SHAPE STANDARDS
S1.E7.3- Balances on different bases of support, demonstrating muscular tension and extensions of free body parts.
S1.E10.3- Moves into and out of gymnastics balances with curling, twisting, and stretching actions.

CASEL STANDARDS
Self-Management: Stress Management

ASSESSMENT RUBRIC

 

Objective: Create a gymnastics routine with a clear beginning and end

Gymnastics Unit | Level 16

TECHNIQUE
Today we are going to learn how to create a gymnastics routine with a clear beginning and end.

IMPORTANCE
Creating a gymnastics routine is important because it helps you practice skills that increase your flexibility, coordination and cardio strength. Designing 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:

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1. Begin with a pose either standing, kneeling, or on the floor.

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2. Include a variety of different skills such as tumbling, balancing, and jumping.

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3. Finish with an ending pose and hold.

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.

GYMNASTICS ROUTINE II

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TIME
15-25 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
Music player

STORYLINE
Today we are going to play Gymnastics Routine II. Your goal is to work with your group to create a gymnastics routine with a clear beginning and end 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 of whether or not to perform your routine in front of the class.

 

Game 1: Play as indicated above.
Game 2: Instead of performing, groups can teach the routine they came up with to the rest of the class.
Exit Ticket: Students demonstrate a beginning and ending pose before lining up to leave 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:

    • What two skills were mandatory for your routine?

    • What was your favorite part of your routine and why?

    • Why do we warm up at the beginning of class and why do we cool down after class?

SHOWTIME

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TIME
15-25 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
Optional: 3 fuzzy balls per 4 students

STORYLINE
Today we are playing Showtime. In this game, your goal is to work with your group, using your creativity, to create a gymnastics routine with a clear beginning and end.  

INSTRUCTIONS

  • I will divide the class into groups of four.

  • With your group, you will create a routine that incorporates five different skills (e.g., tumbling, balancing, and jumping skills) and has a beginning and end pose.

  • After your group has created the routine, each group member will have a turn to perform the routine.

 

Game 1: Play as indicated above.
Game 2: Have groups add three more steps to the routine.
Game 3: Students can perform the routine synchronized.
Variation: Groups can use fuzzy balls as props in their routines.
Exit Ticket: Students demonstrate a beginning and ending pose before lining up to leave class.

 

TEACHING TIPS

  • Approach:

    • Consider marking areas for students to work with a dot or cone so that groups are spaced out properly.

  • 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:

    • What two skills were mandatory for your routine?

    • What was your favorite part of your routine and why?

    • Why do we warm up at the beginning of class and why do we cool down after class?

MATCH

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TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
10 short cones

STORYLINE
Today we are playing Match. In this game, your goal is to have all of your group members add a gymnastics skill to create a gymnastics routine with a clear beginning and end.  

INSTRUCTIONS

  • I will divide the class into groups of four.

  • Ro Sham Bo with your group to decide who will start first.

  • When I say, “GO!” the first student will begin the routine with a starting pose.

  • The next students will repeat the skills performed by the previous students then add their own skill to the routine.

  • If a student forgets a skill in the routine, he/she will receive a letter (M-A-T-C-H) and go to the end of the line and try again.

  • The student performing the sixth skill must add an ending pose.

  • All students must try to complete the entire routine.

 

Game 1: Play as indicated above.
Exit Ticket: Students demonstrate a beginning and ending pose before lining up to leave class.

 

TEACHING TIPS

  • Approach:

    • Consider marking areas for students to work with a dot or cone so that groups are spaced out properly.

    • Group students of the same athletic ability.

  • 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:

    • What two skills were mandatory for your routine?

    • What was your favorite part of your routine and why?

    • Why do we warm up at the beginning of class and why do we cool down after class?