Grade 4: Movement (Gymnastics)

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate locomotor and non-locomotor skills, body and space awareness, qualities, and relationships when performing gymnastic activities
• use a variety of gymnastic themes to create sequences, using equipment or large apparatus, alone and with others
• use problem-solving skills to solve movement challenges

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

Suggested Instructional Strategies

Strategies:

• Review safe use of equipment, including setting up and taking down.
• Use warm-up activities to develop strength, flexibility, and endurance (e.g., upper body exercises, stretching).
• Have students work individually on mats to demonstrate a variety of rolls (e.g., shoulder roll, forward roll), reviewing correct technique.
• Have students create, individually or with partners, a three- or four-part sequence incorporating various locomotor movements and rolls.
• Have students balance on one, two, three, four, and five points, demonstrating body control and various shapes (e.g., star, wide, narrow, curled, pike, straddle).
• Have students practise specific balances (e.g., V-sit, teddy bear stand, handstands).
• With a partner, have students create a sequence for matching or mirroring and using one to three themes.
• Have students use small apparatus (e.g., hoops, clubs, ropes) to create a sequence of various gymnastic skills.
• Use stations with various apparatus and task cards to create sequences. (e.g., "Find four ways to transfer weight, on or off the apparatus.")
• Use available apparatus (e.g., benches, springboard, climbing frame), and have students mount and dismount, demonstrating body shapes in flight, and landing in control.
• Have students in groups create pyramids or statues, demonstrating balances at different levels.
• Have students respond to movement challenges to create sequences. (e.g., "Show balances at three different levels.")

Suggested Assessment Strategies

• Have students work in small groups to create and illustrate a gymnastic sequence. Encourage students to reflect on their choices. (e.g., "We included this movement because it helped us to balance ourselves.") Notice the extent to which students are able to create a gymnastic sequence and explain their reasons for including specific movements.
• Have peers evaluate the sequence as the groups complete the challenges. For example, have one group evaluation sheet at each station. As participants finish the challenge, the group can record their responses to the following:
  • Write any questions you have about the sequence.
  • Were any parts confusing, unclear, or needing further practice?
  • Record one part of the sequence you want to include in your next gymnastics sequence, and explain the reason.
• In assessing gymnastic skills, look for evidence that the student is able to:
  • demonstrate safe use of equipment and space
  • travel forwards and sideways safely
  • develop and perform a gymnastic sequence with a partner or in a small group
  • demonstrate the four pathways (i.e., straight, curved, diagonal, zigzag)
  • demonstrate travelling at a high, medium, and low level
  • decide and set boundaries for working in personal space
  • perform specific gymnastic skills

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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