ASSESSMENT RUBRIC

Objective: Create and perform a gymnastics routine

Gymnastics Unit | Level 28

TECHNIQUE
Today we are going to learn how to create and perform a gymnastics routine.

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 and performing a gymnastics routine , it is important to:

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. I will call out a combination of skills.

OBJECTIVE
Today we are going to play Gymnastics Routine IV. In this game, the objective is to work with your group to create and perform a gymnastics routine that includes a variety of skills.

INSTRUCTIONS

• I will divide the class into groups of three.
• 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 group to create a routine.
• At the end of the class, we will perform our routines to 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 form their own groups.
• 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 did you choose the specific skills you chose for your routine?
  • What would you change about your routine next time and why?

OBJECTIVE
Today we are playing Match III. In this game, your goal is to have all of your group members add a skill to create and perform a gymnastics routine.

INSTRUCTIONS

• I will divide the class into groups of four.
• Ro Sham Bo with your group to decide who will start first.
• When I say, “GO!” the first student will begin the routine with a starting pose.
• The next student 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, he/she will receive a letter (M-A-T-C-H) and go to the end of the line and try again. 
• The student performing the sixth skill must add an ending pose.
• All students must try to complete the entire routine.
• At the end of the game, we will perform the routines that our groups designed.   

TEACHING TIPS

• Approach:
  • Consider marking where students work with a dot or cone so that groups are spaced out properly.
  • 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: 
  • Why did you choose the specific skills you chose for your routine?
  • What would you change about your routine next time and why?

OBJECTIVE
Today we are playing Gymnastics Stations IV. In this game, the objective is to practice the different skills in order to create and perform a gymnastics routine.

INSTRUCTIONS

• I will divide the class into groups of three.
• With your group, decide which station you would like to start in – tumbling, shape, or balancing station.
• In the tumbling station, you will be practicing your seated back rock, egg roll, log roll, etc. form as well as transitioning from each tumbling skill. 
• In the shape station, you will be practicing different gymnastic shapes on the dots as well as transitioning from the different shapes.
• In the balancing station, you will be practicing balancing on the beam and balancing using different parts of the body.
• Once you have mastered the skills at the 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 to create a gymnastics routine.    
• At the end of the game, groups will perform their routines.

TEACHING TIPS

• Approach:
  • Remind students this is not a competition – everyone should focus on their own progress.
  • Allow more advanced students to practice skill they may already know.
• Set up:
  • Have students use lines or marks on the ground to practice tumbling in a straight direction.
• 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 did you choose the specific skills you chose for your routine?
  • What would you change about your routine next time and why?