Grade 9 Movement (Gymnastics)

Prescribed Learning Outcomes

It is expected that students will:

• apply movement skills and concepts when performing gymnastic activities
  
• 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 gymnastics, students develop poise, grace, rhythm, co-ordination, balance, strength, flexibility, and effective body mechanics. Individual skills are taught in progression to provide the basis for the development and performance of a variety of gymnastic sequences.

Strategies

• Demonstrate and then have students work with partners to practise proper spotting techniques on mats and various apparatus.
  
• Have students, working individually and with partners, practise specific gymnastic skills such as forward rolls, shoulder backward rolls, headstands, and cartwheels.
  
• Have students experiment on various equipment to create gymnastic sequences, recognizing their limitations and potentials according to set criteria.
  
• Have students select an event or equipment that best suits their capabilities and practise individual stunts and motor skills necessary for creating a gymnastic sequence.
  
• Have students use ribbons, hoops, balls, or clubs to create rhythmic gymnastic routines (e.g., ribbon movement on various planes, combined with complementary body movement).
  
• Have students use station approach to develop gymnastic skills, incorporating balance, travelling weight transfer, flight, takeoff, and land.
  
• Have students use task cards to outline movement challenges on small and large apparatus (e.g., create a three-part sequence on the bench, showing three balances at two different levels).

Suggested Assessment Strategies

• The teacher discusses and provides copies of a rating sheet (see example below) on which peer observers may rate and comment on student demonstrations. The criteria chosen should fit the type of gymnastics the class is working on. For each skill performed, a peer observer rates each criterion using a three-point scale (1--needs work; 2--competent; 3--strong). Teachers may wish to specify other requirements (e.g., demonstrating a set number of skills, choosing one skill on each apparatus, choosing skills from different groupings provided by the teacher).
  

• The teacher and several students may complete independent ratings and comments for the same performance (live or on videotape). Videotaping allows students to assess their own performance. The teacher may then assess students' ability to evaluate a sequence by reviewing the rating sheets, looking for:
  
  • reasonableness of the ratings
    
  • application of knowledge about mechanics in suggestions for improvement
    
  • evidence of understanding of the criteria
    
  • clear suggestions or directions that would help the performer improve

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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