discuss what will be included in the lesson. | |considerations on their own. Use only cues to| |

| |Revise safety considerations | |jog their memory. | |

| | | | | |

| |WARM UP: | | |Ensure the playing area is free of |

|5 – 10 |Chain Tag |Students are to gather just near the outside of the |Vary the type of locomotion to avoid boredom |equipment other than equipment |

|Mins |One student is designated tagger and the rest of the students |playing area | |required, this will avoid people |

| |spread out over playing area | | |from tripping over and hurting |

| |The attacker attempts to tag the other students |Teacher is standing in a location where they can see the | |themselves |

| |If tagged the student must hold hands with the ‘tagger’ to form a |playing area clearly | | |

| |chain | | |Encourage students to pay attention|

| |Both of the students are now attackers. | | |when moving around to avoid |

| |When the chain joins four students they are able to break the | | |collisions |

| |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| |Vary the type of locomotion to avoid boredom | |

|10 – 15 |walks previously learnt. |Students are to gather just near the outside of the | | |

|mins |At random times the teacher yells out a certain support or balance|playing area | | |

| |learnt in Lesson One | | | |

| |The last person to complete the balance or support correctly is |Teacher is standing in a location where they can see the | | |

| |out. |playing area clearly | | |

| | | | | |

| |INTRODUCTION TO FALLING | | | |

| |Discuss the importance of being able to fall correctly: | | | |

| |Used to decrease the chance of injury | | | |

| |Remember: increase the time of fall and contact of fall | | | |

| | | | | |

| |FALLING FORWARD | |Ask students when a fall might occur? | |

|15 – 20 |Knelling on knees, with arms and hands pointing slightly in | |Why might it be good to increase the time of | |

|mins |Fall forward |Students are gathered , sitting in front of the teacher |fall and the contact of the fall? | |

| |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. | |Why would you let your finger tips contact, |Ensure all students are falling in |

| | | |then palms and bending of the elbow? |to the middle of the circle |

|20 – 25 |FALLING BACKWARD | | |This way no student will fall on |

|mins |Standing on feet, crouched into a ball with hand reaching backward|Students in a circle on large mat |Emphasis absorbing the shock |top of another student |

| |Fall backwards with hands reaching back to contact mat first | | | |

| |Hands contact mat, lower back and arms, then shoulders |All student to fall inwards | | |

| | | | | |

| |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| | | |

|25 – 30 |students to complete which includes landing from different | | | |

|mins |heights. | | | |

| |- Students should land with shoulder width apart |Students in a circle on large mat | | |

| |- Land on toes then the rest of foot | | | |

| |- Knees bent but not past 90 degrees |All student to fall inwards |Landing may be on the feet, the hands or | |

| |- Arms out in front for balance | |distributed over a larger body area | |

| | | |Poor landing is a common source of injury | |

|30 – 35 |INTRODUCTION TO HANDSTANDS | | | |

|mins |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 |Students are gathered , sitting in front of the teacher | | |

| |Run through the different activities that will be used to build up| | | |

|35 – 40 |to a full hand stand | | |Only one student at a time on the |

|mins | | | |apparatus |

| |BUNNY HOPS | | | |

| |- Students continuously bunny hop around the room | | | |

| | |Students following a preset circuit | | |

| |WALKING UP AND DOWN THE WALL | | | |

| |Students are required to walk up and down the wall a set of number| | | |

| |of times | |Ask why would we assume no students have | |

| |When the highest point is reached the student must keep their body| |prior gymnastics ability? | |

| |tight for 10 seconds | | | |

| | | | | |

|40 – 45 |HALF HANDSTAND | | | |

|mins |Start in a lunge position with dominant leg forward and arms | | | |

| |extended above head | | | |

| |Place hands on mat shoulder width apart | | | |

| |Eyes should be looking down between hands |Students sitting in front of teacher on mat | | |

| |Non predominant leg kicks up | | | |

| |Point toes | | | |

| | | | | |

| |FULL HANDSTAND | | | |

|45 – 50 |Lunge forward with dominant leg | | | |

|mins |Place hands on mat shoulder width apart keeping the arms straight | | | |

| |Kick up with non dominant leg | | |Ensure students are alert and aware|

|50 – 55 |Bring other leg up, keeping body tight and pushing down on mat | | |of their fellow students |

|mins | |Randomly moving around the mat | | |

| | | | |Students need to be evenly spaced |

| |INTRODUCTION TO CARTWHEEL | | |out to avoid injury if a students |

| |Remind students that this class is assuming the students have no | | |slides down the wall |

| |prior knowledge about gymnastics and therefore all skills will be |Mats are placed up against a wall and the students line up| | |

| |taught from the basic first steps |in front of the wall | | |

|55 – 60 |Run through the different activities that will be used to build up| | | |

|mins |to a full cartwheel | | |Students must be spaced out to |

| | | | |avoid injury if a student fails an |

| |CARTWHEEL RHYTHM WITH A RAISED SURFACE | | |attempt |

| |Using a bench or low box students perform a cartwheel to the best | | | |

| |of their ability |Students pair up and practice one at a time. | | |

| |Emphasis is on the hand, hand, foot, foot rhythm |This allows for critical analysis of one student by the | | |

| |Progress from bent legs to straight legs |second student | | |

| | |Students must be spaced out adequately | | |

| |CARTWHEEL | |Explain this is where in importance of | |

|60 – 70 |Lunge with dominant foot | |falling comes into consideration | |

|mins |Follow the hand-hand-foot-foot rhythm | | |Students must be spaced out to |

| |Finish with lunge in the opposite direction | | |avoid injury if a student fails an |

| | | | |attempt |

| | |Students pair up and practice one at a time. | | |

| |CLOSURE |This allows for critical analysis of one student by the | | |

| |Go through today’s lesson |second student | | |

| | |Students must be spaced out adequately |Important to emphasis the correct movement | |

|70 – 75 |Talk about what will be involved in the next class | |pattern. | |

|mins | | |ie. Hand, hand, foot, foot | |

| |Dismissal | | | |

| | |Students sitting in front of teacher on mat | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|75 – 80 | | | | |

|mins | | | | |

| | | | | |

| | | | |Students must be spaced out to |

| | |Students pair up and practice one at a time. | |avoid injury if a student fails an |

| | |This allows for critical analysis of one student by the | |attempt |

| | |second student | | |

| | |Students must be spaced out adequately | | |

| | |Bench or low box is needed | | |

|80 – 90 | | | | |

|mins | | |Head neutral throughout | |

| | |Students pair up and practice one at a time. |Generate a fast lateral rotation | |

| | |This allows for critical analysis of one student by the | | |

| | |second student | | |

| | |Students must be spaced out adequately | | |

| | | | | |

|90 – 100 | | | | |

|mins | |Students move back to sitting in front of the teacher |Ask students if they have any questions | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

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_____

How lesson links to VELS

|Standard |Dimension |Level |

|Students proficiently perform complex movement manipulative skills |Movement and Physical |5 |

| |Activity | |

|Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. |Movement and Physical |5 |

| |Activity | |

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

| | | | | |

| |Take Attendance Roll | | | |

| | | | | |

|0 – 5 mins |INTRODUCTION: |Class sitting on floor in front of teacher |Ask students to revise the safety | |

| |Discuss what will be included in the lesson. | |considerations on their own. Use only cues to| |

| |Revise safety considerations | |jog their memory | |

| | | | | |

| |WARM UP | | |Ensure students are well spread out|

|5 – 10 mins|Simon Says |Students spread out evenly around the playing space |This warm-up will work on muscular strength | |

| |Students spread out evenly over playing space positioning | |and it will warm the students up.  It should | |

| |themselves where the teacher has view of all students | |also get them listening and attentive, and | |

| |Play “Simon Says” using the various gymnastics balances, supports,| |ready for instruction. | |

| |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.  | | | |

|10 – 15 |Explain that the skill must be SAFE, and it should be something | |Ensure a variety of skills are used | |

|mins |that everyone can do (i.e. no back handsprings!)  | | |Ensure the skills are not unsafe or|

| |The students must jog on the spot until they receive a command |Class in large circle around playing space | |too stupid |

| |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 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 | |Make the students remember how to land on | |

|15 – 20 |Take off is from slightly bend knees. Trunk is upright | |their own. Only prompt them with cues | |

|mins |The airborne phase of the jumps has straight legs and pointed toes|Students are gathered , sitting in front of the teacher | | |

| |Arms outstretched over head | | | |

| |Landing on the balls of the feet and slightly | | | |

|20 – 25 |Next set up a small bench and get students to jump off this | | | |

|mins | | | | |

| |Mini Trampoline will be used for the following jumps |Students are gathered , sitting in front of the teacher | | |

| |Each student should get approximately 5 turns at each jump: | | | |

| | | | | |

| | | | | |

| |TUCK JUMP | | | |

|25 – 30 |Student starts with a few straight jumps on mini tramp. | |Students should be absorbing the landing with| |

|mins |When ready the student dismounts the tramp using a tuck jump | |the bending of their knees | |

| |During flight the knees are bought to the chest |Students spread out over floor area | | |

| |Land with the knees bent, arms out in front and head up | |Do not move on until all students can perform|Students should only be jumping on |

| | |Small bench needed |the jump correctly |the spot |

| |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 | | | |

| | |The following jumps should be attempted from a mini | | |

| |STAR JUMP |trampoline | | |

| |Student starts with a few straight jumps on mini trampoline | | | |

| |When ready the student dismounts the tramp using a star jump |Split class into the smallest groups possible to maximise |Ensure students are landing correctly | |

| |During flight legs should be spread with arms reaching out and up |participation | | |

|30 – 35 |(looking like a star) | | | |

|mins |Land with knees bent, arms out in front and head up |Students who are not jumping should watch and critically | | |

| | |evaluate their peers | |Ensure all students understand they|

| |PIKE JUMP | | |do not land the jump in a tuck, |

| |Student starts with a few straight jumps on mini trampoline |Teacher should be wandering around to each group to give | |they only tuck in flight then |

| |When ready the student dismounts the tramp using a pike jump |feedback | |straighten up to land |

| |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 | | | |

| | | | | |

|35 – 40 |MIRROR IMAGING | | | |

|mins |Students get themselves into partners and number themselves 1 and | | | |

| |2 | | |Ensure all students understand they|

| |Partner 1 is the image, who gets to lead and partner 2 is the | | |do not land the jump in a straddle |

| |mirror, who has to mirror their partner | | |position, they only straddle in |

| |Partners should revise all the Balances, Statics, Rolls, Falling, | | |flight then straighten up to land |

| |Handstands, Cartwheels and Jumps | | | |

| |After 7 mins the students switch roles | | | |

| | | | | |

| |FLOOR ROUTINE PERFORMANCE INSTRUCTIONS | | | |

|40 – 45 |The purpose of this performance it to link all the skills that | | | |

|mins |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 | | | |

| |The routine must go for 10 mins | | | |

| |The Performance must include: | | | |

| |3 Different Statics/Balances | | | |

| |Ball | | | |

| |Hoop | | | |

|45 – 50 |Forward Roll | | | |

|mins |Backward Roll | | | |

| |Handstand | | | |

| |Cartwheel | | | |

| |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 | | | |

| | | | | |

|50 – 65 |FLOOR ROUTINE PRACTICE | | | |

|mins |- Students will get the rest of the lesson to create and | | | |

| |practice their performance | |Students should be encouraged to think about |If students are attempting rolls |

| | | |linking their skills and try to incorporate |and cartwheels ensure they are well|

| | |Students split into pairs, spread out evenly over the |all the skills learned |spaced out, otherwise omit these |

| | |floor | |skills from the activity |

| |CLOSURE | |Could include music with this activity so | |

| |Go through today’s lesson | |students have to move to the beat | |

| | | | | |

| |Talk about what will be involved in the next class | | | |

| | | | | |

| |Remind students they will be performing their routine next lesson | | | |

| | | | | |

| |Dismissal | | | |

|65 – 75 | | |If teacher feels the students will work | |

|mins | | |better in groups chosen by the teacher then | |

| | | |this can be done | |

| | | | | |

| | | | | |

| | |Students are gathered , sitting in front of the teacher | | |

| | | | | |

| | |Copy of Performance assessment for each student | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Ensure all students are contributing equally | |

|75 – 90 | | | | |

|mins | | | |If rolls and cartwheels are |

| | | | |attempted ensure the groups are |

| | | | |spaced out adequately |

| | |Students spread out over floor | | |

| | |Teacher walking around groups giving advice or feedback |Ask students if they have any questions | |

|90 – 100 | | | | |

|mins | | | | |

| | | | | |

| | | | | |

| | |Students move back to sitting in front of the teacher | | |

| | | | | |

Lesson 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__

How lesson links to VELS

|Standard |Dimension |Level |

|Students proficiently perform complex movement manipulative skills |Movement and Physical |5 |

| |Activity | |

|Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. |Movement and Physical |5 |

| |Activity | |

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

| | | | | |

| |Take Attendance Roll | | | |

| | | | | |

|0 – 5 mins |INTRODUCTION: | | | |

| |Discuss what will be included in the lesson. |Class sitting on floor in front of teacher |Ask students to revise the safety | |

| |Revise safety considerations and the criteria for the routine | |considerations on their own. Use only cues to| |

| | | |jog their memory | |

| |ROUTINE PRACTICE | | | |

|15 – 40 |Students have half and hour to practice and perfect their routine | | |Ensure students are adequately |

|mins | |Class spread out over the floor | |spread out |

| | | | | |

| | |Mini Trampolines are available if groups need | | |

| |ROUTINE PERFORMANCE | | | |

|40 – 90 |Each group gets 10 mins to perform their routine in front of the | | |Non-performing students must be |

|mins |rest of the class |Students all sitting back except the group who is | |sitting well back |

| | |performing | | |

| |Teacher grades students using the performance assessment sheet | | | |

| | |Teacher stand in a good viewing position | | |

| |CLOSURE | | | |

| |Thank all the students for participating in the unit | | | |

|90 – 100 | | | | |

|mins | |Class sitting on floor in front of teacher | | |

| | | | | |

| | | |Ask for any final questions or suggestions of| |

| | | |ways to improve the unit | |

GYMNASTICS

PERFORMANCE ASSESSMENT

Student Name: ______________ Class: ____________ Date: ____________

|  |Poor |Fair |Good |Very Good |Excellent |

|  |1 |2 |3 |4 |5 |

|Supports/Balances x 3 |  |  |  |  |  |

|Ball |  |  |  |  |  |

|Hoop |  |  |  |  |  |

|Forward Roll |  |  |  |  |  |

|Backward Roll |  |  |  |  |  |

|Handstand |  |  |  |  |  |

|Cartwheel |  |  |  |  |  |

|Jumps x 2 |  |  |  |  |  |

|Creativity |  |  |  |  |  |

Mark: ____/ 45

Comments: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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_________

How lesson links to VELS

|Standard |Dimension |Level |

|Complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation |The Individual Learner |5 |

| | | |

| | | |

Specific Lesson Outcomes for the students

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

|Time |Activity |Organisation/Equipment |Cues/Questions |Safety considerations |

| | | | | |

|0 – 5 mins |INTRODUCTION | | | |

| |Explain this is a theory lesson and therefore there will be no |Students sitting at desks | | |

| |running or tumbling etc. |Teacher in front of class | | |

| | | | | |

|5 – 90 mins|RESEARCH TASK | | | |

| |Students are required to research and write approximately 250 | | | |

| |words on a chosen topic relating to Gymnastics. |Teaching wandering around class ensure all students are on|Ensure all students realise the task is due | |

| |Ideas include: |track and not misbehaving |in at the end of the lesson | |

| |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 | | | |

| | | | | |

| |CLOSURE | | | |

|90 – 100 |Collect all research tasks | | | |

|mins |Make sure all books and computers are packed up adequately | | | |

| | | | | |

| |Dismiss Class |Students sitting at desks | | |

GYMNASTICS

The 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?

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

[pic] [pic] [pic]

BIBLIOGRAPHY

Gymnastics Zone (2003) Gymnastics Ancient History. Retrieved May 2, 2007 from Gymnastics Zone website:

Hopper. T. (2002) Lesson Plans. Retrieved April 30, 2007, from University of Victoria website:



Hopper. T. (2002) Assessment. Retrieved April 30, 2007, from University of Victoria website:



Hughes. M. (2005) Gymnastics History - A Brief Overview. Retrieved May 2, 2007 from Enzine Articles website:



Hultman. S. (2000) Women in Gymnastics. Retrieved May 2, 2007 from Women in Gymnastics website:

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

The Ohio State University (2005) Gymnastics Assessment Strategies. Retrieved April 30, 2007, from Ohio State University website:

Victorian Curriculum and Assessment Authority (2007) Victorian Essential Learning Standards: Standards Publications. Retrieved May 1, 2007 from Victorian Essential Learning Standards website:

-----------------------

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.

[pic]

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

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download