ASSESSMENT RUBRIC

Objective: Balance using counter-tension

Gymnastics Unit | Level 23

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

IMPORTANCE
Balancing using counter-tension is important because it helps you practice pulling away as a form of support to gain a center of gravity. People with bad balance are more prone to falls, have decreased mobility in the spine, have slower reflexes and are more prone to lower back injuries.

VOCABULARY
Balance: to hold steady.

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

PRACTICE

1. Move onto Group Game – Snakes and Shrews.

STORYLINE
Today we are playing High Wire. Your goal is to work with your teammate to balance using counter-tension while moving on the balance beams.

INSTRUCTIONS

• I will divide the class into two teams.
• Before the game begins, line up single file behind your teams marker cone.
• At the beginning of each game, I will give you a position you must balance in on the balance beam:

• When I say, “GO!” try to balance and move with the partner at the same time, on the balance beam.
• When you reach the end, return to the back of the line.
• We will begin a new game once everyone has made it across the balance beam.

TEACHING TIPS

• Approach:
  • If moving across the balance beam is too difficult, have students try balancing on the balance beam using the counter-tension poses for 10 seconds.  
  • Spread the balance beams so that they are 1-2 feet apart.
• 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: 
  • Why is understanding counter-tension important?
  • How did you and your partner encourage each other when working on using counter-tension?

STORYLINE
Today we are playing Snakes and Shrews II. Your goal is to balance using counter-tension to hop over the snakes and go through the shrew’s tunnel.

INSTRUCTIONS

• I will divide the class into teams of two – snakes and shrews.
• Before the game begins, spread out onto the field.
• When I say, “GO!” start running anywhere within the boundary cones.
• When I say, “SHREW!” all shrews must make a tunnel/bridge with another shrew. These are the ways you can make a tunnel with your bodies:

• When I say, “SNAKE!” all snakes must lie down in the field.
• You cannot move until someone has either gone under or over you.
• After a couple minutes, the snakes and shrews will switch roles.

TEACHING TIPS

• Approach:
  • Try to trick students by saying other words that start with ‘s’.
  • Remind students their bodies should not be touching one another when hopping over a snake or tunneling under a shrew.  
• 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: 
  • Why is understanding counter-tension important?
  • How did you and your partner encourage each other when working on using counter-tension?

STORYLINE
Today we are playing Counter-Tension Races. Your goal is to work with your teammate to balance using counter-tension as you race to the midline.

INSTRUCTIONS

• I will divide the class 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: 
  • Why is understanding counter-tension important?
  • How did you and your partner encourage ach other when working on using counter-tension?