Grade 6: Movement (Gymnastics)

Prescribed Learning Outcomes

It is expected that students will:

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

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

Suggested Instructional Strategies

Strategies:

• Discuss and practise safety procedures and routines for spotting various gymnastic skills (e.g., headstand, handstand, rolls).
• Model correct techniques for performing basic gymnastic skills, such as:
  • rolls (e.g., forward, log, standing)
  • mounts (e.g., knee mount, straddle mount, squat mount)
  • dismounts (e.g., pike, tuck, or straddle positions; half turns; various body shapes)
  • vaults (e.g., pike, squat through, straddle through, handspring) Caution: vaults are a suggested progression only if the teacher is spotting and the students have the necessary skill and confidence.
• Demonstrate and practise balance skills on mats, then on small and large apparatus. (e.g., Balance on one, two, three, four, and five points at different levels.)
• Have students create a four-part sequence on benches, mats, or small apparatus (e.g., one travel, two balances, one dismount).
• Have students select two pieces of equipment, and create a sequence with a partner that demonstrates two travels, two balances, one mount, one body shape when in flight, and a dismount, landing in control.
• Use small equipment (e.g., ribbons, balls, clubs) to create rhythmic gymnastic sequences to music.
• Use task cards and stations with movement challenges. (e.g., "Find three ways to balance on the apparatus." "Find two ways to transfer weight on and off the apparatus.")

Suggested Assessment Strategies

• As students work on gymnastic movement challenges, look for evidence that students are:
  • challenging themselves
  • committed to improving
  • increasing in poise and confidence
  • increasing their body awareness and control
  • aware of safety procedures
• Share assessment information with students as they work to help them focus their efforts. You may choose to keep a checklist or comment form to record your observations.
• As students work in groups to develop sequences, have other students observe and provide feedback about the design of the sequence using task requirements and criteria they have developed. For example, criteria may include:
  • a travel movement
  • a one-point balance
  • a two-point balance
  • a dismount including a shape in flight
  As students demonstrate their sequences, look for evidence of control, balance, and smooth transitions between moves. You may wish to develop a rating scale to guide your observations.
• Have students keep a record of each gymnastic skill they are able to perform. Each entry should be validated by an observer--the teacher or another student. This assessment activity could form part of an ongoing activity portfolio or be connected to a goal-setting activity.

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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