SHAPE STANDARDS
S1.E7.5- Combines balance and transferring weight in a gymnastics sequence.
S1.E8.5- Transfers weight in gymnastics environments.

CASEL STANDARDS
Self-Management: Stress Management

ASSESSMENT RUBRIC

 

Objective: Round off

Gymnastics Unit | Level 22

TECHNIQUE
Today we are going to learn how to do a round off.

IMPORTANCE
Performing a round off is important because it helps improve your stability, hand support and upper body strength.

VOCABULARY
Round off: a gymnastics tumbling skill.

When performing a round off, it is important to:

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1. Start in a lunge position with your dominant foot forward and arms in the air.

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2. Plant your dominant and then non-dominant hand on the ground as you begin to turn your body upside down.

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3. Land on both feet, perpendicular to your starting position.

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.

ROUND OFF STATIONS

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TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
10 short cones
16 dots
4 balance beams

STORYLINE
Today we are playing Round Off Stations. Your goal is to practice your round off skills and perfect your form.

INSTRUCTIONS

  • Before the game begins, decide which round off station you would like to start in – beginner, intermediate or advanced.
  • In the beginner station, you will be practicing your round off form. Spread out and use the space to focus on the basic movements.
  • In the intermediate station, you will practice using the dots to perfect your technique. Each dot will be spaced out so that your hands and feet land on one when doing a round off.
  • In the advanced station you will be challenged to do a round off on the balance beam. Practice landing with both feet off the balance beam.
  • You can move from one station to the next based on your comfort level.
 

Game 1: Play as indicated above.
Exit Ticket: Students demonstrate a round off before lining up to leave class.

 

TEACHING TIPS

  • Approach:
    • Remind students this is not a competition – everyone should focus on their own progress.
    • Pair up students of different ability levels so that advanced students can help out beginners.
  • 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 are a round off and a cartwheel different?
    • How are they the same?
    • Who could help you practice your round off?
    • Why would you choose this person?

MUSTANGS VS. STALLIONS III

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TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
2 balance beams
1 flag per 2 students
5 short cones
4 hula-hoops

STORYLINE
Today we are playing Mustangs vs. Stallions III. Your goal is to do a round off in the corral in order to rejoin your team to help capture the two barrels of hay (flags) from the opposing team.

INSTRUCTIONS

  • I will divide the class into two teams – mustangs and stallions, using flags to tell who you are.
  • When I say, “GO!” try and steal the hay from the opposing team.
  • You are safe while you are on your side.
  • If you cross the midline, you can be tagged. Only proper tagging techniques are allowed.
  • If you are tagged, you must go to the corral (balance beams) and do a round off to be allowed back in the game.
  • Once the hay is captured, it cannot be passed or thrown.
  • When guarding your hay, you must remain three feet away from hula-hoop.
  • There are no safe zones around the hay.
  • We will begin a new game when one team has captured all the hay.
 

Game 1: Play as indicated above.
Game 2: Increase the number of round offs a student needs to do before entering back in the game.
Game 3: If a student is tagged, he/she must go into the opposing team’s corral. The only way to be freed is if one of their teammates enters the coral and does a round off. The opposing team cannot puppy guard a corral.
Exit Ticket: Students demonstrate a round off before lining up to leave class.

 

TEACHING TIPS

  • Approach:
    • If students do not know how to do a round off, remind them to just try their best.
  • 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 are a round off and a cartwheel different?
    • How are they the same?
    • Who could help you practice your round off?
    • Why would you choose this person?

BEST IN SHOW ROUND OFFS

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
1 flag per student
1 hula-hoop
4 dots
10 tall cones
4 balance beams

STORYLINE
Today we are playing Best in Show Round Offs. In this game, you are at a gymnastics competition. Your goal is to go from one station to the next, doing your best round off in front of the judge. If you successfully perform all the round offs, the judge will give you a ribbon (flag) at the end.

INSTRUCTIONS

  • I will select one student to be 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 balance beam to balance beam a zigzag pattern.
  • At each dot, you must do a round off.
  • If you can perform a round off at each dot, the judge will give you a ribbon at the end.
  • When the first student gets to the first dot, I will say, “GO!” and the next student in line can begin.
  • We will begin a new game when I select a new judge.
 

Game 1: Play as indicated above.
Game 2: When a student gets to a dot, have them complete a challenge in addition to the round off (i.e. do your favorite dance move; do one sit-up in the hoop; do one push-up in the hoop; do one jumping jack; do three high knees; etc.). Make each game a different challenge.
Exit Ticket: Students demonstrate a round off before lining up to leave class.

 

TEACHING TIPS

  • Approach:
    • Start by demonstrating how to run and do round offs through the course.
    • If a student is not comfortable doing a round off have them try doing a donkey kick.
  • Safety: 
    • Students need to be mindful of keeping a safe distance from other students 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: 
    • How are a round off and a cartwheel different?
    • How are they the same?
    • Who could help you practice your round off?
    • Why would you choose this person?