Unit Overview History. Pg. 3 Parental Consent Form... Pg. 4 Safety Guidelines for Physical Activity in Alberta Schools Pg.

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1 Table Of Contents

2 Unit Overview History. Pg. 3 Parental Consent Form... Pg. 4 Safety Guidelines for Physical Activity in Alberta Schools Pg. 5-8 Outcomes and Objectives Pg Unit Plan... Pg Stretching...Pg Lesson Plan Outlines Pg Skills and Drills Lesson #1. Pg Lesson #2. Pg Lesson #3. Pg Lesson #4.. Pg Lesson #5.. Pg Lesson #6.. Pg Lesson #7... Pg Closing Activity Lesson # Pg Assessment Mark Breakdown Pg. 51 Assessment Overview... Pg. 52 Self-Assessment (On-going): Physical Activity Log Booklet.Pg Lesson #1: Landings & Fallings Peer Checklist. Pg. 57 Lesson #2: Balances/ Stances/ Locomotive Movements Peer Checklist...Pg. 57 Lesson #3: Rolls Teacher Assessment Rubric Pg. 58 Lesson #5: Balances/ Movements: Teacher Assessment Rubric... Pg. 59 Lesson #6 Pyramid and Group work Rubric. Pg. 60 Closing Activity: Group Routine Performance Teacher Rubric for Group Routine. Pg. 61 Overall Unit Gymnastics Unit: Assessment Rubric For Self and Teacher Evaluation.. Pg. 62 References... Pg

3 3 The History of Gymnastics The sport of gymnastics combines physical skills such as body control, coordination, dexterity, gracefulness, and strength with tumbling and acrobatic skills, all performed in an artistic manner. Gymnastics is performed by both men and women at many levels; from local clubs and school to colleges and universities, and in elite national and international competitions. Gymnastics was introduced in early Greek civilization to facilitate bodily development through a series of exercises that included running, jumping, swimming, throwing, wrestling, and weightlifting. Physical fitness was a highly valued attribute in ancient Greece, and both men and women participated in vigorous gymnastic exercises. (Strauss, 2013). Parent and/or Guardian

4 4 Gymnastic Information Letter To the parent or guardian of Thank you for taking the time to read this letter. Your student is currently enrolled in my tumbling and gymnastics unit; they will be taught many vital movement skills related to balancing, body control, rolling, jumping, and vaulting. These skills provide the foundation for further progressions in gymnastics and other physical activities. Safety for my students is a primary objective in my gymnastics curriculum. Therefore, it would be of great importance for you to read over and discuss with your child the safety rules of the class. Enclosed is a written list of all safety rules and policies for the class. Please read and sign at the bottom of this letter, stating that you understand all safety procedures. Grading policies should be of a great importance to you and your child. It is vital that your child attends all classes, since a high portion of my grading procedures evolves from active participation during class. I am excited that your child is enrolled in my gymnastics class; he or she will be taught the fundamental skills necessary to become competent in general tumbling routines. Therefore, I encourage you to engage yourself in gymnastics as well: ask your child what they learned in physical education class. Thank you for your time. Parent s signature Sincerely, Physical Education Instructor Reference Jefferis,(2010). Gymnastic Course Outline. Retrieved from

5 5 Safety Safety Guidelines for Physical Activity in Alberta Schools July 2008 Grades K-12 and ECS Programs p NEED-TO-KNOW INFO FOR GYMNASTICS ACTIVITIES In addition to the considerations for All Physical Activities and considerations for Indoor Activities, the following should be considered for gymnastics activities: Supervision of Gymnastics Activities Constant visual supervision is recommended for all elevated inversions, following initial skill instruction and after all safety concerns have been emphasized. On-site supervision is recommended for all other activities. Instructional Considerations for Gymnastics Activities Teaching Progression To ensure safety in gymnastics, it is particularly important that skills be taught in proper progression. Activities must be based on skills that are taught. Teachers should identify students absent on days when prerequisites were taught and ensure they are brought up to date.

6 6 Apparatuses should be introduced one piece at a time when working toward the development of a circuit. A progression from lower to higher apparatuses should be followed. Safe Landing Techniques At the beginning of each unit, students should be taught proper and safe landing techniques. Movements that Should Not be Attempted Students should not perform skills beyond their abilities. Spotting and Alternatives Spotting, in general, is not recommended in the education setting. Teacher should ensure apparatus configuration is appropriate so skills can be done without a spotter. Teachers may utilize the Dominant Movement Pattern (DMP) approach in place of spotting. The Dominant Movement Pattern (DMP) involves: Teaching progressive activities that lead up to skills. Teaching students how to land safely from a variety of different and probable situations. Ensuring landing mats and equipment are at an appropriate height for students to ensure safe activity and minimize risk of injury in landing. Level I Gymnastics certification in-services, workshops or courses may help teachers feel more comfortable in understanding the DMP approach. Equipment/Facilities for Gymnastics Activities Apparatuses Teacher should do a safety check to ensure proper set-up prior to student use Ensure all locking mechanisms are secure. Springboards with flat, long take-off area should not be used as a mounting device for vaults or other apparatuses. Clothing/Footwear Clothing with belts or zippers should not be permitted. Suitable footwear for gymnastics should be worn and includes bare feet or running shoes. Socks alone should not be permitted.

7 7 Mats Mats should be placed on, under, and around all designated landing areas and equipment without overlaps or gaps. Velcro mats should be properly connected. Precautions should be taken to minimize movement of mats on impact. Gymnastic mats should be used for floor work, tumbling and landing on feet from a controlled height (student s height at shoulder is maximum jumping height). These may include: Ensolite 3.8 cm (1. in.) Trocellen 5.1 cm (2 in.) Ethefoam 3.8 cm (1. in.) Sarneige 3.8 cm (1. in.) Mats of equivalent compaction rating. Landing surfaces to be used for elevated inverted skills: 30.5 cm to 60.9 cm (12 in. to 24 in.) solid or cross-linked foam pit. These surfaces should not be used as landing surfaces for vaulting or for controlled landings e.g., landing on feet, off any piece of equipment. Safety and Instruction The Safety Guidelines for Physical Activity in Alberta Schools, suggests minimum guidelines related to equipment, instruction and supervision, to ensure the safest possible physical activity experiences for students. Check pages for guidelines specific to gymnastics. A physically and emotionally safe environment is essential if students are going to learn and have fun! Consider the following when preparing for gymnastic-type activities: Bare elbows, bare knees, and bare feet all students must change when participating in gymnastics-type activities. Establish and practice a stop signal so when the signal is heard, all students climb off the equipment and sit on the floor. Take no chances with safety, the rules are the warning! No free time on equipment, students should always have a task they are working to complete post on the wall if possible! Be sure to keep track of those students who have been absent during gymnastics activities and take the time to teach the proper progressions and safety instructions upon their return. Equipment should be set up in such a way that there are choices for students and no need to stand and wait in line-ups. No daring! Students work within their comfort zone and should not be pressured to try a movement they are not comfortable with.

8 8 Mats are not intended to break a fall! Always practice controlled landings. Students get tired - allow for short rest intervals and water breaks. Taken from Rob Weddell s KPED 292 handout (2011).

9 9 Specific Outcomes Outcomes for Grade 6 Gymnastics

10 10 General Outcome A: Students will acquire skills through a variety of developmentally appropriate movement activities, dance, games, types of gymnastics, individual activities and activities in an alternative environment, e.g., aquatics and outdoor pursuits. Basic Skills Locomotor: walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding, propulsion through water Nonlocomotor: turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging Outcomes A6 1 select, perform and refine challenging locomotor sequences A6 2 consistently and confidently perform locomotor skills and combination of skills, by using elements of body and space awareness, effort and relationships, alone and with others, to improve personal performance A6 3 select, perform and refine challenging non-locomotor sequences A6 4 consistently and confidently perform non-locomotor skills by using elements of body and space awareness, effort and relationships, to improve personal performance

11 11 Application of Basic Skills in Types of Gymnastics A6 12 select, perform and refine basic skills and elements of body and space awareness, effort and relationships together to form a variety of more challenging gymnastic sequences individually, with a partner, or in a group; e.g., educational, rhythmic gymnastics General Outcome B: Students will understand, experience and appreciate the health benefits that result from physical

12 12 Outcomes Functional Fitness B6 2 demonstrate and select ways to achieve a personal functional level of physical fitness through participation in physical activity B6 3 explain the components of fitness; e.g., strength, endurance, flexibility, cardiorespiratory activities, and relate these to personal fitness level Body Image B6 6 acknowledge and accept individual differences in body shapes and how different body types contribute to positive involvement in physical activities Well-Being B6 8 identify and plan for personal positive benefits from specific physical activity General Outcome C: Students will interact positively with others

13 13 Outcomes Communication C6 1 identify and demonstrate respectful communication skills appropriate to various physical activities and that reflect feelings, ideas and experiences Fair Play C6 3 demonstrate etiquette and fair play Leadership C6 4 identify and then take responsibility for various roles while participating in physical activity; and, identify leadership and followership skills used while participating in physical education Teamwork C6 6 identify and demonstrate positive behaviours that show respect for self and others General Outcome D: Students will assume responsibility to lead an active way of life

14 14 Outcomes Effort D6 1 demonstrate enjoyment of participation through extended effort in physical activity Safety D6 3 identify, describe and follow the rules, routines and procedures for safety in a variety of activities from all movement dimensions D6 4 participate in, and demonstrate the benefits of, safe warm-up and cool-down activities D6 5 select simple, safe practices that promote an active, healthy lifestyle; e.g., rules of the road for cycling, inline skating Goal Setting/ Personal Challenge D6 6 set and modify goals to improve personal performance based on interests and abilities D6 7 analyze and create different ways to achieve an activity goal that is personally challenging Unit Plan Overview

15 15 Stretching/Conditioning Conditioning is one of the most important (and sometimes least fun) aspects of gymnastics. The best way to keep conditioning and stretching fun is to keep it varied. Variety in a conditioning program not only makes it more interesting but also makes it significantly more effective. (Drills and Skills, 2013) Below are some examples of good stretches for gymnastics. Stretches Pictures Butterfly

16 16 Pike Standing pike Straddle stretch (different level variations)

17 17 Side straddle Seal stretch On your back crossover-glute and hip (variations) Knee lunge/kneeling lunge

18 18 Cat stretch for back Lesson Plan Outlines

19 19 Basic Skills Activities Lesson #1 Landings & Falls 1. Go over safety guidelines 2. Landings: Motorbike Jet plane Half turns (balance): 180, 360 Ship to Shore see page Safety Falls: Forward Fall Backwards Fall Side Fall Judo Fall Prone Fall Lesson #2 Balances/ Stances/ Locomotive Movements Balances: 1. V-sit 2. Pike 3. Straddle Stance 4. Stork Stand 5. One Leg Forward Stance 6. Knee Stand 7. High Lunge 8. Lever/ Teeter-totter 9. Arabesque 10. Bridge Stance Four Corners, Four Poses see page 27-31

20 20 Locomotive movements: Walking, running, hopping, Skipping, jumping, galloping, leaping and sliding Lesson #3 Rolls 1. Log Roll 2. Forward Roll 3. Backwards Roll 4. Forward Straddle 5. Forward Pike Lesson #4 Review Card Shark Fitness see page Lesson #5 Balances/ Cartwheel/ Movement Patterns 1. Shoulder Stand 2. Teddy Bear Stand 3. Tuck Balance 4. Tuck Jump 5. Head Stand (Variation) 6. Hand Stand Against Wall 7. Cartwheel Push-Up Train see page Balance Builders Activity see page Lesson #6 Pyramid and Group Work

21 21 1. Knee and Knee 2. Sitting High on a Chair Balance 3. Knee Stand to Thigh Stand Pyramid 4. Supported Thigh Stand 5. Waterfall 6. W Balance 7. Supported Handstand 8. Walking Chair 9. Invent your own pyramid Lesson #7 Review Skills and Drills descriptions See page Stunt Relay see page Lesson # 8 Plan Group Routine Closing Activity: Group Routine see page for lesson plan. Lesson #9 Practice Group Routines Lesson #10 Perform Group Routines Self-Assessments Hand in PAL s Overall Unit teacher and self assessment See page 62 Skills and Drills

22 22 Lesson #1 - Safety Guidelines, Landings & Safety Falls Skill Description Drills Picture Activities 1. Motor Bike Bend knee and ankles, extend arms out for balance; like you re riding a motor bike. 2. Jet Plane Knees bend, flat abs, arms out, jet plane. Have students practice their motor bike 3-5 times until technique is perfected. Have students practice their jet planes 3-5 times until technique is perfected. Independent Practice Students need to practice safety fall techniques and feel capable of performing these in order to move on. Students will be paired into groups of mats and each group will come up with a team name.

23 23 3. Half Turns (balance): 180, 360 Begin rotation as soon as your feet leave ground, at the top of height is when most of the rotation occurs, continue to rotate as you come down, and land in either a motorbike or airplane. With a partner, you are going to have a competition of who can do the most turns without stumbling and must land in either a motor bike or jet plane position. 4. Forward Fall Fingers up, bend elbows. One student will throw the ball to their partner on the opposite side of the mat. Once the ball is released, the thrower must perform a forward fall. Once this

24 24 student comes back up, the partner throws the ball to him/her. 5. Side Fall Fingers point towards body (away from falling direction) elbow bends, rock backwards. Students will be designated as either cowboys or Indians. All students will perform various non-locomotor activities such as high knees or butt kicks. Once teacher says cowboys, that group will demonstrate a side fall. If teacher says Indians, then that group of students perform a side fall.

25 25 6. Backwards Fall Fingers point forwards towards body (away from falling direction), elbow bends, rock backwards. Have students play rock paper scissors. The loser must drop to the ground in a backwards fall, while the winner performs a jet plane. 7. Judo Fall Keep head out of contact with the ground. Roll your shoulder towards the mat; roll made with shoulder and upper back, onto hip and thigh of rolling side and up onto knee and foot - standing. Once students master judo roll, have them perform 3 in a row.

26 26 8. Prone Fall From a stand, your arms are over your head. Fall forwards with a straight body into a plank position. Bend your arms to absorb the fall, fingers face forward. This is a more advanced fall so it is not required for all students to perform. Students can take turns showing their partner their prone fall, and see how many pushups that the students can accomplish once they land. Whoever performs the most pushups is the winner. Ship to Shore The gym becomes a pirate ship and the teacher becomes the captain of the ship. Crew must spread out across the gym and obey the captain s orders. The gym will have four signs on each wall marking the bow, stern, port, and starboard. The captain will order the crew to run to either sides of the gym and will also order them to do one of the basic landing/falling skills. When this occurs, the crew must run to their assigned mat and perform this stunt.

27 27 Lesson #2 1. V-Sit Sit on the beam in a tuck sit facing forward, hands behind the bottom, holding the beam. Lift the feet up in front to balance on the bottom, grasping the beam behind the body (Miller 2013). Sit across from your partner facing one another. Go into V-Sit at the same time and see who can hold it longer. 2. Pike Stand with feet together. Make sure knees and hips are straight. Raise hands straight up overhead (Drills and Skills 2013). 3. Straddle Stance Start in pike position, move your feet about four feet apart, keeping them parallel (ABC s of Yoga 2013). 4. Stork Stand Stand with your feet shoulder width apart. Lift one foot up and place on the inside of the opposite leg avoiding the knee. Have your arms tucked in like a stork s feathers on out to the While standing in stork stand, challenge students to close their eyes and keep their balance.

28 28 sides for balance (PE Central 2013). 5. One Leg Forward Stance Begin in Pike position. Transfer weight onto right foot, lift left leg up as high as you can with toes pointed (Drills and Skills 2013). Challenge students to swing the foot that is in the air forward and backward slowly, without touching the ground. 6. Knee Stance Stand up straight with your feet hip width apart. Take a big step forward with your right leg and bend it to 90 degrees while lowering the other knee to the ground. Make sure your knee is directly above your foot (Drills and Skills 2013).

29 29 7. High Lunge Start in straddle position, turn your right foot 90 degrees to the right and position your left foot about 45 degrees to the right. Rotate your torso to the right. Bend your right knee making sure your knee is directly over your foot (ABC s of Yoga 2013). 8. Lever/ Teeter- Totter Begin in a lunge, arms up, front leg bent slightly, back leg straight, weight evenly distributed between the feet. Gradually reach forward, keeping the head between the arms, while lifting the back leg. The front leg straightens and pushes off the beam so the body passes through a T position while reaching forward. Staying tight, return to the lunge position (Miller 2013). Challenge students to compete with one another, who can hold the pose the longest. 9. Arabesque Stand straight on good leg, arms out to the side, chin up, legs straight and tight, belly in. Lift the back leg up behind and squeeze the base leg very tight and straight, making sure not to drop the chest forward. The Challenge students to compete with one another who can hold the pose the longest.

30 30 chest remains in an upright position as if standing straight and the lower back arches slightly. Hold arms out to the side. Hold a few seconds before returning to a stand. (Miller 2013) 10. Bridge Stance Lie on your back on the floor. Pull in your legs and put your feet flat on the floor. Move your hands towards your head and spread your palms on the floor beside your head, your fingers placed toward your shoulders. Lift your hips, with your head still on the floor. Keep your feet and knees parallel as you push yourself up until you stand on the ground with the crown of your head. Stand on your feet and stretch out your arms until you have assumed the complete bridge position. The arms are slightly bent inwards. Let your head fall backwards (ABC s of Yoga 2013). If there is a student who can hold this position firmly for a period of time, have other students crawl underneath, carefully to avoid touching the student in bridge. Four Corners, Four Poses Work with entire group. One person in the middle closes their eyes and counts to 10. Students use locomotive movement to move around. When the counter says stop, the students go to a corner. They must then do the skill designated at the corner (i.e. stork stand). The center person calls out a corner number and then opens their eyes. That student then picks from that corner who is next to be it. This is a good one to use when there are skills that the class needs to improve on.

31 31 Lesson #3 1. Log Roll 1. Stretch arms above head. 2. Body is straight during roll. 3. Feet are tight together. 4. Roll across the mat. Students find a partner and put soles of feet together. Partners must do continuous log rolls without breaking foot connection. Once you have succeeded or if you have lost the connection then try with another partner. 2. Forward Roll 1. Begin in a squatting position, knees together and hands on the mat in front of you. 2. Transfer body weight from feet to hands by pushing off legs. Keep some weight in the arms. Rock on to back and then roll on to their feet with hands out front. Execute 3 forward rolls across the mat. 3. Tuck chin into the chest, round the back and pull to a

32 32 tucked position. 4. Roll to a squat and up to your feet 5. Doing backwards rolls down an incline mat will help. 6. Encourage rolls to land on their feet, not the knees 3. Backward Roll 1. Start in the squat position 2. Place your hands flat on the floor fingers towards their shoulders as they roll back 3. Hands press against the ground and chin is to the chest, knees together. Make sure students push through their arms and don t roll to one side of the head. 4. A good drill to establish this is to have the gymnast roll backwards, place their hands flat on the floor by their head and roll backwards to a stand 5. Encourage rolls to land on Roll back and forth on mat to transfer weight from hands to shoulders continuously. Try one backward roll and then progress to 3 in a row.

33 33 their feet, not the knees. 4. Forward Straddle Roll 1. Begin in a straddle position and bend at the waist, extending arms between legs. 2. Lean forward, chin to the chest and roll to make contact with the floor. 3. Stand up on your feet to finish. 4. This incorporates flexibility, so build this into your warm up. Practice straddle position first. Tuck chin and practice roll across mat. Complete three rolls across the mat. 5. Forward Pike Roll 1. Like the straddle roll, students must use their arms to take the weight. 2. Stay in pike position and reach down to their calves to start the roll. 3. Tuck the chin to the chest and try to stand up to your feet or go into the squat position to finish. Practice pike position first. Try the complete roll across mat. Complete three forward pike rolls across the mat. Alternate forward straddle roll, forward pike roll across.

34 34 Lesson #4 Review all skills. Do Activity Card Shark Fitness. Card Shark Fitness Have a poster on each wall to divide up the suits in a card deck (one suit per wall). Set a time limit to do the activity and perform with the music. Review all skills to be performed. Reinforce the concepts of general and personal space so that students utilize their space and don t run into each other. Students will need to be reminded that they are to perform each skill honestly. Put on the music and students will pick up one card from the deck at the center and go quickly to the wall that matches the suit of the card. At the wall there will be two activities to do. Each skill must be performed the number of times indicated on the card (i.e. Jacks

35 35 are 11, Aces are 14). After completing skill, student keeps that card and goes into the center to get another card with a different suit. Students must go to each wall before starting on second round. When the music stops, students then tally their cards to have a score. *This activity provides students the opportunity to practice their skills while being efficient like a gymnastic routine*. Lesson #5 1. Shoulder Stand 1. Lay down flat on your back. 2. Lift up your knees bringing your heels to your bum. 3. Lift your legs into the air with your hands at the side of you flat on the floor. 4. When your legs are up in the air, point them up at the ceiling and hold yourself up by your waist (Lilly 2013). Practice skill 3 times focusing on form. Try to hold position for longer each time. Push-Up Train Shoulder Strength Activity Students lay down in a line on the mat. While pushed up, students place their feet on the shoulders of the person behind them to form a train. Students see how many push ups they can do together without falling. Teacher is the train conductor and gives instructions when to go up and down.

36 36 2. Teddy Bear Stand The next step to learning a head stand is to do a 'Teddy Bear' stand. 1. Start with your legs extended and your head and hands in the tripod position. 2. Shift your weight onto your head and hands (equally!). 3. Lift your knees onto the backs of your elbows. 4. To maintain the balance, you must get your pelvis above the midpoint between the head and hands (Circus Arts 2013). Practice skill 3 times focusing on form. Try to hold position for longer each time. 3. Tuck Balance The Tuck balance is like the Teddy Bear, but the knees are held tight to the chest without resting on the elbows. *Remember to keep the same pressure on your hands and head so that the weight is distributed evenly (Circus Arts 2013).* Practice skill 3 times focusing on form. Try to hold position for longer each time.

37 37 4. Tuck Jump 1. Student stands on the mat and jumps as high as possible while tucking legs up to chest. Practice 3 tuck jumps in a row. 2. The knees should touch the chest in front, not kick their bum behind them. 3. Keep upper body straight and bring knees to the chest, don t bend forward

38 38 5. Head Stand From the tuck position, simply extend your legs into the head stand (Circus Arts 2013). Practice skill 3 times focusing on form. Try to hold position for longer each time. 6. Head Stand Variation 1. Start on your hands and knees, then put your head on the ground. You want to have your head and knees about 50 cm apart, and your hands shoulder width apart and midway between your head and knees. 2. Put your right knee on your right arm, near your elbow. 3. Push off your toe and straighten your left leg to move your weight forward, then put it in the same position on your left arm as your right is on your right arm. Practice skill 3 times focusing on form. Try to hold position for longer each time.

39 39 7. Handstand on Wall 4. Straighten legs when you feel balanced, but do this slowly! (Rob 2013). 1. Begin in a lunge facing the wall. 2. Kick up to a handstand, hands shoulder distance apart. 3. Stretch the entire body against the wedge mat on the wall, looking at the hands. 4. Step down onto the same foot that began in front and return to a lunge position. 5. In the handstand, stretch through the shoulders and squeeze the belly and rear. Try not to arch the back (Miller 2013). Practice skill 3 times focusing on form. Try to hold position for longer each time.

40 40 8. Cartwheel 1. This skill is easier learned when students know their better side. 2. Start with leading foot at front of mat. 3. Hold arms overhead and rock from back to front foot. 4. As you step on leading foot or front foot, place the front hand down on mat on the imaginary line that runs down the length of the mat. 5. Place second (or back) arm down on that same imaginary line to push off first leg. Keep looking at your hands. 6. Place second foot down on that imaginary line. 7. Swing the back leg up and over the body to come back up to standing. Rock on to arms to swing legs up. Cartwheel across the mat. Try to go as fast as you can without losing proper technique of cartwheel. Challenge a friend. Balance Builders Working with a partner, pick a balance to do. Try to stay there as long as possible. Person that balances the longest gets to pick the next balance. Continue until you have done all the balances. This provides students to practice their balances as well as learn the correct name (recall). Great way for teacher to assess the students.

41 41 Lesson #6 Pyramid and Group Work Safety Encourage the need for a solid base in each group for balance. Only use stronger body parts like shoulders, knees and hips; not the neck or lower back. Partners Knee and Knee One partner (A), lies on back with bent knees with arms up for support, while the other person (B), puts their hands on A s knees and their knees on A s hands. Practice with each person being A and B so that both can have a turn.

42 42 Sitting high on a chair balance Partner A lies on their back with feet up and arms up while B sits their bum on A s feet and their feet are in A s hands. After practicing with a partner 4 times (alternating partner on bottom), get into a group of 4 (two teams of two) and see who can get into the pyramid the fastest (and safest) and balance there for 5 seconds. Groups of 3 T - Balance Pyramid Two people go side by side on all fours. Third person goes up to stand on their back. Balance on their shoulders or bum. Scramble T Work with your group of 3 on skill for one minute and then when whistle blows, you scramble to a new mat with new partners. Every minute you change mats and partners.

43 43 Knee Stand to Thigh Stand Pyramid Two people kneel on either side of person A with one knee up (inside knee). Person A stands up on either one of their knees. Gradually work up to going to their thighs. Work with this skill for 3-5mins until confident and then try going to the thigh stand. Waterfall Three people stand together with feet close together. Middle person (A) should have a wide stance. Outside two people hang on to A and lean away at an angle without falling. After trying this skill 3 times (each partner switches positions), try facing different ways and see if that changes the difficulty.

44 44 Groups of 4 W -Balance One person (A) stands center and two outside people (B and C) lean away (waterfall pyramid) to make the letter W. Fourth person (D) goes on to center person s shoulders. See if everyone can try each position (A, B,C, and D) Have students numbered off so all the number 1 s can go together, etc... Supported Hand- Stand Two inside people (A and B) go into handstand facing out while outside two people (C and D) support them at their thighs. When practicing this skill, make sure everyone takes a turn in each position. (A, B, C, D) Get two groups together and time each other to see who can get into this pyramid the fastest. Walking Chair All people try to sit down on each other s thighs like a chair. Can be done in larger groups. Find a partner and practice the walking chair a few times switching whether you are in front or at back. Groups of 4 try the walking chair at least 4 times. Change your order and see if that makes a difference. As an entire class make a circle and try the walking chair.

45 45 Invent your own pyramid Groups of 5: Students must create a pyramid that has physical contact with different balances. Give 5 minutes to create a pyramid utilizing some of the ideas we have talked about in class. They must present them to the class and hold their pyramid/balance for 5 seconds. Lesson #7 Review all skills. Stunt Relay Activity Stunt Relay Divide students into teams of 4 or 5-they should be matched evenly. Each team goes to a station where there will be a list of skills to do. Each person has to do these skills in the correct order and then tag the next person in their group until everyone has taken a turn. Walk through the skills at each station so they understand what is being asked of them. This is a race against every other station or team. Remind them the goal is not to finish first but to do the

46 46 skills correctly and in good form. First group to complete all the stations and do the final pyramid wins.

47 Closing Activity 47

48 48

49 49

50 Evaluation and Assessment 50