SHAPE STANDARDS
S1.M24.6- Demonstrates correct technique for basic skills in one self-selected individual-performance activity.
S3.M18.6- Identifies postive and negative results of stress and appropriate ways of dealing with each.

CASEL STANDARDS
Self-Management: Stress Management

ASSESSMENT RUBRIC

 

Objective: Bridge

Gymnastics Unit | Level 27

TECHNIQUE
Today we are going to learn how to do a bridge. 

IMPORTANCE
A bridge is important because it is a starting position in gymnastics that will help you do more advanced skills such as a bridge kickover. Bridges are a great way to stretch and build core muscles.

VOCABULARY
Bridge: a type of stretch found in yoga and gymnastics.

When holding a bridge pose, it is important to:

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1. Begin in a starting position (lie on your back with your knees bent, feet flat and your hands by your ears with palms facing the ground).

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2. Push your body up until only your hands and feet are touching the ground and your back is arched.

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3. Slowly lower your body back to the floor, tucking your chin towards your chest as you come down.

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. When I say, "GO!" push your body up into a bridge position. We will hold the position for five deep breaths then slowly release back down.

  2. Repeat as many times as needed.

TOWER ON THE BRIDGE

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-30 students per game

EQUIPMENT
3 tall cones per team
7 short cones per team
2 bean bags per team

OBJECTIVE
Today we are playing Tower on the Bridge. In this game, the objective is to stack a tower using as much equipment onto your team member that is in the bridge position.

INSTRUCTIONS

  • I will divide the class into five teams.

  • Ro Sham Bo with your team to decide who will form a bridge position.

  • Before the game begins, I will pass out the equipment to each team.

  • When I say, “GO!” the first person in line will run down to the end line and place one piece of equipment on the bridge and run back to high-five the next team member in line.

  • You can place the equipment anywhere on the mid-section of the bridge.

  • You may bring back any equipment that falls off the bridge but if the bridge collapses, your team is out.

  • We will begin a new game when one team’s bridge is still standing. If multiple bridges are still standing and equipment has run out, then the team with the highest tower will win.

 

Game 1: Play as indicated above.
Exit Ticket: Students demonstate a bridge or a modification of bridge before lining up to return to class.

 

TEACHING TIPS

  • Approach:

    • Give students one minute before the start of the game to design their tower.

  • 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:

    • Describe how to perform a bridge.

    • How would you rate your ability to perform a bridge?

    • What activities would you be better at if you were more flexible?

CRABS AND BRIDGES

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
24 fuzzy balls
10 short cones

OBJECTIVE
Today we are playing Crabs and Bridges. In this game, the objective is to throw or roll a fuzzy ball past the crabs and underneath the student holding the bridge.

INSTRUCTIONS

  • I will choose five students to be a bridge and two students to be a crab.

  • I will assign two students to be ball masters to throw back the balls to the rollers.

  • The rest of the class will be rollers.

  • Before the game begins, I will pass out fuzzy balls to the rollers.

  • When I say, “GO!” rollers will try to underhand throw or roll a fuzzy ball underneath a bridge.

  • The crabs must stay in a crab-walk position and can defend the bridges using any part of their body to block a fuzzy ball.

  • If a fuzzy ball rolls or lands underneath a bridge then the person forming the bridge can become a roller.

  • Rollers will have two-minutes to get all the bridges onto their side or the crabs wins.

 

Game 1: Play as indicated above.
Exit Ticket: Students demonstrate a bridge or a modification of bridge before lining up to return to class.

 

TEACHING TIPS

  • Approach:

    • Increase or decrease the amount of crabs or bridges depending on class size.

    • Allow students to modify their bridge position if they are having a hard time holding the pose.

  • 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:

    • Describe how to perform a bridge.

    • How would you rate your ability to perform a bridge?

    • What activities would you be better at if you were more flexible?

NINJA MISSION

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-24 students per game

EQUIPMENT
1 long jump rope

OBJECTIVE
Today we are playing Ninja Mission. In this game, ninjas are on a mission to save the innocent villagers being held inside the great fortress. Your goal, is to complete the obstacle in your way so that you may bring the villagers back from holding a bridge.

INSTRUCTIONS

  • I will divide the class evenly into ninjas and villagers. I will choose two students to hold the obstacle rope and two students to be pirates (taggers).

  • Before the game begins, ninjas will line up shoulder-to-shoulder on the baseline and villagers will spread out inside the great fortress.

  • When I say, “GO!” villagers will begin holding a bridge pose for as long as they can while ninjas clear the obstacle rope. Multiple ninjas can go at one time. If a ninja touches the rope or is tagged by a pirate, he/she must start back at the baseline.

  • Ninjas are safe as soon as they enter the fortress. They then may bring one villager back to safety by walking around the obstacle.

  • A villager becomes a ninja once he/she is on the baseline and may begin saving other villagers.

  • We will begin a new game when either all the villagers are saved or pirates have outlasted the ninjas for longer than 3-4 minutes.

 

Game 1: Have ninjas jump over the rope forwards, sideways, or on one leg.
Game 2: Ninjas must run through the rope as it is being turned.
Exit Ticket: Students demonstrate a bridge or a modification of a bridge before lining up to return to class.

 

TEACHING TIPS

  • 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:

    • Describe how to perform a bridge.

    • How would you rate your ability to perform a bridge?

    • What activities would you be better at if you were more flexible?