ASSESSMENT RUBRIC

Objective: Create a counter- balance and counter-tension routine with a partner

Gymnastics Unit | Level 24

TECHNIQUE
Today we are going to learn how to create a counter- balance and counter-tension routine with a partner.

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:

PRACTICE

1. Spread out onto the field with your partner so that you both are at least an arm’s length away from the pair standing next to you. When I say, "GO!" begin practicing different counter-tension and counter-balance skills with your partner. 

STORYLINE
Today we are going to play Gymnastics Routine IV. Your goal is to work with your partner to create a counter-balance and counter-tension routine with a partner.

INSTRUCTIONS

• I will divide the class into partners.
• 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 partner to create a routine to.
• At the end of the class, partners who wish, can perform their routines in front of the 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 choose their own partners.
• 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 is the difference between counter-balance and counter-tension?
  • What could you and your partner do to make your routine better next time?

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 counter-balance and counter-tension routine with your partner.

INSTRUCTIONS

• I will divide the class into groups of six. In your group, choose a partner to do the counter-balance and counter-tension routines with.  
• Ro Sham Bo with your group to decide who will start first.
• When I say, “GO!” the first pair of students 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, both partners will receive a letter (M-A-T-C-H) and go to the end of the line and try again. 
• The pair performing the sixth skill must add an ending pose.
• All students must try to complete the entire routine.  

TEACHING TIPS

• Approach:
  • 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 is the difference between counter-balance and counter-tension?
  • What could you and your partner do to make your routine better next time?

STORYLINE
Today we are playing Counter Skill Stations. Your goal is to practice the different skills to create a counter-balance and counter-tension routine with your partner. 

INSTRUCTIONS

• Before the game begins, decide with your partner which station you would like to start in – counter-balance or counter-tension station.
• In the counter-balancing station, you will be practicing your counter-balance skills.
• In the counter-tension station, you will be practicing your counter-tension skills.
• Once you have mastered the skills at both 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 along with a beginning and ending pose to create a gymnastics routine.    
• At the end of the game, partners who wish to perform their routines may do so.

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.
• 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 is the difference between counter-balance and counter-tension?
  • What could you and your partner do to make your routine better next time?