Chapter 30

1. Chapter 30 Skill Themes in Gymnastics

2. Chapter 30 Key Points • Chapter aims to foster an understanding of the teaching of movement concepts and skill themes in gymnastics • Self-testing nature and use of apparatus in gymnastics makes it different from the teaching of the dance or games • Self-testing challenges allow children to: • Receive immediate feedback regarding the skill they are performing • Receive feedback which is personal and not dependent on others • Participate in tasks which are natural movements to children and where success can be achieved without the participation of others.

3. Chapter 30 Key Points • Educational Gymnastics • Is different from and has different purposes from Olympic gymnastics (which is best taught after school) • Provides learning experiences that teaches children to effectively control and maneuver their bodies against the force of gravity both on the floor and on apparatus • Provides a foundation that introduces to gymnastic-type activities and increases their skills

4. Chapter 30 Key Points • Educational Gymnastics(cont) • Integrates skill themes (traveling, jumping and landing, balancing, weight transfer) and movement concepts (space awareness, effort and relationships) • Important to incorporate skill themes and movement concepts into gymnastics only after children have experienced them in isolation and/or in games/dance contexts

5. Chapter 30 Key Points • Educational Gymnastics(cont) • Are either floor or apparatus experiences • Floor: include movements done on mat, carpet or grass • Apparatus: include movements done in relation to equipment e.g. tables, benches, beams, bars, boxes, playground equipment. • Teach for mastery of balancing, weight transfer and rolling skills on floorfirst before attempting them on apparatus • Progression from floor activities low, large surface area apparatus  higher, more narrow apparatus.

6. Floor Experiences in Educational Gymnastics Precontrol Level • Balance on different body parts • Balance on wide bases of support • Balance in different shapes • Curve body in rounded shape for rolling/rocking • Transfer weight safely on and off equipment Control Level • Roll from different positions and in different directions • Inverted balance with an emphasis on body alignment and muscular tension • Concept of stillness • Combine skills and combine skills and concepts • Introduction to sequencing

7. Floor Experiences in Educational Gymnastics (cont) Utilization Level • More advanced and complex sequences of movement • Combinations of balances, weight‑transfer actions, and traveling Proficiency Level • Maintain weight on hands • Take a partner’s weight • Focus on the quality of movement execution • Execute concepts such as acceleration and deceleration, strong and light, bound and free in sequences • Repeat sequences of several movements • Mirror or matching a partner’s movements • Several students support one another’s weight

8. Chapter 30 Key Points Teaching Educational Gymnastics • Sequences in gymnastics • Require students to memorize and repeat skills in order • Can be facilitated for children by having them recorder on paper • Can be recorded using notation systems • Introduce apparatus experiences, after children demonstrate mastery on floor experiences and sequences • Outdoor playground equipment can be used to provide additional/supplemental exploration opportunities or when indoor facilities are unavailable

9. Apparatus Experiences in Educational Gymnastics Precontrol Level • Explore the equipment and discover safe ways to get on and off (traveling on it, jumping from it, hanging on it, etc.) • Obstacle courses designed from available equipment Control Level • Continue to explore the apparatus • Begin to focus on different ways to move in relation to the equipment (traveling, balancing, jumping, etc.) • Skills that are mastered during the floor experiences are attempted on various pieces of apparatus

10. Apparatus Experiences in Educational Gymnastics(cont) Utilization Level • Try different ways to get onto, over, and off apparatus • Experiment with weight transference and nonsymmetrical and inverted balances Proficiency Level • Concentrate on the quality of movements as they are used repeatedly in sequences (flowing movements that are smooth and fluent) • Focus on increasingly complex movements (i.e. balancing, traveling, supporting weight)

11. Chapter 30 Key Points Teaching Educational Gymnastics (cont) • Safety Issues • Teachers need to be constantly concerned with safety issues related to equipment, class organization, management and selection of tasks, especially due to the risk taking nature of gymnastics

12. Creating Safe and Successful Gymnastics Learning Experiences • Focus on educational gymnastics, not Olympic‑style stunts • Always match the student’s level of development with the task (using intratask variation to provide for individual differences) • Plan simple to complex skill progression—experiences should be presented sequentially • Make sure students master each task before progressing on to the next

13. Creating Safe and Successful Gymnastics Learning Experiences (cont) • Never link performance to a “grade” • Do not rush the mastery of gymnastics skills—it’s a slow process • Teach gymnastics in an appropriate learning environment where children accept responsibility for their own safety and behavior • Teach children to move gymnastics apparatus correctly and safely • Once children can demonstrate the ability to work safely and independently, organize gymnastics tasks in stations to make the most efficient use of equipment and time