YEARLY PLANNING – ASSIGN ROLES OVERVIEW OF GOALS LINK

Learning Sequence

• Explore

• Experiment

• Select

• Repeat

• Practice

• Refine

• Repeat

• Perform

Locomotion & stillness

Weight bearing/balancing

Weight Transference/
body shape

Gymnastics sequences

On different body parts

Balance

Suspend

On the floor

With apparatus

With apparatus

With partner(s)

REFINEMENTS

TASK

Approach

RUN & JUMP

• Feet combinations

• Force production and absorption – safety.

• Arms in flight and when landing

• Direction change in flight – use of arms to twist.

• Body shape

“In your own space show me different ways of jumping and landing”

Work on landing and bending low, easy

Up and gradually increase intensity

Consider body shape and direction as jump.

“Same again, except this time when you land go into a slide”

Indirect

Show learning sequence

Skill/concept development:

SLIDE progression – Theme - “Traveling into and out of”

SLIDE

• Body curved and stiff

• Reduce area in contact with floor.

• Twist as slide.

• Drop and drive force forward.

1. Floor in space, weight on hips and hands, tuck feet up, rise up and then push with feet onto rear.

2. From standing, bend and push

   1. Jump, land, push slide

3. Floor, crouch, weight on hands - drive forward taking weight on your stomach and hips

4. Standing, lower, lean forward, hands take weight and drive forward, arms back, weight on stomach, side or hip.

What part of the body can you slide on?

Direct

Indirect

Clear start and hold finish. Clear space.

Combine – Run, Jump and Slide

What order can you do the movements in?

Practice

Partner work

Natural linking

Clear beginnings and ends.

Flow between actions.

Theme – Side by Side or Apart/Together or Matching

Create a sequence with your partner emphasizing a relationship theme using a run, two jumps and slide.
Consider how start, when perform action, how finish.

Perform for half class to observe.

Indirect

ROLLING

Skill/concept development:

“Select a mat. Show me different rolls on the mat starting from standing and finishing in a balanced base.”

What do you need to do to make a roll work?

Concepts:

1. Curved surface area. Why?

2. Weight transfer. Why

3. Tightly distributed mass. Why

“Using the whole space, run and jump except this time when you land go into a roll using a mat and finish in balance, hold for 2 seconds then repeat.“

What is happening to you as a learner? CAPS

BALANCE

Tense body

Extend body parts

Upsidedown shape

Flow.

Explain – large surface areas are patches, small surface areas are points.

Concepts:

1. Base of support

   1. Wider more stable

   2. More surface area in contact more stable.

2. Height of C of G – lower more stable.

3. Distribution of mass.

“Show me a balance with one patch and two points.”

Change. Vary points, direction of body.

“Show me a balance with three points”

In line, wide apart.

“Show me a balance with two points, then one point”

Which balances are more stable?

“Show a balance with one patch and two points with free body parts extend as far as you can.” Change balance

“Same again but this time experiment with body parts above your head.”

How can you travel into another balance?

What happens when you extend the body parts as far as possible? 1 and 3.

What happens when you get the bulk of your body closer to the ground? 2 and 3

Convergent

Practice

Guided discovery

Convergent

Culminating Activity

Sequence

“Using a mat, from a run combine two different balances, jumps and roll in a sequence emphasizing smooth linking.”

Criteria

• Combine one action into the next

• Hold balance for 3 seconds

• Clear beginning and end

• Extend body parts

• Vary speed to show control.

Add partner

“Working with a partner and using a bench, create a sequence where you copy your partner traveling into and out of three different balances.”

Show sequence, half watch other, looking for criteria.

Divergent

Closure

What is the key idea for effectively linking one action into the next?