Chapter 5 Educational Gymnastics

Traditional Gymnastics
"A series of stunts that are presented to students in a more formal, and developmentally appropriate manner. Gymnastics stunts "Stunt gymnastics that is judged in some manner by official judges, audiences or teachers." "Focus is placed on skills and sequences performed on the major, traditional pieces of equipment (e.g. beam, bars, floor, etc.). All students, regardless of body type or skill level, are judged and held to the same standards." "Olympic gymnastics Women and Men

Developmental Gymnastics
"A sequential list of skills having common neuromuscular elements and representing an ever more complex form of the same general type of movement. " "Gymnastics aimed at developing reasonable and modest skills of a gymnastic nature suitable for the kind of body one has." "Traditional skills, mainly on the floor, taught in a sequence based in part upon skill difficulty and lead-ups to more difficult skills." "Body management and body awareness abilities that are gymnastic in nature."

Educational Gymnastics
Activities that allow the child to self-test or create movements that defy gravity to enhance components such as flexibility, balance coordination, and strength. "Taught in a non-competitive manner, with emphasis placed upon the success and skills achievable by each individual student."

Educational Gymnastics
3 Key Principles of Motor Development 1. Motor skill development is sequential and not age related and they develop in a continuous or connected series. 2. Children progress through similar sequences. 3. The rate at which children progress through the sequences varies.

Creative Gymnastics
"Creative gymnastics are basically activities which ask students to combine skills or stunts into a new creative sequence." "It is creative in that children have many choices to create movement at their own level. " "Use of gymnastics-related skills in a nontraditional manner; many times involve nontraditional equipment." "Mainly for students who have some success and some experience, they are allowed to make up creative sequences that complement and enhance the gymnastics skills they have used. "

Why is Educational Gymnastics Important?

Gymnastics should be an integral part of the school physical education curriculum, offered from primary school levels through secondary school levels. the values from participation are abundant: strength, flexibility, balance, endurance, kinesthetic, agility, self-discipline, coordination, self-confidence, and perseverance. All skill competencies will serve as self testing activities for students to monitor their abilities and progressions. In gymnastics, students compete against themselves, allowing for the development of competitiveness before, during, and after class.

Why is Educational Gymnastics Important?

Gymnastics should aim To increase and maintain total fitness for American youth, applying to moral, mental, and physical fitness. To increase the degree of student mastery in the basic locomotor, manipulative, and non manipulative movements related to gymnastic activity. To serve as a foundation for the wide variety of skills needed for more advanced levels of physical activity. To aid in the development of students social and affective efficiency by establishing an atmosphere, where students can participate and cooperate with each other, without resolving conflicts by verbal or physical conflict.

Why is Educational Gymnastics Important?

Gymnastics provides the basis for which the parameters of movement can be implemented, explored, and enhanced. The value of gymnastics lies not so much on the proficiency of learning many skills as in the competency of the fundamental skills, which serve as vital in preparation for the learning of progression movements. Involvement in gymnastics allows for participation in many fundamental skills including running, jumping, twisting, turning, hanging, swinging, balancing, rolling, and vaulting. Through the combination of these skills, students will learn how to combined movements for routine purposes.

Psychomotor Domain
1. Place a variety of body parts into low, medium, and high levels. 2. Jump and land using a combination of one and two foot takeoffs and landings. 3. Roll smoothly in a forward and backward direction without stopping or hesitating. 4. Transfer weight from feet to hands, at various speeds using large extensions. 5. Designs gymnastics sequences that combine traveling, rolling, balancing, jumping, with flowing sequences that change in direction, speed, and flow. 6. Move each joint through a full range of motion. 7. Support, lift, and control body weight in a variety of activities. 8. Correctly demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility, and cardio respiratory functioning.

Cognitive Domain
1. Children learn the movement concepts and principles that underlie the movement. 2. State guidelines and behaviors for the safe use of equipment and apparatus. 3. Identify ways movement concepts can be used to refine motor skills. 4. Analyze potential risks associated with physical activities. 5. Detect, analyze, and correct errors in personal movement patterns.

Affective/Social Domain
1. Accept the feelings that result from challenges, successes, and failures in physical activity. Develops self-concept 2. Participates with and shows respect for persons of similar and different skill levels. 3. Develops cooperation skills 4. Provides opportunities for enjoyment as children climb, swing, hang, roll, jump, or twirl.

What About Safety and Equipment?

1. Read and respond to article: Should Gymnastics Be Excluded from K-12 Physical Education Curriculum http://www.usagymnastics.org/publications/technique/19 96/6/joperd.html 2. Safety Guidelines Table 5.1 page 104

More Safety Precautions

1. Provide adequate room for students to move safely; small areas such as classrooms, stages, and hallways should have enough space necessary for all floor and apparatus routines. 2. Surface area is critical: mats should be placed under and beside any large apparatus for suitable padding; spring boards should be tested prior to instruction; loose nuts or bolts should be tightened; any and all foreign objects should be removed. 3. Students will follow all class rules related to safety precautions-no running, horse play, or any other inappropriate behavior. 4. Students will be asked to remove all jewelry, including watches, necklaces, and rings.

More Safety Precautions

5. Students will be taught all proper spotting techniques. 6. Stunts should be taught in a definite progression from beginning to intermediate to advanced levels. 7. Students should possess the necessary physical requirements before attempting skills requiring more strength, flexibility, power, or critical balance. 8. Spotting skills should be introduced at the junior high level. 9. It is recommended to review previously learned skills each lesson and to properly warm up the students before beginning the tumbling lesson. Gymnastics Safety Quiz http://www.geocities.com/Colosseum/Stadium /7261/GQ/gymsafe.htm

How Do You Teach Gymnastics?

Traveling, balancing and rolling are the skill them areas that are typically used in educational gymnastic programs. Traveling refers to the use of fundamental traveling skills as a means of changing location of the body. Traveling also includes transferring weight. Rolling is a form of transferring weight that has many dimensions or combinations. Balance includes the childs center of gravity that is over the base of support without extraneous movements.

How Do You Teach Gymnastics?

Scope and Sequence

Floor Exercises
Beginning Forward Roll Backward Roll Shoulder Roll Tripod Diving Forward Roll Cartwheel Modified Tripod Head Stand Backbend Somersault Handstand Headstand Back Extension Intermediate Advanced

http://www.geocities.com/Colosseum/Stadi um/7261/devgym6a.htm

Press Head Stand Elbow Balance Walkover Front & Back Limbers Modified Splits

Back Extension Kip Hand Spring Roundoff Back Limber Back Handspring

Scope and Sequence

Balance Beam
Beginner Walk on Beam Knee Scale Ballet Point Side Straddle Mount Squat On Mount Straddle Front Scale Attitude Intermediate Needle Scale Forward Lunge Dip Steps Skip Chasse Forward Roll Backward Roll Advanced Jump Change Tuck Jump Step Hop Running Leap Full Turn Straddle Seat English Handstand Side Handstand Cartwheel Dismounts

Rhythmic Gymnastics
Rhythmic gymnastics is a sport which combines dance and gymnastics with the use of balls, hoops, ribbons, ropes, and clubs.

Rhythmic Gymnastics
http://www.youtube.com/watch?v=Viu7U8_Ih D4&feature=related

Integrating Gymnastics and Academic Content

Movement examples are an excellent way to help children visualize complex laws or science properties. Refer to Tables 5.12-5.15 pages 111-114 Use flash cards and have students come up with their own movements to illustrate the terms. Center of Gravity Fulcrum Force of gravity Lever Potential energy Kinetic energy Vertical axis Horizontal axis Accelerate Decelerate Inertia Radius of Movement Action Reaction

Assessment
1. Each stunt will be graded with a check if successfully accomplished. 2. No more than 3 trials may be taken to successfully complete the stunt. 3. Each stunt may be executed with a spotter. 4. Each score is added to the final total: the grade the each of the three units.
Tumbling Unit 1. Forward Roll 2. Backward Roll 3. Shoulder Roll 4. Dive Roll 5. Pike Roll 6. Straddle Roll 7. Tripod Head Stand (5 seconds) 8. Handstand (5 seconds) 9. Cartwheel 10. Roundoff Total: YES NO

Review
Educational Gymnastics Quiz http://www.geocities.com/Colosseu m/Stadium/7261/GQ/gymquiz2.htm

References
Non Traditional Gymnastics http://www.geocities.com/colosseum/stadiu m/7261/

Educational Gymnastics/Balancing/Stunts http://www.pecentral.org/lessonideas/ViewLe sson.asp?ID=6263