GYMNASTIC ACTIVITIES – KEY STAGE 1

Families of actionsA gymnastic activities core task for key stage 1 children

You need:

• one mat per two children inthe class

• a variety of low andhigh/large apparatus(eg movement tables,benches and frames)

• a video camera and playbackequipment (if possible)

• TOP Gymnastics cards orsimilar resources (optional).

The ‘Families of actions’ core task involves childrencreating a gymnastic sequence on floor, mats andapparatus by linking a roll, a balance, a jump and travel.

The children develop a sequence on the floor and matsbefore transferring it to apparatus. They link the fouractions together smoothly, choosing one action fromeach of the families of actions. The balance focus islarge body parts – side, back, tummy, hips and shoulders.

What is the core task?

How are the children doing? Look out for them:

performing a range ofgymnastic actions

using differentgymnastic shapes

creating a sequencewith a beginning,middle and end

moving smoothly fromone action to another

performing actionswith control andaccuracy

repeating a sequenceaccurately

adapting theirsequence to includeapparatus

describing gymnasticactions

To help the children evaluate andimprove their core taskperformance, ask them:

• What actions are included inyour sequence?

• Do you perform it smoothly andwith control?

• What one thing do you thinkyou could improve about yoursequence?

• How would you go aboutimproving this?

To make the task easier or harder, consider changing one or more STEP: Space Task Equipment People

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Balances and rolls

• Ask the children to work inpairs and teach them how tohelp each other to balance onlarge body parts (side, back,tummy, hips, shoulders).

• Show examples of goodextended and well-heldbalances. Explain thatbalances should be held for a short period of time. Helpthem to do this by countingone, two, three.

• Ask the children to show youthe rolls they can rememberand teach any that requiremore work.

• Challenge the children to trythe actions using differentpieces of apparatus.

Jumps and travelling

• Teach the children how tojump from two feet to twofeet. Show them the shapesthat can be done (straight,tuck, star, straddle, twisted).Remind them to use theirarms and to land with theirknees slightly bent. Challengethem to jump a half turn.

• Teach the children to cat leap.

• Ask the children to performthree different or the samejumps, one after another.

• Remind the children how totravel about the space (eg spider walks, bunny hops,walking, skipping).

• Challenge the children to trythe actions using differentpieces of apparatus.

Developing skills

What large body parts can youbalance on? Why is tension inthe body important to help youhold a balance?

Can you name the different rollsthat you and your friends aredoing? Can you name thedifferent jumps? Can you namethe different balances? Can youname the different ways oftravelling?

Evaluating and improving

Linking actions

• Ask the children to select onelarge body part balance.Challenge them to try to rollfrom it. Then challenge themto use a roll to get to it.

• Ask the children to jump thenroll, or roll then jump.

• Ask the children to travel intoanother action or from anaction into travel. Challengethem to perform travel atdifferent directions, levels andspeeds.

• Remind the children how toget to and from the floor.

Creating sequences

• Ask the children to select theirfour best actions – a roll, jump,balance and travel – and toperform these in any order. Usea sheet like the one below tohelp them create theirsequence.

• Challenge them to performtheir sequence on apparatus.

• Teach the children how to linkactions on the apparatus.

Making and applying decisions

What happens to actions whenyou change direction, level orspeed? What happens to yoursequence when you transfer itto apparatus?

Gather the class together andask them to take it in turns toperform their sequences. Splitthe rest of the class into groupsto look for the roll, jump,balance and travelling in the

sequence. Can you name theaction you saw?

Ask each child to watch apartner and give a runningcommentary on what they aredoing (eg travelling towardsmat by spider walks, forwardroll to shoulder balance, rockand roll to stand and tuckjump).

Evaluating and improving

Checking heartbeat

• Ask the children to describetheir heartbeat when theyhave been sitting for a longtime. Then ask them todescribe the change to theirheartbeat when they run onthe spot with fast arms andlegs.

• Talk with the children aboutwhat happens and why heartrate changes.

Safe practice

• Help the children to lift, carryand use mats and apparatussafely.

Getting hot

• Ask the children whathappens if they run around inhot weather. Challenge themto do exercise that will getthem like that in the hall.

• Talk with the children aboutwhy we sweat and why webecome red.

Developing physical and mental capacity

Evaluating and improving

What is your heartbeat likeduring gymnastics? Is it fasteror slower when you’re sittingstill in lessons? Walking toschool? Running in theplayground? What happens toyour breathing when your heartis beating fast? Do you feel hot,warm or cool?

How do you know when it issafe to use apparatus? How doyou keep yourself safe whenusing apparatus? How shouldyou carry a bench? A mat?

GYMNASTIC ACTIVITIES – KEY STAGE 1

Families of actions: development activitiesAfter the children’s initial attempt at the task, you will know what they can do, how well they can do it, and what they need to work at. To help all of them make progress and achieve in different areas, choose from the activities suggested here and add some of your own.

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REMEMBER - TRAVEL, JUMP, ROLL AND BALANCE.WHAT IS YOUR STARTING AND FINISHING SHAPE?

DRAW/WRITE YOUR SEQUENCE IN THE BOXES

ACTION 1 = ACTION 2 =

ACTION 3 = ACTION 4 =

Gymnastics core tasks

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This chart shows how the new gymnastics core tasks relate to the existing core tasks in the QCA/DCSF schemes ofwork for gymnastic activities. It presents a visual snapshot of the pitch and challenge of different tasks, enabling youto track and plan pupils’ progress in gymnastics.

PRE-LEVEL 1 LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 LEVEL 7 LEVEL 8

MAKING SHAPES

PARTNERWORK

FAMILIES OFACTIONS

BALANCINGACT

UNIT 1 CORE TASK 1

UNIT 2 CORE TASK 1

UNIT 1 CORE TASK 2

UNIT 2 CORE TASK 2

UNIT 4 CORE TASK 1

UNIT 4 CORE TASK 2

GROUPDYNAMICS

COMBINEDFORCES

UNIT 6 CORE TASK 1

DEVELOPMENT UNITCORE TASK 1

INTERMEDIATE UNITCORE TASK 1

ADVANCED UNITCORE TASK 1

INTERMEDIATE UNITCORE TASK 2

DEVELOPMENT UNITCORE TASK 2

FANCY FLIGHT

UNIT 6 CORE TASK 2

UNIT 3 CORE TASK 1

UNIT 3 CORE TASK 2

ACROBATICGYMNASTICS

UNIT 5 CORE TASK 1

UNIT 5 CORE TASK 2

LINK UNIT CORE TASK 2

LINK UNIT CORE TASK 1

DOUBLE TAKE