Grades 2 to 3: Movement (Gymnastics)

Prescribed Learning Outcomes

It is expected that students will:

• perform simple gymnastic movements using locomotor and non-locomotor skills, elements of body and space awareness, qualities, and relationships, alone and with others, with and without objects
• use a variety of gymnastic themes to create sequences using small equipment and large apparatus, individually and with others

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

Suggested Instructional Strategies

Strategies:

• Have students review individual balances using a variety of small equipment (e.g., beanbag, hoops, quoits).
• Review qualities of a stuck landing (i.e., land on two feet; bend ankles, knees, hips; upper body upright), and have students explore the movement on mats.
• Provide a movement sequence, and add movements from other themes. (e.g., "Show me a sequence that has a starting position; a takeoff, jump, and land; roll; balance; and a finish position.")
• Have students practise takeoff, flight, and landing from benches, boxes, or a beat board.
• Have students practise moving from bench to mat. (e.g., Stand on a bench, jump, and land on a mat, demonstrating a controlled two-foot landing. Repeat, adding a wide shape. Land in one of these shapes: narrow, tuck, twisted, pike, straddle pike.)
• Sequence a variety of movements from the different themes that have been covered. (Ensure that flight is used with a change in direction.)
• Using small and large apparatus, set up stations, and use task cards to guide their exploration of the themes of balance, flight, takeoff and land, and travel (e.g., Using low box and beat board, find ways to travel, mount, and dismount box showing different shapes or control in flight.)
• Have students invent sequences, with a partner or small group, on mats or apparatus.

Suggested Assessment Strategies

• Observe students while they create sequences using gymnastic skills. Look for evidence that students:
  • are in an appropriate starting position
  • take off appropriately
  • control their landing with no extra steps
  • have smooth transitions to locomotor movements before and after jumping
• Have students draw and write their gymnastic movement sequence on a large piece of heavy card. Instruct students to create a travel map that shows the equipment used in the sequence, and the direction of travel when performing each movement. Have students draw themselves at each movement using a speaking and thinking bubble that describes what they would say to explain each movement, and what they are thinking while they are demonstrating it. Notice:
  • if the travel map corresponds to the sequence they have demonstrated
  • which elements of body and space awareness and equipment or apparatus are included in the sequence

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• Inclusion of Students with Special Needs in Physical Education
• A Quality Approach to Primary Physical Education: A Resource Guide for Teachers - Gymnastics
• Teaching Children Gymnastics

• Moving to Inclusion

Table of Contents

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

Maintained by: Physical Education Coordinator

Revised: March 1996

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