Primary Gymnastics Module Module objectives This module is designed to up skill primary school teachers in teaching athletics. Objectives of the module include:
understand how Primary School Gymnastics fits into the health and physical education domain
Understand the links between the HPE domain and other domains relative to the Primary School Gymnastics program
Understand the scope and sequence of a school gymnastics program
Understand the process of skill acquisition and the progressive and sequential development of motor skills
Have knowledge of how to teach and assess gymnastics skills
Be familiar with all DEECD requirements regarding the conduct of gymnastics program in schools
Know how to conduct a safe gymnastics program
Be aware of resources designed to assist teachers to plan and implement the gymnastics component of the primary school physical and sport education program
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Program planning The Victorian Essential Learning Standards (VELS) The Health and Physical Education domain requires students to develop knowledge, skills and behaviours that enable them to maintain good health and live a healthy lifestyle, understand the role of physical activity in ensuring good health and engage in physical activity. The gymnastics program can contribute to students achieving many elements of the Movement and Physical activity standards listed in the table below DIMENSION Movement and Physical Activity
Level 1
Level 2
Level 3
• perform basic motor skills and movement patterns, with or without equipment, in a range of environments
• demonstrate basic motor skills and some more complex skills
• perform a broad range of complex motor skills
• combine motor skills and movement patterns during individual and group activities
• perform confidently and efficiently in a range of movement environments • demonstrate a wide variety (indoor, outdoor, aquatic) of motor skills and apply tem to basic sport specific • refine basic and complex situations motor skills • evaluate the performance of a partner and provide constructive feedback based on performance criteria to assist skill development
• demonstrate control when participating in locomotor activities requiring change of speed, direction and level
• create and perform rhythmic movement sequences in response to stimuli
regularly engage in periods of moderate to vigorous physical activity use simple vocabulary to describe movement, physical responses of the body to activity and feelings about participation in physical activity • follow rules and procedures • share equipment and space safely
Level 4
create and perform coordinated movement sequences that contain a variety of motor skills and movement patterns
• regularly engage in bouts • participate regularly in of moderate to vigorous physical activities for the physical activity purpose of improving skill and health • describe the link between physical activity and health
• apply skills in increasingly complex games and activities • work independently to improve performance
• maintain regular participation in moderate to vigorous physical activity and monitor exercise intensity
• explain the process for • identify and describe the improving health related components of health related fitness. fitness
• explain the contribution rules and procedures make to the safe conduct of games and activities
• follow safety principles in games and activities
• explain the concept of fair play and respect the • use equipment and space roles of officials safely • work with others to
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• work in a group to create a game, and establish rules and procedures for safe conduct
• describe and analyse the different roles required in
competitive sports achieve goals in cooperative and competitive sporting and effectively use strategic games situations thinking and work with more and less-skilled peers to improve game • begin to use basic games performance tactics
The primary school gymnastics program can make a contribution to students achieving standards in other domains within the Physical Personal and Social Learning Strand.
STRAND - PHYSICAL, PERSONAL AND SOCIAL LEARNING – LEVEL 3 DOMAIN Health and Dimension - Movement and physical activity At Level 3, students perform a broad range of complex motor skills. They demonstrate a wide variety of motor Physical Education skills and apply them to basic, sport-specific situations. They create and perform co-ordinated movement sequences that contain a variety of motor skills and movement patterns. They participate regularly in physical activities for the purpose of improving skill and health, and identify and describe the components of healthrelated fitness. They begin to use basic games' tactics. They work with other to achieve goals in both co-operative and competitive sporting and games' situations, explain the concept of fair play, and respect the roles of officials. Students follow safety principles in games and activities. Dimension - Health knowledge and promotion At Level 3, students describe the stages of human development across the human lifespan. Students explain basic concepts of identity and use simple strategies to maintain and support their self-worth. They identify basic safety skills and strategies at home, school and in the community, and describe methods for recognising and avoiding harmful situations. They describe how physical and social components in the local environment contribute to wellbeing and identify how health services and products address the health needs and concerns of the local community. They identify healthy eating practices and explain some physiological, social, cultural and economic reasons for people's food choices.
Interpersona l Developmen t
Dimension - Building social relationships At Level 3 students demonstrate respect for each other. They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences. They work with others to identify, manage and resolve conflict. Dimension - Working in teams At Level 3 students cooperate for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.
Personal Learning
Dimension - The individual learner At Level 3 students identify personal learning style preferences and actively seek assistance as required. They contribute to the development of protocols that create a positive learning environment in the classroom. Students work cooperatively with peers, seeking and giving relevant feedback.
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Dimension - Managing personal learning At Level 3 students set short-term, achievable goals and make and justify some decisions about their learning. They complete short tasks by planning and allocating appropriate time and resources. Students demonstrate a positive attitude towards their learning.
Civics and Dimension - Civic knowledge and understanding Citizenship At Level 3 students demonstrate understanding of the contribution of people from the many culturally diverse groups that make up the Australian community. They describe symbols of national life in Australia and identify values related to symbols and national celebrations. They explain the difference between rules and laws and describe the qualities of a good law. They explain why their participation in actions that care for the environment is important. Dimension - Community engagement At Level 3 students describe some of the roles and purposes of groups in the community. They identify a local issue and plan possible actions to achieve a desired outcome. They describe the benefits of action at the local level and the democratic aspects of the process.
STRAND: INTERDISCIPLINARY LEARNING
Thinking Processes
Dimension - Reasoning, processing and inquiry At Level 3 students collect and organise ideas from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem-solving activities. They provide reasons for arguments and conclusions. Dimension - Creativity At Level 3 students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and integrate available information to explore ideas. Dimension - Reflection, evaluation and metacognition At Level 3 students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.
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The scope and meaning of gymnastics in the primary school In a primary school context gymnastics refers to a wide variety of physical activities in which the students learn to confidently manage his/her body in a variety of situations. The movement abilities developed in a gymnastics program are fundamental to movement in general. It helps prepare students for many other physical activities. The school gymnastics program is not based on an Olympic competitive program but on an approach that is fun challenging and fundamental for a child’s growth and development.
Outcomes of a primary school gymnastics program General Gymnastics promotes: All round physical development – muscular strength and endurance, flexibility, balance, coordination, agility and sound posture. Weight bearing activities promote sound bone growth and development. Movement competence through the activities focussing on jumping, landing, rolling, turning, twisting, swinging, and locomotor movements. Cognitive development – through an emphasis on exploration and sequencing students are encouraged to listen, problem solve, make decisions, create and take risks. Social development - encouraged through partner and group work, peer tutoring and assessment
Dominant Movement Patterns The dominant movement pattern approach to teaching gymnastics classifies the skills used in gymnastics. The DMP’s are the foundation movements that lead to more complex skills. Knowing which DMP a skill belongs to makes it easy for the teacher to provide: The appropriate lead up activities for each skill The physical preparation required by the student Skill transfer by students as they identify the common elements of each DMP A balanced program Activities that are appropriate to the student’s growth and skill level
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The dominant movement patterns are: Locomotion – on legs, in support, in hang, Statics – balance, hang, balance Landings – on feet, hands Spring – from 2 feet, from 1 foot, from 2 feet and/or two hands Rotation – around the lateral axis, (forward and backward rolls), longitudinal axis (jump turns, log rolls) or anterior axis (cartwheel) Swing – in hang or support on bar or assisted on a rope or rings
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Dominant movement patterns in action Statics and physical preparation Introduce basic static shapes throughout your warm-up activities and games and extend them to encourage physical preparation and development. Ideas from the physical prep section and can be performed using handheld and fixed equipment. These should be displayed and mastered on the floor first before extending them onto other apparatus. Rocket (lying on ground (or standing) with legs straight and arms by ears)
Rocket rolls (rolling sideways in rocket position)
Rocket launcher (4 or more do rocket rolls in unison and one lies on top and is rolled off)
Motorbike shape (see landings)
Tuck (or bomb) shape (sitting on floor hugging knees to chest) Straddle (sitting on floor with legs stretched out in front and apart) Pike or L-sit (sitting on floor with legs stretched out in front) Front support (hands directly below shoulders with arms straight and body in a line down to where toes meet ground)
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Rear support (opposite of front support but ensure fingers are pointing towards feet to avoid possible elbow injuries)
Angry cat (same as front support but with knees on ground and shoulder and upper back pushed up in the air) Superman/Supergirl rocks (lying on belly with chest and knees off floor) while partner gently rocks you to and fro Banana rocks (same as Superman rocks only performed on your back – use bent knees to make it easier)
Turn the turtle (one partner in angry cat shape (turtle) and other partner has to try and push you over Crack the egg
Clocks (with a partner assume different analogue times as directed by teacher while staying in front support or rear support)
Handstand (static) Lead-ups: bear walk, front support activities, front support with feet elevated, Spiderman up wall (with ¼ turn out for safe exit), bunny hops (with ¼ turn out for safe exit), scorpion walks, change leg scorpions, handstand variations (star, genie, soldier etc).
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Landings Landings are the least taught but most important (safety) DMP. We land in many different sporting and everyday life activities. It cannot be assumed, however, that students will naturally land correctly – they won’t! Good landings are an insurance against injuries. They need to be taught from the very first lesson. The most common and the most desirable landing is a “Safety Landing” on two feet. This should be taught and continually reinforced in school gymnastics programs. With good landing technique, the impact will be softened by distributing the landing forces over time. The student should increase the base of support by spreading slightly his/her feet on landing. The landing will begin on toes, followed by heels and finally bent knees. All of this happens quickly, but assists in spreading the landing out over time. A good landing will be a quiet one.
Common errors in landings are: Correct landing shape
Landing with straight legs Chest leaning forwards upon landing Failing to keep knees bent until balance is maintained
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Failing to place heels on the ground following the toes
Landing safety notes: Never land sideways from a height Landing surfaces should be neither too hard nor too soft Always land on matted surfaces and/or wear sneakers Avoid deep knee bending beyond 90°
Improving and challenging landings Land from heights (within reason) Change direction of landing (forward and backward) Incorporate a static shape in the air prior to landing
Locomotion Any of the warm-up activities are great ways to help students experience a variety of locomotions or movement experiences such as running, skipping, jumping, hopping, moving backwards and any of the animal walks. Think also about incorporating hand apparatus such as bean bags, skipping ropes, hoops, balls, balloons, ribbons and scarves etc
Spring Purpose – provide students with the opportunity to experience height and flight in a safe environment. To develop physical skills attributed to jumping activities i.e. run, spring and landings. Focus on tight body positions that remain upright Keep head and chest up to prevent rotating/falling forwards Play games to develop rebound action and build leg power –tiggy with jumping Vary landing surfaces and heights Vary body positions in the air – tuck, star, straddle, twists, throwing and catching balls, clapping In the air, synchronised jumps (if more than one springing device is available), Use assistance via re-bounders, beat boards, mini tramps etc
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Appropriate Use of Mini-Trampolines for spring activities Ensure against unsupervised use i.e. equipment should not be accessible outside class times or when circuit is finished. Appropriate set up of equipment involves approach to mini-trampoline being same height, or slightly higher, than the trampoline itself (See diagram below) or in accordance to student’s ability. Keep landing area clear. Use ‘overflow’ mats in conjunction with a crash mat Minimise height and flight by reducing/restricting run up and building up landing surface to make students go up without having to come back down again “Spotting” involves a teacher standing near the trampoline and the landing mat, to assist the student in the event of a poor take-off or landing. Spotting is not used to carry a student through a skill. Additional matting does not prevent injuries. Progressive skill development is the key to positive, safe experiences. Activities must be supervised. Use only non-inverted activities Students of all ages love the mini-trampoline. People love to experience flight. When used correctly, it can add variety and challenge to your school gymnastics program without inherent dangers.
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Step turns and jump turns 180°, 360°, 540°, 720°
vary body shapes at same time land onto different surface (eg skateboard deck or raised surface) Note that all turns will finish with the student either facing forwards or backwards – NEVER SIDEWARDS ie no 90° or 270° turns or twists. Log rolls (rocket rolls) – go straight, with a partner (top to tail), in a group, extra challenge with throwing and catching a ball
Egg rolls (sideways tuck rolls) - down hill, along flat, up hill, along box, extra challenge with hand apparatus
Shoulder rolls forward and backwards – commando and Charlie’s Angel rolls
Forward rolls – rock and roll with partner, down hill, along flat, up hill, along box, varied entry and exit positions, extra challenge with hand apparatus. Keep bottom high and head tucked in – head and neck never touch the floor
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Backward rolls – down hill, along flat, varied entry and exit positions. Use arms crossed overhead for neck support or strong hands into floor (squashing the cream pies). Technique is squat and touch bottom, shoulders hands to the floor in quick succession. Remember, a fast backward roll is a good backward roll!
Cartwheels – in hoops (upside down Mickey Mouse ears), around circular line, over bench, along straight line, use opposite leg, continuous cartwheels, one armed cartwheels
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Swing Use ropes, bars, rings etc to develop grip strength Rope and rings – straight arms, bent arms, game of “Rescue” (where groups must swing from one life boat to the next one at a time), tuck, candle stick, basket and dorsal hangs, climbing. Good for developing swing confidence through assisted swing. Can also use flying fox in play ground if available.
Bars – monkeying, partner swap, long hang goal defence, swing in long hang or tuck or support (casts), glide swings with skate board, ALWAYS DISMOUNT AT BACK OF SWING ONLY this allows the body to make the “safety landing” shape and effectively absorb landing forces.
Parallel bars – glide swings (with skateboard), penguin walks, support swings, dip swings, swing and straddle, swing backward to dismount. Remember to drop bars or raise floor level to prevent shoulder injuries in case of fall.
Teaching considerations
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Teachers need to know how to teach as well as what to teach. A variety of teaching methods will ensure that student’s learning styles are acknowledged as well as result in increased motivation. Skilled teachers are competent in a variety of teaching styles. Teaching styles range from those that are direct or teacher centred to those that are indirect or child centred. The Victorian Essential Leaning standards encourage teachers to present curriculum in ways that take into account a range of student learning styles. Teachers will often use a variety of methods within a lesson. The teaching approach chosen will depend on: Teacher philosophy Teacher knowledge of level of support needed Student learning styles Students’ age, maturity, experience and motor ability Topic covered Time available Facilities and equipment Number of students in the class Teaching methods range on a continuum from direct to indirect with a number of teachings methods in between. The Victorian Essential Learning Standards and the Principles of Learning and Teaching focus on developing in the students the capacity to take responsibility for and reflect on their own learning. Teachers need to keep this important focus in mind when considering which teaching method to include. Teacher Centred Learning and Teaching Approaches Direct teaching styles are very teacher centred methods where the teacher makes all the decisions concerning what, how and when the student is to perform. The lesson format of warm-up, skill demonstration, skill practice, feedback, followed by a class game is typical of a direct teaching style approach. The advantages of this style is that it is efficient and focussed, is easy to implement with large groups and provides for the learning of basic skills efficiently. Direct teaching methods are the most appropriate to use when teaching specific gymnastic skills. The disadvantages are that direct teaching styles take little account of students’ individual motor abilities, learning styles, and intellectual development. This type of teaching approach requires a high level of teacher support.
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Student centred teaching and learning approaches A lower level of teacher support and increased student involvement occurs where the teacher works closely with the students, guiding the learning as they begin to apply the skills, knowledge and understandings being taught. During independent work, the student is practising, consolidating and applying skills, knowledge and understandings being taught, so there is a high level of student involvement with the teacher acting as the facilitator. Varying the way teachers present the curriculum content during class can provide the learner with greater responsibility by becoming more involved in the learning process, having opportunities to explore and experiment with movement in a variety of ways. This in turn increases student motivation. Learning how to learn and learning through movement are important objectives of student centred teaching approaches. Further they allow for individuals to respond at their own level of ability and provide more opportunities for a degree of success. Examples are: Task Cards Task cards can be successfully used to give some of the control of the learning to the students. They reinforce vital literacy skills, allow students to progress at their own pace, promote decision making and self-assessment. They reduce the need for repetitive instructions from the teacher. They can be especially helpful for activities that are of a self-testing nature. They may be composed of individual or group skills and challenges.
The teacher provides: A series of tasks related to a motor skill at sequential degrees of difficulty. Balance activities, ball handling skills, locomotion activities are suggestions. The student is able to choose a task that matches their ability level so promoting self-assessment and decision making. The student may then decide when to progress to a more complex task.
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Choose three of the following balance activities to practice. When you are sure you are doing it correctly have your friend watch you do the skill. Your friend can tick that the skill is done correctly.
Name
Balance
Diagram
Achieved
Front Support and Back support Scorpion Stand
Bunny hop 1/4 turn
Wall Walks to handstand A sequence of balances. Hold each one for 5 seconds Ball bounce and stork balance Forward roll to a stork stand
Peer Tutoring and Assessment Students are more likely to be engaged if they have opportunities to reflect on their own progress and think about their learning. Peer tutoring and assessment provides advantages for both tutors and learners. The learner has the opportunity to receive immediate feedback from their partner relating to their performance. The tutor is encouraged to observe and analyse their partner’s fundamental motor skill performance and decide which feedback to provide their partner with in order to improve skill performance. Further it provides the tutor with the opportunity to gain a greater understanding of the key components of the skill.
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Teacher Questioning and Problem Solving Movement is used as a catalyst to stimulate thinking. There are many opportunities for the learner to incorporate thinking skills as they are encouraged to find solutions to problems in different ways. Convergent problem solving (discovering answers to a problem) and divergent problem solving (searching for a variety of alternatives) are ways teachers can involve the students in higher level thinking skills when teaching fundamental motor skills. Examples: Why do you tuck the head under when performing a forward roll? Try a log roll with a tight body and then a loose body. Which is better? Why? Step up, jump and land off the bench. Land with feet together and then land with feet apart. Which is better? Why? Can you create a floor routine that contains three springs and landings, two locomotions and three rotations? How can you help a person who is having trouble performing a forward roll on a mat? How can you simplify the skill? What changes would you suggest that Jane makes to her landing technique to make it more stable? What health related fitness components are important in gymnastics? It takes time and practice to incorporate these techniques into physical education teaching. The aim should always be to provide children with an intellectually as well as a physically stimulating learning environment.
Sequential Development of Skills Nearly all gymnastics skills can and should, be broken down to simple parts. Progressively taught lead-up skills will ensure that the final product or whole skill is safely executed and easier for the student to perform. Exiting a skill safely should be taught before doing or entering the skill. The language that students understand and relate to is more beneficial for the skill development.
Example of the sequential development of a forward roll In tuck position rock forward and back (tuck rock) Tuck rock to standing Forward roll down a wedge Forward roll to sitting on a flat surface Forward roll to standing Extension activities – forward roll to straddle stand, forward roll with bean bag between feet, forward roll to arabesque
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Lesson structure Warm up This can include fast moving individual activities, dances, games, revision circuits and stretching activities.
Skill Development This is when new movement skills are introduced along with appropriate safety instruction and body management tips. New skill introduction may occur through exploration activities, direct instruction and mini circuits.
Circuits Circuits are a great way to organise a gymnastics class as a part of the warm up or after the skill instruction. Circuits are formed by linking together several stations in a circle of activity. The lesson may use one or more circuits spread over the teaching area. If you start off simply and choose activities that do not have a high skill level or potential for risk, circuits are one of the best methods of class organisation. Locate yourself at the station that most needs your help Keep eye and voice contact with the rest of the class Ensure adequate spacing is provided between stations Stop the whole class if necessary, (for example to show a particularly good performance or to reinforce a point) Build up your confidence with one or two easy circuits using familiar activities Students might perform just one repetition at a station before moving on, or spend several minutes at one of the stations before moving on If a “bottleneck” occurs, instruct students to move on to the next station The purposes of circuits’ are that they: keep students engaged and active provide maximum time to practise skills provide time to consolidate and revise provide lots of variety cater for individual interests allow teachers to work more intensely with small groups of children
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Creating Gymnastic Routines Asking students to create a routine using gymnastics skills is a great way for students to use their creativity and apply the skills they have learnt. It also provides the opportunity for students to work together in a group to create a culminating activity at the end of a gymnastics unit. Routines can be created on the floor, the balance bench, using hoops ropes and balls or other gym equipment. Routines allow students to demonstrate their skills at their level of development. For example a routine that asks for a roll may produce a variety of responses such as a log roll, shoulder roll, egg roll backward roll. It is important that the teacher provides the criteria for the creation of routines.
Examples:
Create a floor routine that demonstrates three balances and two springs and landings In a group of three create a routine that includes three spring and landings, two rotations and two balances. Think about way to link the skills smoothly. Create a routine on the balance bench that includes four balances (refer to diagram)
Concluding Activity The time for applying skills in a new way or reinforcing skills taught. Stretching activities may also be included as part of the concluding activity.
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SAFETY
Gymnastics in Schools Recommended Programs/Activities D ecember 10
1. Sports Acrobatics and Group Performances
2. Non-inverted vaulting
3. Basic Tumbling 4. Aerobics
forward and backward roll
cartwheel 8. Circuits/continuous activity to fitness and skill development maximise 6. Using hand apparatus
7. Disguising hard work through challenges and games
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5. Cheerleading
Activities not recommended 1. Somersaults (fwd or bwd)
2. splits
3. Excessive deep knee bends
5. Inverted spring activities 4. Headstands
6. Bridges
7. Wheelbarrows
8. Hock swings
Also not recommended are neck rotations, sideways landing from a height and excessive weight bearing on the wrists (eg doing lots of handstands and handstands for extended periods of time or after complaints of wrist tenderness/soreness).
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Department of Education and Training Victoria This message is being sent to all principals, school council presidents and schools. Principals are asked to provide a copy to the school council president. Circular 052/2003 Safety in gymnastics programs in schools Summary Principals and teachers must ensure that appropriate precautions and safety measures are taken in gymnastics programs to minimise potential risks to students. A list of recommended and not recommended activities is included as well as advice about crash mats and mini-trampolines. The nature of gymnastics activities means that principals and teachers must ensure that appropriate precautions and safety measures are taken to minimise any potential risk to students. Principals should ensure that teachers have the appropriate competencies to teach the skills and activities that are undertaken as part of a gymnastics program. Classroom teachers will be supported by gymnastics units of work as part of the online resource: curriculum @work. Professional development is offered through the Department’s PASE (Physical and Sport Education) courses provided by the Australian Council for Health, Physical Education and Recreation (ACHPER), and coaching certificates offered through the National Coaching Accreditation Scheme. In the conduct of gymnastics programs it is essential that activities selected are appropriate for the students’ age and ability. All activities require adequate preparation and instruction to ensure students are physically ready to perform skills. This includes appropriate lead up and prerequisite developmental skill progressions and drills. It is essential that practice of these be provided for all students. Gymnastics Victoria advises that recommended activities for gymnastics programs in schools are: acrobatics group performances basic tumbling non-inverted vaulting activities hand apparatus aerobics circuits—fitness and skill development The following activities are not recommended: somersaults bridges headstands hockswings neck rotations
sideways landings from a height excessive deep knee bends wheelbarrows inverted spring activities excessive weight-bearing on wrists
All equipment and apparatus used in the conduct of a gymnastics program must be suitable for the requirements of the activity and for the age and ability of the students. The equipment and apparatus must be safely maintained and set up and prepared appropriately for the activity for which it is being used. Adequate and safe matting should be used around all equipment at all times.
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Crash mats Where the program activities require the use of crash mats, floor mats should be placed on the floor to the side and behind the crash mat area. Mini-trampolines Where the program activities involve the use of a mini-trampoline then the mini-trampoline should have a suitable cover over the springs so that the springs are not exposed. Further advice about the safe conduct of gymnastics programs is available from Gymnastics Australia, telephone 9830 4588, and Gymnastics Victoria, telephone 9214 6020. This material will be included in the forthcoming Victorian Government Schools Reference Guide. For further information contact Naomi Lind, Senior Project Officer, Health, Physical and Sport Education Strategy Team, Learning and Teaching Division, telephone 9637 2844. Glenda Strong General Manager Learning and Teaching Division
Other safety considerations Ensure correct lead ups and other pre requisite skills have been mastered Ensure children are physically ready to perform skills Ensure students know all safety rules As the teacher ensure you can observe all students during activity periods Know the skills you are teaching Ensure each skill is mastered before moving to the next Spotting students skills should be left to a minimum, it should not be replace lack of preparation Ensure landing mats are even, impact absorbing and non-slip Ensure appropriate spacing between equipment stations. Avoid slippery, hard or rough working surfaces
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Assessment in Gymnastics The Department of Education and Early Childhood Development has published the following assessment principles to guide teachers when developing assessment tasks: The primary purpose of assessment is to improve student learning; Assessment practices are integral to the teaching and learning process and are matched to teaching and learning goals; Assessment practices use a range of measures allowing students to demonstrate what they know and can do; Assessment processes are valid, reliable and fair and cater for the range of students’ learning styles; Assessment practices promote deeper understanding of learning processes by developing students’ capacity for self-assessment; Assessment is authentic – based on an understanding of how students learn and requiring them to apply their skills to real world challenges; Students are involved in negotiating assessment to ensure a shared understanding of purpose, criteria and standards; Assessment works best when it is ongoing rather than episodic; Students have access to ongoing constructive feedback that supports their learning; Good assessment provides useful information to report credibly to parents on student achievement. Assessment for improved student learning and deep understanding requires a range of assessment practices to be used with three overarching purposes:
Assessment of learning (summative) Is the product of ‘on-balance’ judgement based on an accumulated range of assessment sources to determine what the student has achieved at the end of a learning sequence or unit. Conducting summative assessment at the end of a unit enables teachers to ascertain student’s development against the unit goals and to set future directions for learning. Summative assessment can be referred to as assessment of learning.
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Assessment for learning (formative) Are assessment tasks which occur during the teaching and learning activities. Assessment for learning occurs when teachers make inferences about student learning to inform their teaching. It provides continuous feedback to both students and teachers which enable them to monitor progress identify and address gaps and errors in learning.
Assessment as learning (formative) Occurs when students reflect on and monitor their progress to inform their future learning goals. The purpose is to involve students in their own assessment as they learn. When students become proficient at self assessment it helps understand the purpose of their learning and clarify learning goals.
Authentic Assessment “An authentic assessment task is one that is performed in a real life context that approximates as much as possible, the use of that skill or concept in the real world. (Elementary Physical Education Teaching and Assessment, Hopple,C p11) Authentic assessment is based on the development of a meaningful product, performance or process over time. Students develop and demonstrate the application of their knowledge and skills in real world situations which promote and support the development of deeper levels of understanding. Authentic assessment stems from clear criteria of which students are aware and involved in the development and evaluation of. The more authentic the context or situation the more motivational the assessment is for the students. As an example consider the 1.6km run/walk fitness test for cardiovascular health and the setting in which it takes place. On a specific day students are required to run the 1.6k around a course usually the school grounds or play area. This is not authentic. How many children typically run this distance as part of their normal lives? Can you suggest a way of making this type of activity more authentic in nature? (eg as part of an orienteering course, a bushwalk, the 10,000 steps program, meeting the National Physical Activity Guidelines) It is not possible to make every assessment task authentic in nature but it is worthwhile asking the question when considering assessment tasks. Authentic assessments meets all/some of the following criteria. It refers to assessment that: looks at students actively engaged in completing a task that represents the achievement of a learning goal or standards; takes place in real life situations; asks students to apply their knowledge in lifelike situations intertwines assessment and teaching making it difficult to tell them apart students are given/negotiate the criteria against which they are being assessed The following assessment tasks are examples of a summative and formative assessment tasks teachers may use to assess the gymnastics program
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Forward Roll: Peer Assessment Sheet
Name: ______________________________________________ Class: ____________
Watch your partner perform 3 forward rolls. If you see your partner do the following skill cues, mark a smiley face in the circle. If your partner does not, mark a cross them a cue to help improve the skill.
CROUCH DOWN IN SQUAT POSITION
CHIN TUCKED INTO CHEST
WEIGHT ON HANDS
PUSH OFF WITH FEET
BODY CURLED IN TUCK POSITION
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in the circle and give
Setting Goals for Improvement Name ____________________________________________________ Date ___________
BEFORE YOU START
1. At the beginning a ________________ unit. We will be working to improve the following skills: __________________________________________________________________________________ __________________________________________________________________________________
Please take a few minutes and think about what your strengths and weaknesses might be in this area.
2.
I feel that I am very good at:
__________________________________________________________________________________ __________________________________________________________________________________
3. I feel that I need more practice on: __________________________________________________________________________________ __________________________________________________________________________________
Now take some time to set a specific, measurable, realistic goal.
4.
By the end of this unit I would like to be able to:
__________________________________________________________________________________ __________________________________________________________________________________
AFTER YOU FINISH
5.
Did you reach the goal that you set?
__________________________________________________________________________________ __________________________________________________________________________________
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6.
How do you know? Be specific with your evidence.
__________________________________________________________________________________ __________________________________________________________________________________
Assessment Your work will be scored according to the criteria in the following rubric. Use this information to selfassess your work before you hand it in.
4
Excellent work! You went above and beyond! Answers are specific and complete. Artwork, specific examples, or details that support answers are included.
3
Good work. Everything is here! Answers are specific and complete.
2
Good attempt. Would you like to try this one again? Most answers are specific and complete. One or two items may be missing or incomplete.
1
Let’s be sure that you understand. I recommend that you try this again. See me for more explanation.
Few answers are specific or complete.
From Physical Education Assessment Toolkit by Liz Giles-Brown, 2006, Champaign, IL: Human Kinetics.
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Gymnastics Floor Routine Names
____________________________ ____________________________
____________________________
In a group of three, create a gymnastics floor routine that: 1
contains start and finish positions;
2
contains three locomotor movements, two springs and landings, three balances and two rotations;
3
contains movements that link each section of the routine (transitions);
4
is in time with the music. Use the rubric below as you work so you can be sure you can meet the criteria. Score
Start and Finish
Skills
Transitions
Excellent work! You went above and beyond!
Good work! Everything is here!
Good Attempt! Just a few things are missing. Would you like another try?
Let’s be sure that you understand. I recommend that you try this one again. See me for more explanation.
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Working Together
Gymnastics Skills Name:
____________________________________________________
Date:
_______________
Directions: Here is a list of Gymnastics Skills. Next to each skill, list two important things that you should focus on when working to improve that skill. You can use diagrams if you wish. What do you have to remember when you are trying to improve your skills?
Tuck jump and land 1. __________________________________________________ from a bench: 2. __________________________________________________ Leap: 1. __________________________________________________ 2. __________________________________________________ Skip:
1. __________________________________________________ 2. __________________________________________________
V sit static balance: 1. __________________________________________________ 2. __________________________________________________ Forward roll 1. __________________________________________________ 2. __________________________________________________
Assessment: Your work will be scored according to the criteria in the following rubric. Use this information to self-asses your work before you hand it in.
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Assessment Rubric
Excellent work! Very good work
All the skill cues are correct, complete and specific for each fundamental skill. Artwork, specific examples of details that support answers are included. All the skills are correct, complete and specific for each fundamental skill.
Good attempt
Most of the skill cues are correct, complete and specific for each fundamental skill. Two or three answers are incorrect or incomplete.
Not satisfactory
Few of the skill cues are correct or complete for each fundamental skill.
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Appendicies
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Appendix 1
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Appendix 2
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Appendix 3
Figure 1: Skin the snake
Figure 2 Conveyer Belt
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Appendix 4
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Resources ACHPER National
ACHPER/Gymnastics Australia PEP Gymnastics Lower Primary 1998 ACHPER/Gymnastics Australia PEP Gymnastics Upper Primary and Lower Secondary 1998
Gymnastics Victoria Resources Phone 9214 6020 http://www.gymnasticsvictoria.org.au
Begin With Gym Unit 1 (Early childhood resource 10 lesson plans for 4-5 year olds) Up Down All Around C (Primary and Secondary Lesson plans with themes, explanations, visuals and instruction notes) Gymnastics For All Challenge (Primary and Secondary A manual with routines on a variety of apparatus) Gym Buddies Manual (Provides numerous skills and activities and advice on creating routines and displays. Aimed at teachers and coaches who have little or no gymnastics experience) Body Box Jigsaw Illustrations AeroSkools Package (Primary and Secondary – a manual and video to assist teachers to begin Sports aerobics lessons) TeamCheer Package (Primary and Secondary – a manual and video to assist teachers begin cheerleading lessons) Let the Games Begin (Secondary resource but can be adapted to suit primary aged students)
Gymnastics Australia Resources
Gymnastics Australia GymMix – (A resource for primary schools and clubs Activity cards and Lesson Plans) 2008
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