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Unit Plan Template

Unit Name: Beginners Gymnastics Year Level: 7 & 8 Time: Week 1 to 10

VELS Level 5 Unit Outcomes for Students Proficiency to perform complex

movements and manipulative skills in gymnastics.

Monitor and describe their progress as learners identifying their strengths and weaknesses and taking actions to address their weaknesses.

Seek and respond to feedback from peers, teachers and other adults to refine their content knowledge and understanding of gymnastics.

Consider both their own, and others’ needs when making decisions about suitable learning processes and the creation of positive learning

Maintain regular participation in moderate to vigorous activity.

Students take greater responsibility for their own learning.

Accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe.

Initiate and undertake some tasks independently

Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance.

Students to be able develop and perform a basic gymnastics routine.

Students to be able to correctly demonstrate basic gymnastics shapes, positions and movements.

To be able to identify what muscles and parts of the body they are using for different activities.

Students to be able to work effectively and cooperatively in a group.

To ensure students are involved and active for majority of each lesson.

For students to gain knowledge about the different disciplines in gymnastics.

For students to understand and demonstrate safe practice in gymnastics.

Content Instructional StrategyWeek 1 – Introduction to body management Week 2 – Supports and BalanceWeek 3 – Sports Aerobics and CheerleadingWeek 4 – Physical ConditioningWeek 5 – Locomotion and RotationWeek 6 – Spring and LandingWeek 7 - CircuitWeek 8 - ApparatusWeek 9 – Assessment Practice and GamesWeek 10 – Assessment Routine

Week 1 – Direct InstructionWeek 2 – Direct InstructionWeek 3 – Cooperative Learning & Guided Discovery.Week 4 – Guided Discovery & Direct InstructionWeek 5 – Direct InstructionWeek 6 – Guided Discovery & Direct InstructionWeek 7 – Task Based Learning& Guided DiscoveryWeek 8 – Direct Instruction & Guided DiscoveryWeek 9 – Guided Discovery, Game Sense & Cooperative Learning.Week 10 – Guided Discovery & Cooperative Learning.

Resources - facilities Resources - equipmentGym HallClass Room

Floor MatsRoman RingsParallel BarsUneven BarsEven BarsTrampolineBeat Board Mini TrampolineBalance BeamHigh Jump MatsWedge MatsFoam BlocksMasking TapeCD Player Music

Safety Requirements Make sure adequate padding and matting is in place before starting activities Make sure all equipment is set up correctly prior to use Both students and teacher should keep a close eye out for matting or matting that moves too far

out of place and correct it as often as necessary. Ensure students can demonstrate safe practice of simple shapes, positions and landings before

moving on to more advanced skills and movements.

Theory The theory class will consist of a small test on the gymnastics covered throughout the practical classes and in the fact file. The test will only take 10 minutes and for the rest of the class students will be able to play the gymnastics board game which is described in the lesson plan.

AssessmentThe assessment will require students to form groups of 3 or 4 and perform a simple gymnastics routine on the positions, movements and skills they have learnt throughout the unit. Students are to use a combination of skills from different lessons and include all group members equally. They are to focus on the correct technique throughout the routine. It should include 10 different skills, incorporating at least 4 of the Dominant Movement Patterns. The routine should take between 3 to 4 minutes and students will have 1 week of class time to practice their routines. Students should be aware that extra work out of school hours may be required to complete the routine. The routine will be assessed on the following level 5 VELS;


Students are to combine motor skills and strategic thinking to improve individual and team performance.

Proficiently to perform complex movements in gymnastics.

Practical Lesson Plan

Date: Week 1 Lesson # 1 of 10 Year Level: 7 & 8 Lesson Duration: 50 minutes #Students: M F

Lesson Topic: Introduction to Body Management Unit Topic: Gymnastics

VELS Level 5 Specific Lesson Outcomes for the students

Monitor and describe their progress as learners identifying their strengths and weaknesses and taking actions to address their weaknesses

Students to develop an understanding of how to control their own bodies and learn if they might have strengths and weaknesses.

Proficiently perform complex movements and manipulative skills.

Students learn how to develop the basic landings and shapes as practiced in the lesson.

Seek and respond to feedback from peers, teachers and other adults

Develop knowledge about what Dominant Movement Patterns are.

Equipment Only equipment needed is the floor in the gymnasium

Personal Teaching Goals Focus on delivering clear and concise instructions to the class so everyone is clear on what to do. For students to be able to develop an understanding of how to control their own bodies. To be able to see students improve on their body control and movements throughout the lesson.

Post Lesson Reflection of Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Time Activity/Content Organisation Equipment Safety Considerations

Cues / Questions

Reflections and Recommendations

0-15mins

15-20mins

20-24 mins

IntroductionWelcome the class and inform students on what the lesson is about. Mark the roll.- Talk about Dominant Movement patterns (are the patterns that re-occur in gymnastics. Building blocks for more complex skills

Warm Up - Skipping TagAll students skip around on the floor. Two taggers try to tag other students. If tagged, students must do 5 star jumps and then they can skip around again. After a minute, swap taggers and students must hop around. If tagged they must do 5 sit ups. Swap taggers again and everyone must jump around, if tagged students must do a balance on one foot.

Basic LandingsMotor Bike LandingPractice landing several timesDo 180 degrees in air and land, then another 180 and land (try not to move feet after landing)Try a full 360 and land in same place as beginning.Everyone starting jogging in anti clockwise direction, when say stop

Class sitting in a circle on the floor.

Students are taught how to control their own bodies

Help develop flexibility, strength, muscular endurance, balance, agility and coordination

Statics, Rotation, Locomotion, Swing, Spring, and Landings

Group play the game within a designated area on the floor.

Group sitting in a circle on the gym mats.

Hamstrings, quadriceps, arms, groin, back, neck. (refer to stretching exercises)

All students in a circle on

Gym Floor Mats

N/A

N/A

N/A

Be mindful of other students and keep out of each others way to avoid collisions.

N/A

Does anyone know of some of the disciplines in gymnastics?

Does anyone know what dominant movement patterns are? How many are there?

N/A

Bend knees to land to absorb the force.Arms out straight in front.

25-40 mins

40-48 mins

students do a motor bike landing.

Landing on HandsStudents on knees, practice falling forward, catch body with arms and lower body to the ground. Turn head to side.Practice several times.If students able to go from knees, advance skill and try from standing position.Try a Mexican wave.

Basic Shapes- Long Sit- Tuck Sit- V-Sit- Rocket- Front Support- Back Support- Side Support

the floor. Jump in the air and land with both feet apart, bent knees and arms out in front for balance. Looks like you are riding a motor bike.

Students on the floor arranged in a circle.

Long Sit: Sitting on ground with legs straight out in front.

Tuck Sit: Sitting on ground with feet tucked up close to their bottoms.

V-Sit: sitting on ground with legs straight and at a 45 degree angle from the floor.

Rocket: Standing up as tall as possible with hands above heads pointing towards the roof.

Front Support: lie on ground and do a push up and hold that position.

Back Support: Lie on back, do

Gym Floor Mats

Gym Floor Mats

Students should only fall from a height that they feel comfortable landing on their hands from.

N/A

Bend arms as soon as your hands hit the floor to absorb the force.

Toes pointed.Legs and arms straight.Focus on having the correct posture for each shape.

48-50mins

ClosureGroup to pack up mats and gathertogether before being dismissed bythe teacher.

similar push up position as front support but facing upwards instead.

Side Support: one hand on ground holding body up, one hand used to balance body, try to keep hips ups as high as possible.

N/AN/A N/A N/A


Date: Week 2 Lesson # 2 of 10 Year Level: 7 & 8 Lesson Duration: 50 mins # Students: M F

Lesson Topic: Supports and Handstands Unit Topic: Gymnastics

VELS Specific Lesson Outcomes for the students

Proficiency to perform complex movements and manipulative skills in gymnastics.

Students should be able to explain what safety factors should be taken in account when performing the scorpion stand and the handstand.


Students should be able to be trusted and trust their peers when practising and performing complex movements, especially when they are spotting or being spotted.


Students should be able to name and correctly perform the front, back and side support along with other positions taught in the class such as arabesque and the scoop.

Equipment Gym Mat/s for the floor (depends on the class size and the mat size to how many you will need) 3 or 4 Large Wedge Mats.

Personal Teaching Goals For students to be able to recognise and know the names of the supports. To personally go around to each student in the class and give them feedback and encouragement on their efforts. For students to be able to perform the different supports shown in the lesson.


Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions Reflections and Recommendations

2mins

5mins

10mins

IntroductionWelcome the class and inform students on what the lesson is about. Mark the roll.

Warm Up – TagFor the warm up the group has a game of tag with two people being the taggers.

Basic SupportsStart off by showing, explaining and going through some basic supports in gymnastics. 1. Front Support

2. Back Support

3. Side Support

Students sitting on the ground in a circle.

Use lines on the floor or designate an area for the group to play tag within.

Group arranged in a large circle on the mats. Or so the teacher can see the whole class and the whole class can see and hear them.

N/A

N/A

Gym Mats

N/A

Be mindful of other students when running around. No running into each other.

N/A

Any questions before starting.

N/A

Ask students if they can you feel your muscles working to hold the position. Can they hold it for very long?

5mins

6mins

4. Sad Cat

5. Bowl/Scoop

Simon SaysPlay the game Simon Says using the different supports. For example:"Simon says get in front support position""Simon says go into the scoop position""Do a long sit"If students go into a position that Simon didn't say to do they are out. So in this case if they did the long sit they would be out.

Partner SupportsIntroduce a few simple partner supports to the students. 1. Back to Back2. Shoulder to Shoulder3. Sit Support4. Leaning Back(Partner supports shown on attached page)

Group arranged in a circle on the mats.

Group still in a circle shape but make sure everyone has enough space to do the supports without getting in each others way.

Gym Mats

Gym Mats

N/A

Pair up with someone similar in size.

N/A

Tell them to remember the supports because they will use them in next week's lesson on cheerleading.

10mins

10mins

Scorpion StandIn partners show them how to do the scorpion stand. In learning this they will be half way to being able to do a handstand. 1. Arms outstretched on top of their heads.2. Step forward and place hands on the mat out in front of you.3. Using your forward momentum kick your one of your legs up to about a 45 degree angle with your hips. The other leg should make about a 90 degree angle to the floor.

Handstands From the scorpion stand you can build up to being able to do handstands. Remain in pairs for the activity.1. To start off place long wedge mats along the wall.2. One partner at a time will do the scorpion stand except this time trying to kick both legs up vertical in the air against the mat to do a handstand. 3. The partner will observe

If possible group still in a circle but once again make sure everyone has enough space around them not to be hitting each other.

Partners find a space on a mat against the wall to practice their handstands.

Gym Mats

-Gym Mats- 3 or 4 Wedge Mats

Remind everyone to keep to their space to avoid hitting others.If students aren't comfortable kicking their legs up to high they can just attempt smaller kicks instead.

Make sure partners have enough space so they don't collide with anyone.Spotter only holds their partners legs if they are nearly vertical. Don't try and lift their partner's legs up.

Get partners to check each others stands and give feedback on them.

Partners to give each other feedback.

2mins

and can assist by helping hold their partner's legs up. 4. Swap over so both partners have several attempts each.

ClosureGroup comes in and discusses what they found challenging in the class

Group arranged in a circle on the floor.

N/A N/A Ask students what was challenging in the lesson.



Lesson Topic: Sports Aerobics and Cheerleading Unit Topic: Gymnastics


Students take greater responsibility for their own learning. Develop an understanding of what cheerleading and aerobics is. Proficiently perform complex movements and manipulative

skills. Perform a number of movements associated with cheerleading and

aerobics. Accept responsibility as a team member and support other

members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe.

To be able to work with a partner and in groups in developing a sequence of activities.

Equipment Dance music CD Player Partner balance sheet

Personal Teaching Goals To be able to see students working effectively in groups to meet a common goal, in performing their short routine. To give appropriate feedback to all students during the lesson to help them improve their performance. To maximise students participation in the class by keeping students active for majority of the class.



Cues / Questions

Reflections and Recommendations

0-4 mins

5-10 mins

10-25 mins

IntroductionWelcome the class and inform students on what the lesson is about. Mark the roll.- Introduction to sports aerobics and cheerleading

Warm Up - Follow the LeaderSplit into 4 groups. Students at front do some type of movement that they think would be involved in cheerleading, the rest of the students then follow their leaders movements. Go up and back. Then the next person in line has a go and so on. Play some music that they might dance to.

Partner Balances Demonstrate a number of partner balances. Then ask students to pick a partner based up ability level, body size and whether they think they can work together well.Hand out a number of partner balances and let the pairs try to do these balances. After pairs have completed the partner balance sheet give a minute for the pairs to think of a

Group sitting in a circle on the floor.

Group to play the game within a designated area as set out by the teacher.


N/A

- CD player- Dance music

Partner balance sheet.

N/A

N/A

Make sure all balances are done correctly to avoid injury.

What does sports aerobics and cheerleading involve?What parts of the body would you need to work on?

Why did you do those movements? Have you maybe seen those movements in movies? Do you think they influenced those movements?

Ask students when you would use partner balances.

25-48 mins

48-50 mins

new partner balance. When the time is up, have each pair demonstrate their balance.

Group SequenceEach pair to join up with another pair so that all students are now in groups of 4. Each group is to come up with a sequence of balances, cheers and movements. Can involve dance movements if they like. Develop a group name. They have 10-15 minutes to come up with their sequence. After time is up, each group will perform their sequence.

ClosureGroups to pack up any equipment they have used and gather to briefly chat about the class before leaving.

Group goes off and organises their small sequence of balances. Then come in and sit in a group to watch other people's balances and then perform their own.

Group pack up equipment and gather in a circle on the floor.

Group decides what equipment they will use, if any.

N/A

Students should make sure everyone in the group is comfortable with the balances they are performing and be able to perform them correctly and safely.

N/A

N/A

N/A



Lesson Topic: Physical Conditioning Unit Topic: Gymnastics



Students should be able to identify what part of the body they are using during the different activities and be able to name what muscles they are using.


Respect each student's physical capabilities and provide encouragement to other students.

Consider both their own, and others’ needs when making decisions about suitable learning processes and the creation of positive learning environments within the gymnastics class.

Students should get a good work out from the class and should show signs of puffing, sweating and a red face.

Equipment Masking tape, Gym mats, Nerf balls, Roman rings, Even and/or uneven bars, Foam blocks, Hoops

Personal Teaching Goals To have all students actively involved for majority of the lesson. To encourage students to focus on the task and push themselves to work up a bit of a sweat. For students to be able to identify the different parts of the body and muscles they are using during the activities.

Post Lesson Reflection of Teaching__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


2mins

5mins

4mins

4mins

IntroductionWelcome class, take the roll and inform them on what the lesson will be about.

Warm Up – Knee TouchKnee touch tag is a modified version of tag where the two taggers have to try and tag people's knees to get them "it." The teacher will call out for students to run, skip, leap, jump or hop around.

Wall WalkEveryone finds their own section of wall around the gym. Get into a front support position with your feet against the wall and walk your feet up and down the wall. Students should try and keep their bodies straight and their head in line with their body as they walk.

Scoop and RockIn pairs, one person lies on the mat in the scoop shape and holds that position while the other person gently rocks them and they have to try and

Class sits in a circle on the floor.

Group will be spaced out on the gym mats over an area of about 15m by 15m

Students spread out along the wall.

Each pair finds their own space on the gym floor, enough so they don't hit anyone.

N/A

N/A

N/A

N/A

N/A

Keep an eye out for other students to avoid collisions.

Can go in pairs and have one partner spot by having their hands on the waist of the person climbing up the wall.

Students are to be warned to rock their partner gently so they don't hurt them.

Ask if there is any questions before starting

N/A

1. Reinforce that arms and body should be straight at while climbing the wall. 2. Have students get to about a 45 degree angle and then walk back down. 3. Ask students what part of the body and what muscles they are working.

Ask students what part of the body and what muscles are being used during the exercise.

6mins

8mins

maintain the position whilst being rocked.

Wrist and Finger StrengthGymnastics involves a lot of wrist and finger strength so to improve strength in them there are a few small activities we can do to increase their strength.1. In a front support position with knees on the floor push yourself up on to the tips of your fingers and back down again 10 times. 2. Now move to a back support position and do the same.3. You can also move back into the front support position, with knees off the ground, and give your ankles a work out by moving your body back and forth.

Spring CircuitSet up a course around the gym that involves students using their lower bodies for springing. 1. Along one side wall have a row of fairly low gym mats that the students have to jump over.2. Along one end of the gym have masking tape lies spaced closely together. Students have to jump on each line without missing one. This will work on them

Group in a circle on the gym mats.

Use the whole gym. Students go around the circuit in a continuous line. Set out circuit as shown.

N/A

Foam blocks.Masking tape.Hoops.

Be aware of group members that have any pre-existing hand, wrist or ankle problems.

Have to have a minimum gap of 3m between each student so group is nice and spread out.

Ask them if they can feel it in their fingers and wrists after a while.

1. Get students to help put equipment out. And then explain to them what they are doing. 2. Ask them what part of the body and what muscles they are using for the activity.

5mins

5mins

develop small jumps on their toes.3. Along the other side wall set up a line of hoops about 3m apart. Between the hoops they will just do small jumps but when they get to a hoop they have to jump in it and then get into the rocket position and spring as high as they can before moving on. 4. Along the remaining end wall they will move along by doing three forward jumps, a jump to the left and the right and then one backward jump before starting the sequence again.

Wheelbarrow TagGroup arranged in pairs.1. Each partner gets into the front support position with their feet placed on a foam block about 1ft high. 2. The game starts with partners at opposite ends of the mat.3. One person is the tagger and they have to try and tag their partner's hands whilst moving around the block.

SupportsTo really get students to start to feel their muscles working have them go over the supports (front, back and side support, scoop shape etc.) they have learnt and have

Space pairs out around the gym so they all have enough room to move around the block without getting in anyone's way.

Group spread out on the gym mats preferably in a circle.

Foam blocks.

N/A

Make sure everyone has enough room so there are no collisions.

N/A

1. Get students to help get the blocks out.2. Ask students what part of the body they are predominantly using for the activity. Upper, Middle or Lower body.

Ask students what part of the body they are using for each activity.

5mins

4mins

3mins

them hold those positions for a longer period of time. You could also include walking around the mats on their hands and feet in a front or back support position.

Squat Race1. Break group up into 4 or 5 teams depending on group size. 2. Have a relay race across the gym and back but instead of running you have to squat across and back.

Follow the LeaderTo finish up have a game of follow the leader. The leader runs around the gym following the lines. They can choose to do things such as:-high knees-bum kicks-star jumps-hopping-skipping-springingOr make up something of their own.

Even Bars or Roman Rings SoccerOne person hangs on the roman rings or on the even bars while the other throws a nerf ball for them to kick back.

Teams lined up and spread out across the gym.

In a straight line follow the leader around the gym.

Partners around the gym positioned at the roman rings or the bars.

N/A

N/A

Roman Rings.Even Bars or Uneven Bars.Nerf Balls.

N/A

N/A

Don't kick the balls too far or at anyone.

Ask group what part of the body they are working.

N/A

When on the bars the thrower can try and get it past the kicker to get a goal.

2mins ClosureBring group in. Go over what parts of the body they worked on during the class and what muscles gymnasts would use for different apparatus.

Group gathered on the floor in a circle.

N/A N/A Ask if they found themselves puffing and sweating during the session.



Lesson Topic: Locomotion and Rotation Unit Topic: Gymnastics


Proficiently perform complex movements and manipulative skills.

Be able to develop the forward roll, backward roll and cartwheel.

Measure their own fitness and physical activity levels and identify factors that influence motivation to be physically active

Develop upper body strength and physical endurance

Initiate and undertake some tasks independently Students learning how to control the movement of rotation

Equipment 5 Wedge Mats 4 Hoops Low thin foam block Large tall mat U-shaped block Bench Music 25 hoops Safety Mat CD Player

Personal Teaching Goals Focus on delivering clear and concise instructions to the class so everyone is clear on what to do. To provide a safe learning environment both physically and emotionally for students to develop their skills. To ensure all safety equipment is in place throughout the lesson.

Post Lesson Reflection of Teaching__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Cues / Questions Reflections and Recommendations

0-2 mins

2-17 mins


Warm Up GamesScarecrow tagTwo students are tagger's, they try to tag the other students. It tagged, students must stand like a scarecrow. A non-tagged student can free a scarecrow by going through the legs of the scarecrow. Perform different types of locomotion such as hop, skip, jump, run etc.

Chain TagTwo students are taggers, when they tag another student they form a chain, they continue to try to tag other students. When there are 4 students joined together, they split into pairs and continue to tag other students.

Musical BalanceStudents each have a hoop and form a circle. They place their hoop on the floor and teacher takes out one of the hoops. When the music starts, the students begin to jog around the outside of the hoops. When the music stops the teacher calls out a specific shape or balance. The students must get into a hoop and perform that specific shape as quick as possible. The

Have all students sitting on the floor in a circle.

Group to use a designated area as set out by the teacher.

Group to use a designated area as set out by the teacher.


N/A

N/A

N/A

- CD player- Music- 25 hoops

N/A

Be mindful of other students so no collisions occur.

Don't grab on the people to hard.

Give each student their own space.NO pushing and shoving to try and get hoops.Be careful not to trip on the hoops when moving around.

N/A

Remind students that they cannot tag someone while they are freeing another scarecrow.

Hold hands with other people in the chain when you are caught.

N/A

17-48 mins

student that doesn’t have a hoop must do 5 sit ups. Start the music again and continue. Try to do a number of different locomotion types.

RotationForward RollBegin in crouched position, place hands shoulder width apart on floor in front of you, keep knees and feet together, tuck chin into chest, push down hard onto floor with feet and then hands to allow your body to roll over, maintain rounded back, complete roll onto your feet.

Side Roll/Shoulder RollBodyweight on one knee with otherleg extended, turn one shoulder tothe direction of roll by moving onearm across body towards theextended leg, roll onto shoulder,keep head well tucked, keep backrounded, complete in crouchedposition.

Backwards RollBegin in crouched position witharms outstretched, tuck chintowards chest, roll onto buttocksfirst then onto rounded back, rollback quickly and extend legs pasthead, push down hard with yourhands as body rolls over, land onfeet first, finish in crouchedposition.

Practice these rolls on sloping mat

For all the rolls group should be spaced out on the gym mats. Can be arranged in a circle as long as everyone has enough room to practice without getting in anyone else's way.

- 5 Sloping mats- 4 Hoops- Low thin block- Large tall mat- U-shaped block- Bench- Safety mat

When performing rolls, must make sure head is tucked in. If students are having difficulty in rolls, make sure they spend more time on the sloping mat, if need be. Make sure the basic skill of the cartwheel is shown before going onto the circuit. Have crash mats/ safety mats around bench for the circuit.

Constantly remind students of the key points when performing the roll and make sure they are demonstrating them correctly.

48-50 mins

When able to master on slope go back to floor and practice on flat surface.

To advance roll, practice the forward roll on a low raised surface – a safety landing mat.

CartwheelKeep the arms and legs straight and apart throughout, keep eyes focused on the position of the hands, perform the cartwheel along a straight line, place hands onto the floor one at a time.Cartwheel Circuit (spread out on floor).

ClosureGroup packs up equipment and gathers in a circle on the floor.Ask students if they found the class challenging at all.

Group spread out so every student's has enough space.

Group organised in a circle on the floor

Gym mats

N/A

Other group members well out of the way so no one gets kicked.

N/A

Take a couple of steps before doing the cartwheel to get a bit of momentum to help you kick over.

N/A



Lesson Topic: Spring and Landing Unit Topic: Gymnastics


Proficiency to perform complex movements and manipulative skills.

Students should be able to name and explain the importance of a safe landing in gymnastics in all situations as demonstrated in the lesson.


For students to be encouraging and respectful toward other students.

Seek and respond to feedback from peers, teachers and other adults and refine their content knowledge and understanding.

By the end of the lesson students should be able to safely demonstrate how to land correctly in all situations as demonstrated in the lesson.

Equipment Gym Mats, Beat Board, High Jump Mats, Mini Trampoline, Trampoline, Foam Blocks, Low Wedge, Balance Beam, Roman Rings, Uneven and Even Bars, Masking Tape.

Personal Teaching Goals Focus on delivering clear and concise instructions to the class so everyone is clear on what to do. To ensure all students can land safely before moving on to more complex tasks that involve landing. To give all students correct and appropriate feedback on their landings to ensure they know what to improve on.



2mins

4mins

3mins

5mins

IntroductionWelcome class, take the roll and inform students of what is happening in the lesson.

Warm UpFor the warm up students skip around on the gym mats and when the teacher calls out instructions they have to arrange themselves in that way. For example Teacher calls "4 heads" students have to find a group of 4 people and all touch heads.

LandingsTo start the lesson, go through how to land correctly in the motorbike position.

Mini TrampolineSet up a mini trampoline between 2 high jump mats and one at a time students walk over the mat, jump on to the mini trampoline, spring up in the rocket position and then land on the high jump mat on the other side. Make sure each student has several goes to get the feel for the trampoline.

Group sits in a circle on the floor.

Group in a designated area about 20m by 20m.

Group can remain in a circle to go through the landings.

Group lined up single file behind the high jump mat. If there are two high jump mats and mini trampolines you could have two lines going at once to keep students more active.

N/A

N/A

N/A

High Jump Mats.Mini Trampoline.

N/A

Take care and don't bang body parts together too hard.

Make sure students know how to land correctly before moving on.

Remind students to demonstrate correct and safe landings.

Ask if there are any questions from students before starting.

N/A

N/A

Have students focus on their rocket position in the air and their landings. Students can help each other by giving their peers feedback.

6mins

15mins

Beat BoardSet up a high jump mat with a beat board in front of it. Students line up about 8m away then have a run up, jump on the beat board and land on the high jump mat. You can have students see how far they can jump, how high they can jump and how smoothly and controlled they can land.

CircuitCreate a circuit around the gym for students to practice their spring and landing.1. Using a trampolineStudents do 6 jumps along the trampoline with their arms straight out horizontal to the floor and then jump off and land on a high jump mat to finish.2. Have a row of 4 foam blocks set up. Students jump up and down over them while concentrating on their landings.3. Set up a low wedge on the gym mats and have students practice their somersaults down them and practice their motorbike landing at the end. 4. Students jump from a beat board on to a mini trampoline and then onto a high jump mat. When jumping students are to get into the rocket position in the air and land in

Group lined up in single file about 8m away from the high jump mat. If there is enough equipment you could set up 2 beat boards.

Group start evenly spread around the stations and move around them in single file.

Beat board.High jump mat.

2 High Jump mats.1Trampoline.1 Beat board. 1 Mini Trampoline.4 Foam blocks.1 Low Wedge.1 balance beam.

Remind students to demonstrate correct and safe landings.

Students must wait until the person in front of them has completed the station before they start.

N/A

Remind students to be focusing on their techniques, spring and landing.

3mins

6mins

the motorbike position. 5. Have students walk along a high balance beam and then jump off and land correctly at the other end.

Landing on your HandsOn the gym mats have students practice landing on their hands by starting off on their knees, falling forward and landing on their hands. As soon as their hands hit the floor they have to take up the shock by bending their arms for the rest of the way down until stomach is flat on the floor. Go around the group and do a Mexican wave of people falling and landing.

Landing with MomentumStudents in pair up. Using roman rings or even bars one person will swing on them and get some momentum then jump off on to a target out in front of the apparatus marked out with masking tape. This gets them to work on steadying and controlling their landings. When the first person has had a few goes and can control their landing swap over. The other partner observes and gives feedback.

Group gathered in a circle on the gym mats.

Students around the gym working on the bars and the rings.

Gym mats.

Gym Mats for around the apparatus.Roman Rings.Even and Uneven Bars.Masking Tape.

Make sure students know how to land properly and bend their arms on the way down.Students can modify the height in which they feel comfortable falling from.

Students shouldn't try and jump a fair distance to challenge themselves but not to far as to hurt themselves.

Show them first how to correctly fall.

Ask students if they think it is a lot harder to land with a bit of momentum and why?

4mins

2mins

FreezeStudents jump around on gym mats in a designated area while music is playing. When the music stops the students have stop, jump up high in the rocket position and do a motorbike landing and freeze in the motorbike position. The last person to freeze is eliminated.

ClosureGather students in and ask them what some of the key points in a good landing.

Students on a designated area on the gym mat about 20m by 20m.


MusicCD Player

N/A

N/A

N/A

N/A

Ask students the key points of a good landing in gymnastics.



Lesson Topic: Gymnastics Circuit Unit Topic: Gymnastics


Measure their own fitness and physical activity levels Work on students’ fitness especially muscular endurance Proficiently perform complex movements and

manipulative skills Develop and practice a number of gymnastic skills


Practice for assessment (by learning and practicing the skills that need to be shown in the assessment for this unit).

Equipment Playing cards Four posters with card suit symbols Four lists of various gymnastic skills Music Sloping mats against wall Large cut out dots 4 Hoops Large box Mini tramp Safety landing mat Partner balance sheet Movement puzzle sheet Safety mats next to beam 1 medium sized ball

Personal Teaching Goals To ensure all equipment is assembled correctly and is in appropriate condition to use. To provide a safe learning environment both physically and emotionally for students to develop their skills. To ensure all safety equipment is in place throughout the lesson.

Time Activity/Content Organisation Equipment Safety Cues / Questions Reflections and

Considerations Recommendations0-2 mins

2-12 mins

12-17 mins

17-


Card Shark FitnessWhen music begins, students pick up the top card (one card each) from the centre and then run quickly to the wall that matches the suit of the card. Beside each poster on the wall is a list of 3 different skills to be performed. Each skill must be performed the number of times indicated by the playing card (numbered cards counts as face value, jacks are 11, queens are 12, kings are 13, and aces are 14). After completing the skills, students keep their original cards and go back to pick up another. If card is of the same suit, it is returned and another card is chosen of a suit not yet drawn. After students have been to each wall once, they add up their points. Students try to accumulate as many points as possible each time they play this game.

StretchesComplete stretches as shown on the attached stretches page.

Activity Circuit

Have all students sitting on the floor

1. Push ups, Lunges, Front support (hold for the number of seconds that their card indicates)

2. Sit ups, Leg lifts, shoulder stand

3. Skipping, Star jumps, back support

4. Knee lifts, squats, v-sit

Students sit in a circle when performing stretches

N/A

- Playing cards- Four posters with card suit symbols- Four lists of various gymnastic skills- Music

N/A

N/A

N/A

N/A

45 mins

Spend 5 minutes going around to all 11 activities and demonstrate activity.

1. Handstands – Practice handstands on floor as well as practice against sloping mats located against the wall.

2. Windshield wipers – Place dot on floor, students assume a front support position, walk on hands around dot. Make sure feet are on the circle at all times. After approximately one minute swap to back support.

3. Cartwheels – 4 hoops in a row, place one foot in first hoop, first hand in second hoop, other hand in third hoop and landing foot in fourth hoop.

4. Spring Landings – From a large box, jump onto mini tramp and spring off and land on the thick mat with a motor bike landing.

5. Partner balances – have a sheet with a number of balances that the pair can attempt to do.

6. Movement puzzle – from (Hacker, Malmberg & Nance, 1996, p50). Try to perform these as quickly as possible.

7. Foam Pit – One person at a time does 5 jumps along

In pairs, go around to all activity stations. Have 2 minutes at each station.

- Sloping mats against wall- Large cut out dots- 4 hoops- Large box- Mini tramp- Safety landing mat- Partner balance sheet- Movement puzzle sheet- Safety mats next to beam- 1 medium sized ball

- Make sure that the beam has a number of safety mats beside the beam.- Especially make sure the trampoline activity is supervised. Make sure student is out of pit before the next student can go.- Make sure safety mats are underneath rings and bars

the trampoline and then jumps into the foam pit. Try to perform the straddle, stars, tucks, rockets etc into the pit. Once out of the pit the next student may go.

8. Beam – Practice walking up and back along the beam. Practice small jumps, closing eyes, with partner try to swap places while on the beam. Perform a motor bike landing when getting off the beam.

9. Rings – One person hangs from the rings, the partner throws the ball to the person on the rings. They must try to kick the ball back to their partner with both feet together. After 1 minute swap positions.

10. High Bar – One person hangs from the bar and the other person tries to throw pieces of foam past the person hanging to get a goal. The person hanging has to try to stop their partner from getting goals. Swap over after 1 minute.

11. Uneven Bars – Try a number of ways of getting onto the bar: mount, knee rise, pullover. Attempt a number of rotations while on the bar. Try a roll over dismount. Swap over after

45-50mins

1 minute.

Pack up equipment and ClosureGroup to pack up all equipment and then sit down in a circle and discuss what aspects of the circuit they enjoyed.



Lesson Topic: Apparatus Unit Topic: Gymnastics


Initiate and undertake some tasks independently, within negotiated timeframes

For students to develop the skills they have learnt throughout the previous lessons and practice them on the apparatus.

Proficiently perform complex movements and manipulative skills

For students to give encouragement and support to their fellow peers

Complete short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation.

By the end of the class students should be able to correctly name and identify all the different apparatus

Equipment Roman Rings, Vault, High and Low balance beams, Even and Uneven bars, Beat Board, High Jump Mats, Adequate matting around equipment, Parallel bars, Bean Bags

Personal Teaching Goals To ensure all equipment is assembled correctly and is in appropriate condition to use. To provide a safe learning environment both physically and emotionally for students to develop their skills. To ensure all safety equipment is in place throughout the lesson.


Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions Reflections and

Recommendations2mins

5mins

8mins

IntroductionWelcome class, take the roll and inform class of what will be taking place in the lesson.

Warm Up – Tail Tag

Introduce ApparatusTake class around the different apparatus in the gym and show them how to use them safely. Show students set positions and movements they can perform on each apparatus. Below are some positions and movements that can be done on the apparatus.1. Roman Rings- Swinging- Forward roll- Pike position- Front Support2. VaultSet up a beat board in front of the vault with a high jump mat at the other end. - Straddle Vault: Students run up place hands on vault and launch their body over it and land on the high jump mat.- Handspring from the vault onto the mat. 3. Balance BeamHave a high and low balance beam out.- Practice dismount and


Students can help getting out and setting up apparatus.Group follow teacher around while getting shown the equipment and procedures. Stand around in a semi circle so everyone can see and hear what to do.

N/A

Roman Rings.Vault.High and low balance beams.Even and uneven bars.Beat board.High jump mat.Adequate amount of mats around each apparatus. Bean bags.Parallel bars.

N/A

All Equipment has to be set up properly and have an adequate amount of mats around it.

Ask students if they have any questions before starting.

Remind students to think about their landings and technique.

30mins

landing off beam.- Try arabesque position and see how long you can hold it for.- Try doing some small jumps on the beam.- Walk across beam with bean bag on your head. - Get a ball and play over and under on the beam.- Pass your partner without falling off.4. Uneven and Even Bars- Front support- Back support- Pike position- Forward roll- Swinging and hanging- Landings5. Parallel Bars- Support Walk: One hand on each bar and walk your body along without touching the mat. - Swinging- Scoop position hang and upside down scoop hang.

ApparatusStudents go off in pairs and have a go on one of the apparatus shown. They are to practice the positions and movements as shown and explained by the teacher. While one person is on the apparatus the other is spotting, observing and giving feedback. Make sure all students have a go on all the

In partners spread out amoung the different apparatus and move around one after the other.

Same as above.

Students to look out for one another and use common sense and keep out of the way of people on the apparatus.One person allowed on an apparatus at a time except for the balance beams.

If students can think of any other positions or movements they would like to try on the apparatus they may have a go with the teacher's approval.

4 min

apparatus.

Closure and Pack UpStudents to pack all equipment back and then gather around the teacher to quickly debrief on what apparatus people enjoyed the most in the lesson.

Group packs up and then sits in a circle on the floor.

N/A Students to be careful when packing away equipment. If equipment is too heavy to move get other students to help.

Ask students what was their favourite and least favourite apparatus. Got through the different apparatus with the students to see if they can correctly identify and name each one.



Lesson Topic: Assessment Practice and Games Unit Topic: Gymnastics


Measure their own fitness and physical activity levels Develop student’s fitness Initiate and undertake some tasks independently, develop

and use criteria to evaluate their work. For students to practice their routine for their assessment task

Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance

Use their knowledge of gymnastics and develop a routine.

Equipment Foam pieces Each group gathers their own equipment depending on what they want and need for their routines.

Personal Teaching Goals Providing constructive feedback on each group's routine. Ensure all group members are contributing equally to the routine Have included a range of skills, movements and shapes learnt from throughout the unit. Ensure all group's are using equipment correctly and safely throughout the lesson


Time Activity/Content Organisation Equipment Safety Cues / Questions Reflections and

Considerations Recommendations0-2 mins

2-17 mins


Foam Pit GamesIn pairs, one person stands on one side of the foam pit and the other person on the other side of the pit. On go all students are to jump into the pit and scramble as fast as possible to the other side of the pit where their partner was standing. Have a number of goes.

Foam Pit RelaySplit students into 2 teams. One team at one end and the other team at the opposite end. On go, the first person of both teams jumps into the pit and scrambles to where the opposition team is. When the first person has reached the end then the second person goes, and so on till the team that has their team members out of the pit wins.

Foam ThrowKeep the same teams. Every student has a block of foam. Each team must stand behind their allocated line. The teams are separated by approximately 2 metres. On the word go, students throw their pieces of foam over the opposition team. The aim is to have the least amount of pieces of foam on their side when the whistle is

Have all students sitting on the floor

Group organised into pairs at working at the foam pit

N/A

Foam Pit

N/A

Keep students away from the edges of the foam pit

Ask students if they have any questions before starting.

N/A

17-48 mins

48-50 mins

blown. Students must stay behind their team's line.

Assessment PracticeThis time is for students to develop and practice a routine that they have designed in a group of 3 to 4 students. The routine must include at least 10 skills and incorporate at least 4 of the Dominant Movement Patterns.

ClosureGroup's to pack up any equipment they have use and gather in a circle.

Group organised into the small groups to work on their assessment performance.Each group to find their own space around the gym to practice their routines.

Group siting in a circle on the floor.

N/A N/A Remind group that they may need to go over and practice their routines during the week out of class hours to refine their routine to be marked the next week.



Lesson Topic: Assessment Performance Unit Topic: Gymnastics



For students to be able to work together cooperatively within their group to deliver a successful team performance.

Complete short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation.

For students to be able to correctly set up all equipment they will be using for their routines and have adequate amount of matting around the apparatus they are using.


Students should be able to perform their skills, movements and shapes correctly and follow the criteria set to achieve maximum marks.

Equipment Students choose, organise and set up the equipment they require for their routines

Personal Teaching Goals Ensure all students that are watching the routines are able to clearly see the performance without being in the way. Encourage students to appreciate and show respect each groups performance. Ensure all students are marked fairly



2mins

46mins

2mins

IntroductionWelcome class, take the roll and inform students of what will be taking place in the lesson.

Students RoutinesStudents perform their routines to the class.

ClosureCongratulate students on their routines. Each student's says one highlight about the unit and one lowlight.


Group sits to the side and watches all routines when they are not performing themselves.


N/A

Students organise their own equipment for their routine.

N/A

N/A

Students need to take into their own account what safety equipment they need with the teacher's help

N/A

N/A

Ask students if they have any questions.

N/A

Theory Lesson Plan

Date: Lesson # 1 of 1 Year Level: 7 & 8 Lesson Duration: 50 mins # Students: M F

Lesson Topic: Theory Unit Topic: Gymnastics



For students to start preparing their group routines so they can get straight into practicing their routines during the practical class.

Set realistic short-term and long-term learning goals within a variety of tasks and describe their progress towards achieving these.

To maximally involve students during the class, especially during the board game so students don't get bored and become restless.

Complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation.

Students should be able to communicate ideas effectively and respect and listen to every group member's opinion when planning their assessment routine.

Equipment Gym floor mats (depends on class size to how many you will need), Pen and Paper, Board Game, 2 Dice, Position and Support cards

Personal Teaching Goals To exude enthusiasm and get all student's involved and motivated during the class. To ensure students are able to work in a safe class environment both mentally and physically. To observe and assist students learning and make sure the board game is being played fairly and correctly.


Time Activity/Content Organisation Equipment Safety Considerations Cues / Questions Reflections and

Recommendations2mins

10mins

10mins

22mins


Gymnastics TestStudents do a test on what they have learnt in gymnastics in both theory and practical classes.

Routine PreparationStudents can start to plan their assessment routine within their group. They will also set 3 short term goals about what they want to achieve from their routine and how they will get there.Gymnastics Board GameThis is a simple board game that incorporates the positions and movements that students have been going over in the practical classes. You can have more than one game running at a time in the class depending on the number of students.1. Teacher has a number of cards and written on each card is a support or position.2. Those cards are then placed around the board game on every different spot.3. Students roll the dice and the have to do the support or position they land on. 4. They must remain in that

Class sitting at their desks in the classroom.

Students seated so they can't see anyone else's work. Sit in every second seat.

Students sitting around the classroom in their groups.

Students on the floor gathered around the board game

N/A

Pen

Pen and Paper

Board Game, 2 Dice, Gym mat

N/A

N/A

Students have to consider safety aspects when preparing their routines

Make sure students have enough room around them so they don't hit anything when trying to do their supports.When doing their supports students can do them on the floor mats provided

N/A

Class cannot talk at all during the test.

Students can feel free to ask teacher at any time about any questions they have about their routine.

N/A

2mins

position until the next person has finished their go.5. The first person to have landed on all the different supports around the board and been able to perform them correctly for the set period of time wins.

ClosureStudents pack up the board game and sit back down in their seats before being dismissed

Students packed up and sitting in their seats.

N/A N/A N/A

Gymnastics Quiz

Q1. Name all six Dominant Movement Patterns.

Q2. Name 6 different apparatus in gymnastics.

Q3. What is the name of the gymnastics position shown in figure 1?

Q4. What is the name of the gymnastics position shown in figure 2?

Q5. In what year did Monette Russo win a medal at the Gymnastics World Championships? And was it Gold, Silver or Bronze?

Q6. What are the 8 disciplines recognised under the Gymnastics Umbrella?Q7. Name 3 Aims of Gymnastics.

Q8. In what year was the first women's gymnastic events held?

Fact File

Gymnastics HistoryGymnastics, as an activity sport, has been around for over 2000 years but as a competitive sport it is a little more than 100 years old. In 1881 the International Gymnastics Federation (IGF) was formed, later was renamed to Bureau of the European Gymnastics Federation. The Amateur Athletic Union (AAU) was formed in United States in 1883. The first large-scale competition was the 1896 Olympics in Athens, Greece. Included in the Olympic tournament were vaulting, parallel bars, pommel horse, and rings events for men. The first women’s Olympic gymnastics events were held in 1928. (Gymnastics Australia, 2006)

Aims of Gymnastics

"A challenging, safe and multi-discipline sport that is perfect for people of all ages and abilities." (Gymnastics Australia, 2006).

Gymnastics is the perfect sport to teach skills for life, including independence, focus and self-discipline - skills that can assist with self-esteem, learning and physical development (Gymnastics Australia, 2006).

Gymnastics:

Builds strength and prepares the body for challenges in life Enhances co-ordination and agility, allowing the body to move like lightning Develops posture and confident body movement, including safe landings Challenges the mind and body to reach new goals Develops healthy minds and bodies for now and later life

There are 8 disciplines recognised under the umbrella of gymnastics:1. Men’s Artistic Gymnastics – floor, pommel horse, rings, vault, parallel bars, horizontal bar2. Women’s Artistic Gymnastics – Vault, Uneven Bars, Beam, Floor3. Rhythmic Sportive Gymnastics – ball, hoop, rope, clubs, ribbon4. General Gymnastics – gymnastics without apparatus, gymnastics with apparatus, gymnastics through play.5. Sport Aerobics – involves strength moves/ holds, flexibility and artistic content. Can be as an individual, mixed pairs and trios.6. Trampoline Sports – trampoline (individual & synchronised), double mini tramp, tumbling.7. Cheerleading8. Sports Acrobatics – Pairs, groups, platform tumbling.

(Gymnastics Australia, 2006)

Monette RussoMonette Russo is one of Australia's top female gymnasts. At the age of 17 she has achieved a lot for Australian Gymnastics. In 2001 she won her first national title when she won the Junior National Division. In 2004 she was fortunate enough to compete in the Athens Olympic Games. At the time she was suffering from a serious leg injury but was still determine to compete. Monette is Australia's first ever medalist at the World Gymnastics Championships where she won a Bronze Medal in 2005.

(LM Media Productions, 2007).

Group Routine Assessment Criteria

Students: _____________________________________________

Criteria for Assessment Excellent = 5, Very good = 4, Good = 3, Satisfactory = 2, Fair = 1, Poor = 0

Assessment Task Grade MarkGroup Routine Assessment /5 /60Hand in 1 A4 piece of paper clearly showing the routine the group will present.

/

Proficiently perform complex movements and manipulative skills /

Combine motor skills and strategic thinking to improve individual and team performance

/

Accept responsibility as a team member, support and work cooperatively to successfully complete at routine

/

All group members are involved equally in routine preparation and performance

/

The group has used a varied of skills in the routine learnt from previous lessons.

/

At least 10 different skills have been performed in the routine. /

Movements between group members are synchronised as much as possible.

/

The routine has incorporated 4 Dominant Movement Patterns. /

The group demonstrates smooth transition from skill to skill. /

Music chosen by groups are suitable to basic routine /

Groups have incorporated different pieces of equipment in their routine. /

References

British Amateur Gymnastics Association. (1994). Gymnastics: Know the Game. London: A & C Black.

Gymnastics Australia. (2006). Gymnastics Australia. Retrieved May 1, 2007 from http://www.gymnastics.org.au/

Gymnastics Australia. (1998). Level 1 Principles of Coaching Gymnastics Course Workbook. Australian Gymnastics Federation.

Hacker, P., Malmberg, E., & Nance, J. (1996). Gymnastics Fun and Games: 51 Activities for Children. USA. Hughes, M. (2006). Gymnastics Secrets Revealed. Retrieved on April 24, 2007 from http://www.gymnasticssecretsrevealed.com/gymnastics-articles/gymnastics-history.htm

LM Media Productions. (2007). Monette Russo Online. Retrieved May 2, 2007 from http://www.lmmedia.com.au/monetterusso/index2.html

Lymberopoulos, K. (1986). Gymnastics in Schools: A Programme Learning Approach. Melbourne: Longman Cheshire Pty Ltd.

http://www.lmmedia.com.au/monetterusso/index2.html

http://www.gymnasticssecretsrevealed.com/gymnastics-articles/gymnastics-history.htm

http://www.gymnasticssecretsrevealed.com/gymnastics-articles/gymnastics-history.htm

http://www.gymnastics.org.au/

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