Grade 5: Movement (Gymnastics)

Prescribed Learning Outcomes

It is expected that students will:

• select gymnastic movements with variations in body awareness, qualities, and relationships, working alone and with others
• create and perform sequences using small equipment or large apparatus, individually and with others
• select, combine, and perform locomotor and non-locomotor skills in movement sequences, alone or with others, with or without objects

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

Suggested Instructional Strategies

Strategies:

• Review safety procedures for use of gymnastic equipment and spotting, and review conditioning techniques for rolls and bench work requiring balance.
• Have students participate in warm-up activities to develop strength, flexibility, and endurance.
• Have students find ways of moving around, over, and under small equipment in the gym, (e.g., mats, hoops, benches).
• Have students work individually on mats to demonstrate rolls (e.g., forward, tuck), reviewing correct technique.
• Have students create, individually or with partners, a three- or four-part routine, varying speed and direction.
• Have students balance on one, two, three, four, and five points, demonstrating body control and various shapes (e.g., star, curl, pike, straddle).
• Have students practise balances (e.g., V-sit, teddy bear stand, handstands).
• Using small apparatus (e.g., hoops, clubs, ropes), create a sequence selecting various gymnastic skills.
• Use stations with various apparatus and task cards to create sequences (e.g., find four ways to balance at different levels).
• Use large apparatus, and have students mount and dismount, demonstrating body shapes in flight, and landing in control.
• In small groups, have students create pyramids or statues, demonstrating balance at different levels.
• Have students respond to movement challenges to create gymnastic sequences. (e.g., "Show me balances at three different levels.")

Suggested Assessment Strategies

• Have students draw their gymnastic sequence in their journal, and respond to the following:
  • When I performed the sequence in my group, I was happy with . . . .
  • Next time I would like to try or to change . . . .
  • I have learned ____ from these gymnastic activities . . . .
  • The gymnastic skills I perform the best are ____ because . . . .
  • The gymnastics skills I find difficult are ____ because . . . .
  • In order to improve I will have to . . . .
• Have students keep a personal log of the activities they are able to do. For example, for the balance theme, the personal log could list these task requirements:
  • select a balance on one, two, three, or four body parts
  • perform each of the following: V-sit, stork stand, front scale, back scale, headstand, mirror imaging, and matching
  • use small equipment to create a balance sequence
• Using the theme of take-off and land, the personal record log could list these task requirements:
  • take-off and land in control
  • perform each of the following: one foot to the same foot landing, two feet to two feet, one foot to the other, one foot to two feet, two feet to one foot
  • using small apparatus to create a take-off and landing 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
• Premier's Sport Awards Program
• 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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