Grades K to 1: Movement (Gymnastics)

Prescribed Learning Outcomes

• create shapes, balances, and weight transfer using a variety of body parts
• select ways to roll, travel, take off, and land safely
• create movements to perform in individual movement sequences in gymnastics

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

Suggested Instructional Strategies

Strategies

• Have students participate in a variety of warm-up activities to review body parts and shapes (e.g., Simon Says, frozen tag).
• Have students work individually on mats to explore balances and shapes (e.g., symmetrical, asymmetrical).
• Use movement sentences for students to explore balance and shapes. (e.g., "Show me a balance using three parts of your body touching the ground.")
• Describe and pace a movement sequence as students perform. (e.g., "Show me a three-point balance, and hold it for five seconds.")
• Discuss the performance qualities of a sequence (e.g., start position, smooth transition, well-defined shapes, control, finish position).
• Have students invent their own sequences, individually or with a partner, to perform for others.
• Have students create a booklet with drawings of their favorite balances, shapes, and sequences.
• Have students explore shapes and balances on small and large apparatus using a station approach.
• Have students create movement sequences to music using lummi sticks or any small equipment and incorporating shapes and balances. Students who are physically disabled may perform balances and shapes in a wheelchair; students with intellectual disabilities may perform with a partner or special education assistant.
• Have students jump from benches or box showing different body shapes and control in flight and landing.

Suggested Assessment Strategies

• Have the students draw a picture of the most challenging movement they did that day on the equipment. Have students talk to one another about their picture. Listen to the conversations, and collect evidence that students were able to do the task.
• Ask students to draw a picture of what they can do now that they could not do before they participated in gymnastics. Keep the pictures as evidence of their growth and development. Notice to what extent there is agreement between their self-assessments and your assessments of their work.
• Have students work in partners to develop a movement sequence. As students demonstrate the sequence, notice their variety of movements and use of various body parts. Look for evidence that they are able to explain their movements by recalling the sequence.
• Invite students to create gymnastic challenges for the class to demonstrate. (e.g., "Walk using all the gym space showing different directions." "Show me hopping backwards in all different ways.") Note the extent to which students are able to apply their learning to new situations.
• Have students watch their partner to see how many different ways they can make a shape with their body. During the next gymnastics lesson, have students challenge themselves to create new shapes. Students can record their experiences in a learning log or journal by drawing their favourite shapes.

Recommended Learning Resources

• 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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