ASSESSMENT RUBRIC

Objective: Balance using counter-balance

Gymnastics Unit | Level 21

TECHNIQUE
Today we are going to learn how to balance using counter-balance.

IMPORTANCE
Balancing using counter-balance is important because it helps you practice using different bases of support that are not within your center of gravity. People with poor balance have decreased mobility in the spine, have slower reflexes and are prone to falls and lower back injuries.

VOCABULARY
Balance: to hold steady.

When balancing using counter-balance, it is important to:

PRACTICE

1. Line up on the baseline shoulder-to-shoulder and turn sideways. When I say, “GO!” put your hands on the ground, one at a time, and kick your legs over your head in the direction of the midline and land with both feet at the same time. Keep doing round offs until you reach the midline.
2. *Note: Students can go sideways until they are comfortable going upside down. Students can also begin with their non-dominant hand and foot forward if that feels more comfortable for them.

STORYLINE
Today we are playing Lifeboats. In this game you have been stranded at sea and the only way to make it back to shore are your lifeboats (balance beams) and lifejackets (dots). Your goal is to balance using counter-balance to get your entire team to the shore.

INSTRUCTIONS

• I will divide you into two teams.
• Each team will have two lifeboats and five life jackets.   
• When I say, “GO!” you must come up with a plan to get everyone across using the lifeboats and life jackets.
• You cannot fall into the ocean (step on the ground) at any point once you are past the boundary cones, but you can step on the lifeboats and lifejackets.
• You can pick up the lifeboats and lifejackets and place them in different positions to cross the ocean.
• If you fall into the ocean (step on the ground), you must start over.

TEACHING TIPS

• Approach:
  • Depending on class size, increase or decrease the amount of dots each team starts with.  
• 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: 
  • How would you describe counter-balance to someone who has never heard of the term?
  • Were you and your partner able to work well together?
  • Why or why not?

STORYLINE
Today we are playing Golden Gate Bridge III. Your goal is to balance using counter-balance until one of your teammates knocks down a tall cone.   

INSTRUCTIONS

• I will divide you into two teams.
• Each team will have 10 tall cones behind them.
• You must select one student to start off as the thrower.
• Everyone else will form a bridge in front of their team’s tall cones using one of these counter-balances:

• When I say, "GO!" throwers will try and throw fuzzy balls at the other team’s tall cones. 
• For every cone that gets knocked down, the thrower chooses a bridge to become a thrower.
• You may only have one ball in your hand at a time.
• At any point, you may retrieve balls that go past your boundary cones.
• We will begin a new game when one team's cones are all knocked down.

TEACHING TIPS

• Approach:
  • If students are having difficulty knocking down cones increase the number of throwers that begin each game.  
• 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: 
  • How would you describe counter-balance to someone who has never heard of the term?
  • Were you and your partner able to work well together?
  • Why or why not?

STORYLINE
Today we are playing Counter-Balance Races. Your goal is to work with your teammate to balance using counter-balance and race to the midline.

INSTRUCTIONS

• I will divide you into teams of two.
• At the beginning of each round, I will give you a position you must balance in:

• When I say, “GO!” try to balance and move with your teammate to the midline.
• When you reach the midline, run back to the baseline.
• We will begin a new game once everyone has made it back to the baseline.

TEACHING TIPS

• Approach:
  • Divide teams based on similar student size.
• 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: 
  • How would you describe counter-balance to someone who has never heard of the term?
  • Were you and your partner able to work well together?
  • Why or why not?