Grade 10 Movement (Gymnastics)

Prescribed Learning Outcomes

It is expected that students will:

• apply movement skills and concepts to create gymnastic sequences
  
• select, perform, and evaluate gymnastic sequences, using a variety of small and large apparatus
  
• apply the principles of mechanics to improve performance in gymnastic skills

To view the prescribed learning outcomes for Movement (Gymnastics) in other grades click on an icon below.

Suggested Instructional Strategies

Through gymnastic activities, students develop movement skills and effective body mechanics. Individual skills taught in progression provide the basis for creating and performing movement sequences on mats, and using small and large apparatus. Students select an event or piece of equipment that best suits their capabilities and learn individual stunts and gymnastic skills necessary for creating movement sequences. By participating in gymnastic activities, students develop poise, balance, rhythm, and co-ordination.

Strategies

• The teacher or students demonstrate correct spotting techniques; then students practise with a partner on mats and various apparatus. Consider same sex, height, weight, and strength when choosing partners.
  
• Using a station approach, review specific gymnastic skills related to the themes of travel (e.g., forward and backward rolls, straddle roll, dive roll), balance (e.g., headstand, handstand, front scale), transfer of weight (e.g., cartwheel, roundoff), and flight (straddle, pike, tuck positions).
  
• Have students create a gymnastic sequence on apparatus with a focus on body movement and control (e.g., for rings: hang and swing, swing up, balance and control moves, L-sit, straddle, pike, tuck, strength moves, controlled straddle dismount).
  
• Have students use small apparatus such as balls, ribbons, hoops, or clubs to develop movement sequences (rhythmic gymnastics), with or without music.
  
• Use task cards to present movement challenges focussing on themes and gymnastic skills. (e.g., "Create a movement sequence that includes two different rolls, two balance positions on one to three points, and two movements of your own choice.")
  
• Have students work individually, with partners, or in small groups to create a sculpture, focussing on the theme of balance. Begin by having all gymnasts balance on two points; then try balancing on one point, three points, and so on.

Suggested Assessment Strategies

• Students are expected to choose, practise, and demonstrate gymnastic sequences for events or equipment that best suit their capabilities. As they work on these activities, look for evidence that individual students are:
  
  • challenging themselves
    
  • committed to improving
    
  • increasing poise and confidence
    
  • increasing body control and balance
    
  • aware of safety procedures
    
  • increasing strength and flexibility
    
  This information can assist students as they work to improve and extend their skills. Teachers may keep a checklist or comment form for recording their observations on an ongoing basis.
  
• Each student selects an event or piece of equipment and designs a movement sequence he or she plans to perform at the end of the unit. With teacher and peer support, students learn and practise individual stunts and motor skills necessary for the movement sequence they have planned. Teachers and peers provide ongoing feedback, rating and commenting on the extent to which students demonstrate criteria such as the following: difficulty, body control and balance, smooth transitions, safe use of equipment, and shape or form.
  
• Once students have mastered a task, they should find ways to extend their skill by increasing the difficulty. (e.g., To make a forward roll more difficult, add height, an incline or decline, direction change, other students or equipment, and speed.) Students then demonstrate and record the results.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools

• Moving to Inclusion

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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