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Gymnastics in Schools For Teachers
Gymnastics in Schools For Teachers
Gymnastics in Schools For Teachers
Statics
Locomotion
Springs
Landings
Rotation
Swing
The S.P.A.C.E approach is used for the introduction of skills and their practice to
gymnastics. Its a logical progression of teaching from the simple to more
difficult aspects of the skill.
S What skill progressions can be used to teach the whole skill? How will you
break the skill down into smaller parts?
A What are the appropriate key teaching points (KTPs) to teach this skill?
WARM UP
The purpose of a warm up is to prepare both the body and the mind for the
activities that will follow in the training session and so minimize the risk of
injury.
The warm up should involve continuous aerobic type activity the increase the
blood flow and the body temperature. Follow this with stretching activities for all
the major joints and muscle groups to loosen up the body this should not be
confused with increasing flexibility, where the stretches are held for a longer
period of time.
The length of the warm up and its intensity will vary according to the age and
ability of the student and the overall length of the lesson.
Involve everyone
Be quick and easy to organise
Use variety to maintain enthusiasm
Make it fun by using games and challenges
This allows students to become more confident and efficient movers and these
skills can be transferred to all areas of life.
When planning your gymnastics programme, you should identify which skills will
be taught as part of a DMP and then ensure that the adequate physical
preparation has been covered before attempting to teach that skill.
Make it fun ask a class to do 10 push up and they groan. Disguise the
push ups in a game or challenge and they will do 30 without noticing
Activities should be easy and quick to organise
Use music
Use small apparatus e.g. balls, hoops, beanbags, witches hats
Use the playground
Use a mixture of single, partner and group activities
Then collate and number a variety of individual, partner and group activities and
games that can be used to develop these areas.
For e.g.
UPPER BODY
TORSO
LOWER BODY
A circuit is a closed loop of several situations with activities set out at each
station. It may be used to develop progressions towards a skill, to practice a
new skill, to allow exploration of movement, or to revise skills from past lessons.
The organisation of the circuit can vary depending on the desired outcome.
Students may perform the station activity once and move on to the next station
or they may remain at one station for a designated time then move on as
directed.
Stations need to be well spaced and designed to flow around the circuit
Ensure landing areas are clear from other students and any hand
apparatus
Select stations so that only one (if any) activity will require constant
supervision
Include in the plan how you will group the students and how they will
move around the circuit
HOMEWORK
Design a simple circuit for endurance with 6 x relevant exercises for 45 secs
at each station.
Skipping
Jump Lunges
Burpees
DOMINANT MOVEMENT PATTERNS
The DMP approach provides a framework that develops from simple to complex
for the teaching of movement. It assists the teacher to decide what to teach
and in what order.
STATICS
This includes all the held and still positions in gymnastics and should be the
starting point for your teaching.
Once the supports and balances are competent on the floor students can then
progress to partner and group balances and supports and balances on
apparatus.
2. Front support
squeeze bum, hands under shoulders, feet together
3. Back support
tummy up, point toes, straight arms, hips to ceiling
4. Stork stand
big toe to knee, straight leg, arms on hips or up
5. Tuck sit
back straight, one hand on either knee, knees to chest
BASIC STATIC POSITIONS KTPs
6. V sit
hands facing behind, arms behind, legs straight , toes pointing to roof.
7. Shoulder stand
tummy tucked in, feet knees and shoulders in a line, hands holding
hips, body tension.
8. Front scale
arms to the side, table top back, back leg at straight as can be with
pointed toes.
The ability to maintain a fixed shape and be able to eliminate unnecessary body
movements is a prerequisite for efficient movement and is an important factor
in the prevention of injury. Correct posture is also aesthetically pleasing.
Physical Preparation
1. Tucks
2. Front support
3. Bunny hop ( two knees, two feet together, straight arms, two feet landings
and take-offs)
4) Tuck handstand
5. Scorpion one foot take off to one foot landing, dont swap legs, push up
through shoulders
6. Half handstand (one leg straight with body, other leg has to be straight but
doesnt matter where it is)
7. Full handstand
Extension
PRACTICAL APPLICATIONS OF STATIC POSITIONS
Once the basic static positions have been taught these can be practiced and
improved by providing a variety of tasks, which use the static positions
Make a station in a circuit the static that relates to the skill being taught or
as a revision have a whole circuit set up with statics stations.
Make up a sequence using static position using different body parts and
different levels.
Work with a partner and make up a sequence using four different statics.
Perfect with precise timing and exact images.
Work with a partner, explore ways you can both perform the same static
but part of one person must be resting on the other.
1)
2)
PARTNER BALANCES
SAFETY
This DMP includes the activities which involve projecting oneself into the air and
requires the physical ability of power i.e. explosive take off. The spring activities
that will be covered are:
SAFETY
KTPs
Straight
Star
BASIC JUMPS KTPs
Tuck
Stag
Split
Sissone
2. LEAPS
Cat / scissor
Stride
Change leg
Side
LANDINGS
Safe landings could be one of the most important life skills you will teach your
students. The categories of landings that will be covered in this course are:
1. Landing on feet
2. Landing on hands
3. Landing sideways
4. Landing backwards
The basic principle of safe landing is to soften the impact on the body joints
especially the lower back. This is achieved by absorbing the landing forces over
as much time and as large a body surface as possible.
SAFETY
KTPs
PROGRESSIONS
2. LAND ON HANDS
KTPs
PROGRESSIONS
i. From kneeling, slowly fall forward to absorb force through fingers, palms
and bend elbows
ii. Increase the speed of the fall
iii. When confident try from crouch stand, then from a front scale / arabesque
KTPs
Hand position
Arm position
PROGRESSIONS
KTPs
Hand position
Arm position
PROGRESSIONS
JUMPS KTPs
PROGRESSIONS
i. Bunny jumps along the floor. Increase the distance of the spring
ii. Bunny hop between two parallel benches
iii. Bunny jumps onto bench
iv. Bunny jumps over low bench
KTPs
KTPs
IDEAS FROM WORKSHOP
Design a circuit:
Plan a circuit with SIX stations that allows practice of landing techniques.
Include TWO point form notes on KTPs for each station, describe briefly the
group organisation and indicate with a T where the teacher would stand.
LOCOMOTION
Locomotion is moving from one space to another. The three categories that will
be covered are:
This DMP is represented by any turn or spin around an internal axis. There are
three axis. These are longitudinal, transverse and anterior / posterior axis.
LONGITUDINAL AXIS
Run an imaginary stick in a straight line from the middle of your head to your
feet and you have a longitudinal axis. Rotations around this axis involve all turn
left or right.
Related skills
Log rolls
Egg rolls
Pivots
Progressions
Run an imaginary stick from the left to the right hip and you have the transverse
axis. Rotations around the axis involve all turns forwards and backwards.
Related skills
FORWARD ROLL
a. Physical Preparation
c. Common errors
d. Extension
a. Physical Preparation
c. Common errors
d. Extension
Progressions
CARTWHEELS
a. Physical Preparation
c. Common errors
d. Extension
Progressions
Choose 6 x stations each with two KTPs. Then indicate with a T where the
teacher would stand and explain your reason.
ROTATION (cont)
a. Physical Preparation
b. Skill Progressions
d. Common Errors
a. Physical Preparation
b. Skill Progressions
d. Common Errors
In the school environment most swing apparatus is usually not available but
basic swings on the bar or in the playground can be developed and are
beneficial for the development of upper body strength and spatial awareness.
a. Swing in hang
b. Swing in support
SAFETY
Pendulum swing
Tuck Swing
Hock swing
RELATED SKILLS KTPs
Straddle swing
Basket swing
Glide swing
a. Physical Preparation
b. Skill Progressions
d. Common Errors
f. Extension
HAND APPARATUS
The use of hand apparatus closely ties in with the fundamental movement skills
program. Hand apparatus such as hoops, balls, ropes, beanbags, balloons and
scarves are readily available in the school environment and should be utilised to
add variety and interest to the gymnastics program.
Throwing / releasing
Catching / trapping
Rotation
Circles / swings
Passing over / under / around
Bouncing
Balance
These apparatus DMPs can also be combined with body DMPs to further extend
the skills and add variety e.g. throw a ball and perform a full turn before
catching it.
SAFETY