Transcript Chapter 30 Skill Themes in Gymnastics

Chapter 30
Skill Themes in Gymnastics
Chapter 30 Key Points
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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:
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Receive immediate feedback regarding the skill they
are performing
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Receive feedback which is personal and not
dependent on others
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Participate in tasks which are natural movements to
children and where success can be achieved
without the participation of others.
Chapter 30 Key Points
Educational Gymnastics
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Is different from and has different purposes from
Olympic gymnastics (which is best taught after
school)
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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
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Provides a foundation that introduces to gymnastictype activities and increases their skills
Chapter 30 Key Points
Educational Gymnastics (cont)
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Integrates skill themes (traveling, jumping and
landing, balancing, weight transfer) and movement
concepts (space awareness, effort and
relationships)
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Important to incorporate skill themes and
movement concepts into gymnastics only after
children have experienced them in isolation
and/or in games/dance contexts
Chapter 30 Key Points
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Educational Gymnastics (cont)
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Are either floor or apparatus experiences
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Floor: include movements done on mat, carpet or
grass
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Apparatus: include movements done in relation
to equipment e.g. tables, benches, beams, bars,
boxes, playground equipment.
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Teach for mastery of balancing, weight transfer
and rolling skills on floor first before attempting
them on apparatus
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Progression from floor activities  low, large
surface area apparatus  higher, more narrow
apparatus.
Floor Experiences in Educational Gymnastics
Precontrol Level
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Balance on different body parts
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Balance on wide bases of support
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Balance in different shapes
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Curve body in rounded shape for rolling/rocking
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Transfer weight safely on and off equipment
Control Level
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Roll from different positions and in different directions
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Inverted balance with an emphasis on body alignment and
muscular tension
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Concept of stillness
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Combine skills and combine skills and concepts
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Introduction to sequencing
Floor Experiences in Educational Gymnastics (cont)
Utilization Level
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More advanced and complex sequences of movement
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Combinations of balances, weight-transfer actions, and
traveling
Proficiency Level
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Maintain weight on hands
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Take a partner’s weight
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Focus on the quality of movement execution
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Execute concepts such as acceleration and deceleration,
strong and light, bound and free in sequences
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Repeat sequences of several movements
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Mirror or matching a partner’s movements
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Several students support one another’s weight
Chapter 30 Key Points
Teaching Educational Gymnastics
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Sequences in gymnastics
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Require students to memorize and repeat skills in
order
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Can be facilitated for children by having them recorder
on paper
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Can be recorded using notation systems
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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
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
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)
Chapter 30 Key Points
Teaching Educational Gymnastics (cont)
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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
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
Creating Safe and Successful Gymnastics
Learning Experiences (cont)
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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