ASSESSMENT RUBRIC

Objective: Create a gymnastics routine

Gymnastics Unit | Level 12

TECHNIQUE
Today we are going to learn how to create a gymnastics routine.  

IMPORTANCE
Creating a gymnastics routine is important because it helps you practice skills that increase your flexibility, coordination and cardio strength. Creating your own routine will also help develop your personal gymnastics style.

VOCABULARY
Routine: a combination of a variety of skills (or stunts) on an apparatus such as, the balance beam, bars, or the floor.

When creating a gymnastics routine, it is important to:

PRACTICE

1. Spread out onto the field so that you are at least an arm’s length away from the person standing next to you. I will call out a combination of skills.

STORYLINE
Today we are going to play Gymnastics Routine. Your goal is to work with your group to create a gymnastics routine that includes a variety of skills.

INSTRUCTIONS

• I will divide the class into groups of three.
• Before the game begins, I will decide which song we will create our routines to.
• When I say, “GO!” I will start playing the music continuously for you and your group to create a routine.
• At the end of the class, you will have the choice whether or not to perform your routine in front of the class.

TEACHING TIPS

• Approach:
  • Floor routines do not have lyrics in the music so choose any instrumental version of a song.
  • Divide students up evenly based on who you think will work well together. You can also give the option of having the students form their own groups.
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I tried by best by...
  • I could improve my routine by...

STORYLINE
Today we are playing Gymnastics Stations II. Your goal is to practice the different skills to create a gymnastics routine.

INSTRUCTIONS

• Before the game begins, decide which station you would like to start in – tumbling, shape, or balancing station.
• In the tumbling station, you will be practicing your seated back rock, egg roll and log roll form as well as transitioning from each tumbling skill.
• In the shape station, you will be practicing different gymnastic shapes on the dots as well as transitioning from the different shapes.
• In the balancing station, you will be practicing balancing on the beam and balancing using different parts of the body.
• Once you have mastered the skills at the different stations, you will be ready to begin practicing at the rehearsal station.
• At the rehearsal station, you will put together the skills you were practicing to create a gymnastics routine.    
• At the end of the game, student who wish to perform their routines may do so.

TEACHING TIPS

• Approach:
  • Remind students this is not a competition – everyone should focus on their own progress. Allow more advanced students to practice skill they may already know.
• Set up:
  • Have students use lines or marks on the ground to practice tumbling in a straight direction.
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I tried by best by...
  • I could improve my routine by...

STORYLINE
Today we are playing Best in Show II. In this game, you are in a gymnastics competition. Your goal is to go from one station to the next doing creating your gymnastic routine in front of the judge. 

INSTRUCTIONS

• I will begin as the judge.
• Before the game begins, everyone must form a single file line behind the tall cone.
• When I say, “GO!” the first student in line will run from hula-hoop to hula-hoop in a zigzag pattern.
• At each hula-hoop, perform a different gymnastic skill.
• If you can perform your skills at each hula-hoop, the judge will give you a ribbon at the end.
• When the first student gets to the first hula-hoop, I will say, “GO!” and the next student in line can begin.
• We will begin a new game when I select a new judge.

TEACHING TIPS

• Approach:
  • Demonstrate a variety of skills that students can do at each of the hula-hoops through the course.
• Safety:
  • Students need to be mindful of keeping a safe distance from others to avoid collisions.
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I tried by best by...
  • I could improve my routine by...