Grade 7: Movement (Gymnastics)

Prescribed Learning Outcomes

It is expected that students will:

• select, refine, and present gymnastic sequences using movement concepts and skills
• select, combine, and perform gymnastic movements in complex sequences
• perform sequences using small equipment and large apparatus, alone or with others
• demonstrate body mechanics to improve gymnastic skills

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

Suggested Instructional Strategies

Strategies:

• Have students plan and lead warm-up activities that develop muscular strength, flexibility, and endurance
• Use simple game activities to develop fitness components (e.g., frozen tag).
• On mats, review forward shoulder roll, forward roll, back shoulder roll, back tuck roll, forward straddle roll, dive roll, forward straddle, backwards straddle, and so forth.
• Using gymnastic themes, present students with movement challenges. (e.g., "Find different ways to travel over, around, and under the equipment." "Demonstrate two ways to mount and dismount the equipment.")
• Using small and large apparatus, have students create a four-part sequence containing two balances, one transfer of weight, and one roll.
• In groups of four to six, create a pyramid or statue demonstrating balances at three different levels.
• Have students spot their partners as they balance (e.g., handstand, headstand).
• Use stations and task cards to explore gymnastic themes, and have students develop gymnastic sequences. (e.g., Demonstrate three weight-bearing movements on, over, or around the apparatus.)
• With or without equipment, have students create a rhythmic gymnastic sequence to music.

Suggested Assessment Strategies

• As students participate in gymnastic activities, notice the extent to which students:
  • volunteer to demonstrate when you are teaching new skills
  • are able to explain the task requirements and assessment when they are practising a sequence
  • develop interesting ways of working with a partner on a movement task
  • take a problem-solving approach to designing gymnastic sequences
  • challenge themselves to develop greater skill
• Have students work in pairs to create a sequence that includes two balances, two ways of travelling, three ways of working with a partner, and two kinds of equipment. Have students draw their equipment set-up and sequence and share their plan with others.
• To assess and provide feedback on sequences performed, teachers, students, and peers can use criteria such as the following:
  • degree of difficulty
  • body control (e.g., balances held for three to five seconds)
  • smooth transitions between elements
  • defined beginning position
  • defined ending position (e.g., held for three to five seconds)
  • effective combination of required elements

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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