Grade 8 Movement (Gymnastics)

Prescribed Learning Outcomes

It is expected that students will:

• select and safely combine gymnastic skills in complex movement sequences
  
• perform controlled takeoffs, landings, rolls, and balances at a variety of levels, using small and large apparatus
  
• perform locomotor and non-locomotor skills, showing qualities and relationships, using small and large apparatus
  
• identify and use body 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 a variety of gymnastic activities, students develop movement skills and concepts, and effective body mechanics. Within each gymnastic theme, activity-specific motor skills are taught in progression, providing the basis for the development and performance of a variety of gymnastic sequences using small and large apparatus.

Strategies

• Discuss how gymnastic skills can enhance many fitness components, such as strength and flexibility, and select exercises to use as warm-up or cool-down activities.
  
• Review spotting (e.g., height, weight, strength factors) and safety procedures for working on and setting up equipment.
  
• Review specific gymnastic skills such as forward and backward rolls and straddle-roll on mats. Have students create a three-part rolling sequence.
  
• Have students explore creative ways to balance on mats or small apparatus, such as benches, boxes, or beams.
  
• Have students create a movement sequence with a partner, showing contrasting balances at different levels. Add two different rolls to the sequence.
  
• Have students perform controlled takeoffs, landings, rolls, and balances, on small apparatus, demonstrating body shapes in flight (e.g., tuck, straddle, pike).
  
• Set up small and large apparatus and have students create sequences individually or with others.
  
• Have students create sequences using small objects such as hoops, balls, clubs, or ribbons, incorporating specific gymnastic skills, with or without music.
  
• Have small groups create pyramids or statues that incorporate balances at different levels and a variety of shapes.

Suggested Assessment Strategies

• Students work with a partner to perform a task such as the following:
  
  • six-part sequence with a partner on a small or large apparatus
    
  • three different locomotor movements (e.g., rolls, hop, jumps)
    
  • two balances at different levels
    
  • mount in a straddle, pike, or tuck position
    
  • dismount in a straddle, pike, or tuck position
    
• As students practise, they receive feedback from their peers and the teacher, or complete a self-assessment based on these criteria:
  
  • individual elements--difficulty, form, control
    
  • sequence flow--smoothness of links between elements
    
• Students keep a record of each gymnastic movement they are able to perform. Each entry should be validated by an observer--the teacher or another student. Columns may be headed: Movement, Date, Observer, Comments. This activity could be part of an ongoing activity portfolio, or connected to goal-setting activities.

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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