Gymnastics Year 5 and 6

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Mitchell Reed
6 years ago
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1 Gymnastics Year 5 and 6

3 Rhythmic gymnastics is the use of clubs, hoops, balls, ribbons or ropes, used as an individual or as a group. It combines ballet, gymnastics and dance. The sequence will normally cover the entire floor and contain a balance of jumps, leaps, pivots, balances and flexible movement. To extend the use of rhythmic gymnastics you can Change the speed of travel and motion Perform gymnastic skills Throwing and receiving Use a continuous flowing motion

4 Children start by travelling around the room changing directions to avoid contact with other children. When the teacher holds up a shape (draw on white board) children must walk out the shape as big as possible before returning to travelling in and out of other children. Draw shapes on a small white board to hold up for the class. Children receive a ball each. In a space children practise moving the ball around their body without dropping it. Encourage children to change their body shape to create different ways to pass the ball around their body. Encourage children to practise moving the ball around their body low to the floor. From a sitting down position children stretch their legs out keeping knees together. Children roll the ball down their legs and stop it with their feet. Once children have mastered this skill ask them to create different ways to stand up without the ball touching the floor. Encourage children to explore different ways to hold the ball. Challenge children to create different balances for three seconds whilst holding the ball. Learning Objective: Control a gymnastic ball whilst travelling and balancing in different positions Children now explore different ways to travel with the ball. Challenge children to travel with the ball without using their hands. Ask children to experiment moving with a slow, soft flowing motion and fast with sharp twist and turns. Children explore different ways to throw and catch their ball. Children now work with a partner. Using the resource cards children create shapes together whilst trapping/holding the ball. Challenge children to create their own shapes whilst trapping/holding the ball.

Learning Objective: Show control when starting and finishing with a ball. Use own initiative when creating ways of passing and receiving the ball. Children start with a ball each.

5 Learning Objective: Show control when starting and finishing with a ball. Use own initiative when creating ways of passing and receiving the ball. Children start with a ball each. Children dribble around the room as if they are playing football. Children should travel slow keeping the ball close. On the teacher s signal children must change the body part that touches the ball. Children can hold or trap the ball with different body parts to create new ideas to travel. In pairs children take turns to copy/mirror their partners travel. When the teacher signals change then children must swap the leader. Children take turn to create different ways to pick up the ball from the floor. With their partner children create different ways to pass the ball to each other without throwing the ball. Children create a three second balance holding the ball before passing to their partner. Children now create different ways to throw and receive the ball from their partners. Spread Rhythmic Resource Cards out at the front of the room. Children collect a card and must perform that skill whilst holding the ball. Both children perform the skill in a space before swapping their card. Ask children to add a short travel before and after their gymnastic skill. Challenge children to perform their skill from the resource card differently from their partner before returning their card. If children select the same card then they must try and change the way they performed the skill. Children find a new partner to work with. Children place the ball on the floor. The first child creates a way to pick up the ball, perform the skill then pass it to their partner. Partners receive the ball, perform the skill differently then finish in a shape holding the ball.

Children start with a ball each. Children dribble around the room as if they were playing football. Children should travel slow keeping the ball close.

6 Children start with a ball each. Children dribble around the room as if they were playing football. Children should travel slow keeping the ball close. On the teacher s signal children must change the body part that touches the ball. Learning Objective: Create own gymnastic sequence using a ball. Children can hold or trap the ball with different body parts to create new ideas to travel. On the teacher s signal children must stop their ball still then travel in and out of all the other balls. On the teacher s signal children collect a ball and create a new way of travelling holding the ball. Encourage children to pick up and stop the ball in different ways. Spread Rhythmic Resource Cards out at the front of the room. Children work in pairs with a ball each. Children must select three cards to include in a sequence. Children must include a travel before and after each skill. Challenge children to perform their skill from the resource card differently from their partner before returning their card. Ask children to add a start and finish to their sequence. Challenge children to create a way to swap balls during their sequence. After allowing practice time children can perform their sequences to the class. Encourage feedback from other groups and highlight strengths from the sequence. Children now work in groups of four. Children select three new resource cards and must perform their sequence with different travels in-between each skill. Groups only receive two balls so must be creative to ensure all children perform with the ball. Encourage children to pick up and stop the ball in different ways. Children may add any other gymnastic skill to help with the transition of their skills.

There are different types of rolls in gymnastics, which include, forward roll, sideways roll, curled egg roll and a teddy bear roll. Rolls need to be smooth and flow at the same speed throughout.

7 There are different types of rolls in gymnastics, which include, forward roll, sideways roll, curled egg roll and a teddy bear roll. Rolls need to be smooth and flow at the same speed throughout. For a forward roll you should be able to move from the starting position into a roll and get back on your feet all in one motion. To extend the use of rolls you can: Stretch and extend legs during the roll Slow the speed of the roll Add a gymnastic skill to the start/finish of the roll

8 Children stand in a space facing the teacher. The teacher shouts quick commands to the class for the children to follow. For example, sit down, lie on your back, jump up. Each child must complete this as quickly as possible. Learning Objective: Perform a roll using control and body tension and flow. Gradually increase the speed. After a short while choose one child to replace the teacher and shout out the commands to the class. Encourage children to insert some of their own ideas to the commands. Working in small groups sharing a mat children take turns to complete a sideways roll across the mat. Ask groups to comment on what they liked about each others roll and then discuss what a perfect roll should look like. Children can now complete a forward roll. Remind children to have a good stretched start position, good strong hands on the mat. roll with tucked knees, both knees and ankles are together throughout the roll and stand up to a stretched finished position. Challenge some children to roll at different speeds.

9 If children complete rolls with good control ask them to roll at the same time as a partner. Encourage children to sink from their starting position together, place hands on the mat and roll at the same time and rise and finish at the same time. Ask children to roll in a straddle position throughout their roll. Can children show good control and finish in a tucked position without their momentum taking them forwards onto their hands. Can children roll in a pike position. Children complete a forward roll into a stretched standing position. Once children reach a standing position they slowly sink down into a rock. Children rock back then push up into a stretched standing position.

With the apparatus set out ask children to travel around the room going under, over and through using only one body part to touch the apparatus. Learning Objective: Use apparatus to support rolls.

10 With the apparatus set out ask children to travel around the room going under, over and through using only one body part to touch the apparatus. Learning Objective: Use apparatus to support rolls. To be able to sync a forward and sideways roll together. Children can change the body part that touches the apparatus each time. Children can now explore the apparatus using all body parts. Encourage children to travel high and tall when travelling on the floor and low and small when on the apparatus. Children can use apparatus to find places to complete a sideways roll. Example, under a bench or on a large gymnastics table. Can children add a balance to the start and finish of their roll. Encourage children to choose their shapes so the roll and shape sync neatly together. Can children add a spin to the start and finish of their roll. Children can now explore different places to complete forward rolls. Example, jumping onto a mat then sinking into a forward roll or carefully rolling from a low gymnastics table placing your hands on the mat. Can children add a balance or shape to the start and finish of their roll like they did with the sideways roll. Challenge children to complete a balance, sideways roll, forward roll and a shape in the same place. In pairs ask children to discuss and find places to complete a sideways roll together. In pairs ask children to discuss and find places to complete a forward roll together. Encourage children to practise rolling at the same time. This should include a starting position and a finishing position.

Children travel in different directions around the hall. After 40 seconds ask children to change the body part they travel on. Spot good travelling and demonstrate them to the class.

11 Children travel in different directions around the hall. After 40 seconds ask children to change the body part they travel on. Spot good travelling and demonstrate them to the class. Encourage children to try these ideas themselves. Learning Objective: To create a sequence with the inclusion of a rolls. Find different ways of including equipment when using rolls in a sequence. Ask children to travel in silence using the balls of their feet. When creating new ideas challenge children to move with pointed toes and straight, stretched limbs. Children now work in pairs and must each select two ways to travel. Children travel using the four chosen travels to create a small sequence. During the small sequence children must now include a sideways roll and a bridge. Encourage children to transition creatively from their travelling into their roll or bridge. Split children into groups of four. Give each group a piece of low apparatus and a mat to perform their sequence on. Children are free to include balances, bridges, travels, jumps, or spins but must include a forward roll and a sideways roll in their sequence. Once children have reached a decision children must create a good starting position for each child. For example, if groups consist of four children they could each start at a corner of a mat. Children must complete their sequence and finish in their starting position. Encourage children to use the surrounding floor space as well as their apparatus and mat. Encourage children to use spins, jumps or sinking to sync their rolls together. Allow time for children to practice their sequence and encourage children to work on their timings so that children move together. Challenge groups to create a sequence using a canon. Children must develop a section of their sequence so that each child performs a skill on their own. Ask groups to perform their sequence to the class.

12 Assessment and expectations Gymnastics Show control, flow and good transition when travelling. Perform basic skills whilst using a ball. Roll with knees and ankles together. Work effectively as a small group to create a sequence. Perform spins with control and smooth flow. Mirror partners movements and skills. Identify well performed skills when watching other groups. Meets these expectations

13 Expected Emerging Exceeding Assessment and expectations

Learning Objective: To perform a roll with good body tension To evaluate their partners roll To complete a roll into a stretched position

Learning Objective: To perform a roll with good body tension To evaluate their partners roll To complete a roll into a stretched position There are different types of rolls in gymnastics, which include, forward roll, sideways roll, curled egg roll and a teddy bear roll. Rolls need to be smooth and flow at the same speed throughout. For a