SHAPE STANDARDS
S1.E7.4- Balances on different bases of support on apparatus, demonstrating levels and shapes.
S1.E10.4- Moves into and out of balances with curling, twisting, and stretching actions.

CASEL STANDARDS
Self-Management: Stress Management

ASSESSMENT RUBRIC

 

Objective: Create a gymnastic routine with smooth transitions

Gymnastics Unit | Level 20

TECHNIQUE
Today we are going to learn how to create a gymnastic routine with smooth transitions.

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 appartaus such as, the balance beam, bars, or the floor.

When creating a gymnastic routine with smooth transitions, 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. Dismount after a set of skills is done.

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4. 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 III

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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 III. Your goal is to work with your group to create a gymnastics routine with smooth transitions 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.

 

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 combination of three skills and a dismount 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 three different skills did you include in your routine?

    • What do you think your classmates would find most impressive about your routine and why?

    • What is the purpose of warm-up and cool-down?

SHOWTIME II

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TIME
15-25 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
Optional: 3 fuzzy balls per group

STORYLINE
Today we are playing Showtime II. In this game, your goal is to work with your group, using your creativity, to create a gymnastics routine with smooth transitions.  

INSTRUCTIONS

  • I will divide the class into groups of four.

  • With your group, you will create a routine that incorporates five different 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 skills 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 combination of three skills and a dismount before lining up to leave class.

 

TEACHING TIPS

  • Approach:

    • Consider marking stations 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 three different skills did you include in your routine?

    • What do you think your classmates would find most impressive about your routine and why?

    • What is the purpose of warm-up and cool-down?

GYMNASTICS STATIONS III

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TIME
15-25 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
15 short cones
10 dots
4 balance beams

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

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, log roll, cartwheel, shoulder roll, etc. form as well as transitioning from each 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 and positions.

  • 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, including a dismount and beginning and ending pose to create a gymnastics routine.

  • At the end of the game, student who wish to perform their routines may do so.

 

Game 1: Play as indicated above.
Exit Ticket: Students demonstrate a combination of three skills and a dismount before lining up to leave class.

 

TEACHING TIPS

  • Approach:

    • Remind students this is not a competition – everyone should focus on their own progress.

    • Allow more advanced students to practice skills 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:

    • What three different skills did you include in your routine?

    • What do you think your classmates would find most impressive about your routine and why?

    • What is the purpose of warm-up and cool-down?