traditional gymnastics chapter 5 educational gymnastics ...karolyeatts.com/physical...
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Chapter 5
Educational Gymnastics
Traditional Gymnastics
• "A series of stunts that are presented to students in a more formal, and developmentally appropriate manner.“
–Gymnastics stunts
• "Stunt gymnastics that is judged in some manner by official judges, audiences or teachers."
• "Focus is placed on skills and sequences performed on the major, traditional pieces of equipment (e.g. beam, bars, floor, etc.). All students, regardless of body type or skill level, are judged and held to the same standards."
• "Olympic gymnastics” Women and Men
Developmental Gymnastics
• "A sequential list of skills having common
neuromuscular elements and representing an
ever more complex form of the same general type
of movement. "
• "Gymnastics aimed at developing reasonable and
modest skills of a gymnastic nature suitable for
the kind of body one has."
• "Traditional skills, mainly on the floor, taught in a
sequence based in part upon skill difficulty and
lead-ups to more difficult skills."
• "Body management and body awareness abilities
that are gymnastic in nature."
Educational Gymnastics
• “Activities that allow the child to self-test
or create movements that defy gravity to
enhance components such as flexibility,
balance coordination, and strength.”
• "Taught in a non-competitive manner,
with emphasis placed upon the success
and skills achievable by each individual
student."
Educational Gymnastics
3 Key Principles of Motor Development
1. Motor skill development is
sequential and not age related and
they develop in a continuous or
connected series.
2. Children progress through similar
sequences.
3. The rate at which children progress
through the sequences varies.
Creative Gymnastics
• "Creative gymnastics are basically activities
which ask students to combine skills or stunts
into a new creative sequence."
• "It is creative in that children have many choices
to create movement at their own level. "
• "Use of gymnastics-related skills in a non-
traditional manner; many times involve non-
traditional equipment."
• "Mainly for students who have some success and
some experience, they are allowed to make up
creative sequences that complement and enhance
the gymnastics skills they have used. "
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Why is Educational Gymnastics
Important?
• Gymnastics should be an integral part of the
school physical education curriculum, offered
from primary school levels through secondary
school levels.
• the values from participation are abundant:
strength, flexibility, balance, endurance,
kinesthetic, agility, self-discipline, coordination,
self-confidence, and perseverance.
• All skill competencies will serve as self testing
activities for students to monitor their abilities
and progressions.
• In gymnastics, students compete against
themselves, allowing for the development of
competitiveness before, during, and after class.
Why is Educational Gymnastics
Important?
Gymnastics should aim
• To increase and maintain total fitness for American youth, applying to moral, mental, and physical fitness.
• To increase the degree of student mastery in the basic locomotor, manipulative, and non manipulative movements related to gymnastic activity.
• To serve as a foundation for the wide variety of skills needed for more advanced levels of physical activity.
• To aid in the development of students social and affective efficiency by establishing an atmosphere, where students can participate and cooperate with each other, without resolving conflicts by verbal or physical conflict.
Why is Educational Gymnastics
Important?
• Gymnastics provides the basis for which the parameters of movement can be implemented, explored, and enhanced.
• The value of gymnastics lies not so much on the proficiency of learning many skills as in the competency of the fundamental skills, which serve as vital in preparation for the learning of progression movements.
• Involvement in gymnastics allows for participation in many fundamental skills including running, jumping, twisting, turning, hanging, swinging, balancing, rolling, and vaulting.
• Through the combination of these skills, students will learn how to combined movements for routine purposes.
Psychomotor Domain1. Place a variety of body parts into low, medium, and
high levels.
2. Jump and land using a combination of one and two foot takeoffs and landings.
3. Roll smoothly in a forward and backward direction without stopping or hesitating.
4. Transfer weight from feet to hands, at various speeds using large extensions.
5. Designs gymnastics sequences that combine traveling, rolling, balancing, jumping, with flowing sequences that change in direction, speed, and flow.
6. Move each joint through a full range of motion.
7. Support, lift, and control body weight in a variety of activities.
8. Correctly demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility, and cardio respiratory functioning.
Cognitive Domain
1. Children learn the movement concepts
and principles that underlie the
movement.
2. State guidelines and behaviors for the
safe use of equipment and apparatus.
3. Identify ways movement concepts can be
used to refine motor skills.
4. Analyze potential risks associated with
physical activities.
5. Detect, analyze, and correct errors in
personal movement patterns.
Affective/Social Domain
1. Accept the feelings that result from
challenges, successes, and failures in
physical activity.
• Develops self-concept
2. Participates with and shows respect for
persons of similar and different skill
levels.
3. Develops cooperation skills
4. Provides opportunities for enjoyment as
children climb, swing, hang, roll, jump, or
twirl.
3
What About Safety and Equipment?
1. Read and respond to article:
• Should Gymnastics Be Excluded from K-12
Physical Education Curriculum
• http://www.usa-
gymnastics.org/publications/technique/19
96/6/joperd.html
2. Safety Guidelines
• Table 5.1 page 104
More Safety Precautions
1. Provide adequate room for students to move safely; small areas such as classrooms, stages, and hallways should have enough space necessary for all floor and apparatus routines.
2. Surface area is critical: mats should be placed under and beside any large apparatus for suitable padding; spring boards should be tested prior to instruction; loose nuts or bolts should be tightened; any and all foreign objects should be removed.
3. Students will follow all class rules related to safety precautions-no running, horse play, or any other inappropriate behavior.
4. Students will be asked to remove all jewelry, including watches, necklaces, and rings.
More Safety Precautions5. Students will be taught all proper spotting
techniques.
6. Stunts should be taught in a definite progression from beginning to intermediate to advanced levels.
7. Students should possess the necessary physical requirements before attempting skills requiring more strength, flexibility, power, or critical balance.
8. Spotting skills should be introduced at the junior high level.
9. It is recommended to review previously learned skills each lesson and to properly warm up the students before beginning the tumbling lesson.
Gymnastics Safety Quiz
• http://www.geocities.com/Colosseum/Stadium/7261/GQ/gymsafe.htm
How Do You Teach Gymnastics?
• Traveling, balancing and rolling are the
skill them areas that are typically used in
educational gymnastic programs.
• Traveling refers to the use of fundamental
traveling skills as a means of changing
location of the body. Traveling also
includes transferring weight.
• Rolling is a form of transferring weight that
has many dimensions or combinations.
• Balance includes the child’s center of
gravity that is over the base of support
without extraneous movements.
How Do You Teach Gymnastics?
• http://www.geocities.com/Colosseum/Stadi
um/7261/devgym6a.htm
Scope and Sequence
• Floor Exercises
Beginning Intermediate Advanced
Forward Roll
Backward Roll
Shoulder Roll
Tripod
Diving Forward Roll
Cartwheel
Modified Tripod
Head Stand
Backbend
Somersault
Handstand
Headstand
Back Extension
Press Head Stand
Elbow Balance
Walkover
Front & Back
Limbers
Modified Splits
Back Extension
Kip
Hand Spring
Roundoff
Back Limber
Back Handspring
4
Scope and
Sequence
• Balance Beam
Beginner Intermediate Advanced
Walk on Beam
Knee Scale
Ballet Point
Side Straddle
Mount
Squat On Mount
Straddle
Front Scale
Attitude
Needle Scale
Forward Lunge
Dip Steps
Skip
Chasse
Forward Roll
Backward Roll
Jump Change
Tuck Jump
Step Hop
Running Leap
Full Turn
Straddle Seat
English
Handstand
Side Handstand
Cartwheel
Dismounts
Rhythmic GymnasticsRhythmic gymnastics is a sport which combines dance and
gymnastics with the use of balls, hoops, ribbons, ropes,
and clubs.
Rhythmic Gymnastics
http://www.youtube.com/watch?v=Viu7U8_Ih
D4&feature=related
Integrating Gymnastics and Academic
Content
• Movement examples are an excellent way to help children visualize complex laws or science properties.
• Refer to Tables 5.12-5.15 pages 111-114
• Use flash cards and have students come up with their own movements to illustrate the terms.
Center of Gravity Fulcrum
Force of gravity Lever
Potential energy Kinetic energy
Vertical axis Horizontal axis
Accelerate Decelerate
Inertia Radius of Movement
Action Reaction
5
Assessment1. Each stunt will be graded with a check if successfully
accomplished.
2. No more than 3 trials may be taken to successfully complete the stunt.
3. Each stunt may be executed with a spotter.
4. Each score is added to the final total: the grade the each of the three units.
Tumbling Unit YES NO
1. Forward Roll
2. Backward Roll
3. Shoulder Roll
4. Dive Roll
5. Pike Roll
6. Straddle Roll
7. Tripod Head Stand (5 seconds)
8. Handstand (5 seconds)
9. Cartwheel
10. Roundoff
Total:
Review
• Educational Gymnastics Quiz
• http://www.geocities.com/Colosseu
m/Stadium/7261/GQ/gymquiz2.htm
References
• Non Traditional Gymnastics
– http://www.geocities.com/colosseum/stadiu
m/7261/
• Educational Gymnastics/Balancing/Stunts
– http://www.pecentral.org/lessonideas/ViewLe
sson.asp?ID=6263
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