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1 UNIVERSITY OF CUMBRIA ASSESSMENT SUBMISSION SHEET: Students to complete the sections from Student s Name to signature, and the relevant parts of the receipt. Student s Full Name: Nikki Asghar Student s No: Name of Degree/Diploma/Certificate/Course: Secondary Physical Education with QTS Campus/ Site: lancastr Year/Level of Study: 2 Group: Module Code/Title:SPE214 Gymnastics Module Tutor: Michelle Thorpe Assessment Title: Scheme of Work Resources Included - Y/N - CD/Floppy Disk/Other: Word Count: No of Pages: 12 Date Assessment Due: 11 th January 2010 Extension Agreed Until: 25 th January 2010 Declaration of Intellectual Integrity: I submit this work as my own, and have read the Academic Regulations relating to assessment of work and declare that this work complies with those regulations. I agree to allow my work to be compared against the work of others to detect plagiarism and collusion. Where software is used for this, I am aware this means it will be held on a (secure) external database for the sole purpose of detecting plagiarism. If requested by my module tutor, I attach an originality report for this assignment, generated by the Turnitin UK service. Signed: N. Asghar Date Submitted: 25/01/10 MARKER S COMMENTS: These are the strengths of your assignment. All comments are linked to the assessment criteria. In future work, you are advised to develop the following 3-4 areas: 1

2 Agreed Provisional Mark may be subject to change until confirmed by the appropriate assessment board First Marker s Name Second Marker s/moderator s name, where appropriate A copy of this sheet must be retained with the coursework item. Developing your Academic Skills: For further information about how to enhance your academic or study skills, visit the University s SDAS webpage at UNIVERSITY OF CUMBRIA ASSESSMENT SUBMISSION RECEIPT SLIP Please do not remove this receipt until it has been signed by Tutor/Administrator and ensure you retain a copy. TO BE COMPLETED BY THE STUDENT: OFFICE USE ONLY: Student s Full Name: Module No: Assessment Title: Received by: (Tutor/Admin.) Date: 2

3 Gymnastics Duration: 6 Hours Year 9 Cross Curricular Links: Science/English/PSHE Big Picture: Expectations of unit: (to be taken from QCA) Accurate replication of actions: Pupils will focus on accurate replication of various moves, e.g. pike, straddle, star jumps, various vaults, partner assisted and trio assisted jumps. Performing at maximum levels: pupils will be performing at maximum levels in relation to strength in many of the moves in order to perfect and replicate them accurately. Exercising safely and effectively: safety elements involved in flight, developing a better posture, understanding the need to warm-up. Working towards expected level I can demonstrate straight, pike, straddle, star jumps from a springboard and trampette. I can attempt at least 1 of the various vaults. I can attempt at least 1 of the partner/trio assisted skills. I know that safety is essential in Gymnastics. I understand the need to be fit and active and know where I can participate in gymnastics in school time and OHL. Key questions What is the correct landing / jumping technique? Why? Where should your arms be in a straight/pike/straddle/star jump? What muscles are we using when keeping our bodies tight and nice and straight? How do we step onto the springboard/trampette? Do we takeoff from 1 or 2 feet? What is the correct vaulting technique for squat/squat through/ wolf/diagonal vault? Where should your head be? In Leap frog, where should the hands of the base be? What is essential for long-fly vault? Where should the hands be placed? What position should the body be in after leaving the springboard? What element of fitness is essential for the top in partner/trio supported jumps? What element of fitness is essential for the bases? Where do the bases support in the partner/trio jumps? Where should they support in the catch to cradle? Should the base legs be straight or bent when catching? Working at expected level I can accurately demonstrate straight, pike, straddle, star jumps from a springboard and trampette consistently. I can attempt most of the vaults. I can attempt all of the partner/trio assisted skills, though not with consistent accuracy or maximum levels all of the time. I understand the basic elements of safety within gymnastics. I know that a warmup is required to reduce risk of injury and I know the correct landing technique. I understand the fitness requirements for gymnastics and how they match my own fitness levels. Working beyond expected level: I can accurately and consistently demonstrate straight, pike, straddle, star jumps both from a springboard and trampette and on the floor. I can perform all of the vaults with accuracy and precision consistently. I can perform at my maximum level at all times with regard to each of the skills, jumps, vaults, partner and trio assisted jumps. I understand the elements of safety within gymnastics. I know the correct landing technique and can apply it consistently. I know that a warm-up reduces risk of injury and can lead warm up myself. I know the various fitness elements involved in gymnastics and know exercises which will improve performance. 3

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5 Accurate replication of actions: Pupils will focus on accurate replication of various moves, e.g. pike, straddle, star jumps, various vaults, partner assisted and trio assisted jumps. Performing at maximum levels: pupils will be performing at maximum levels in relation to strength and body tension in many of the moves in order to perfect and replicate them accurately. Exercising safely and effectively: safety elements involved in flight, developing a better posture, understanding the need to warm-up. Resourceful Developing Physical and Mental Capacity Gymnastics will develop both strength and flexibility. Confidence and mental determination to succeed will also be increased. Responsible: Making Informed Choices About Healthy, Active Lifestyle Raise awareness of gymnastics clubs within OHL and promote community links. Highlight gymnastics based fitness and the necessary components of fitness needed. i.e. strength, flexibility, body posture, tension Develop an understanding of stretches for all major muscle group and those specific to gymnastics, e.g. abdominals, gluteals, hip extensors Discuss the major benefits of being healthy and living an active lifestyle both during school and post 16 and the role that gymnastics and the components of fitness involved play as a lifetime activity. 5

6 Reflective : Evaluating and Improving Appropriate questioning on teaching points of the skills Kinaesthetic awareness of correct technique and being able to correct any mistakes. Observation and peer assessment. Verbal feedback. Visual feedback can record the moves. Innovate and be resilient Developing Skills/Performance Acquisition of basic flight skills including springboard, trampette work. Development of various jumps and vaults. Development of pair and trio assisted jumps. Judge : Making and Applying Decisions - selection of different moves and what they feel capable of doing knowing their own limits Signs of success during the unit: 1. Show fully stretched jumps. 2. To understand and develop their own warm-up and stretches suited to them personally 3. To analyse successfully their own and their partners performance. 4. Show understanding and knowledge through questions during the lessons. 5. Show an understanding of health-related benefits associated with gymnastics. 6. Participate in Tutor group gymnastics competitions/ohl club or participate in own leisure time Assessing Pupil Progress (APP) thorough core skills and tasks Refer to On target QCA core task: Plus~ Use competitive situations e.g. best performed jumps or holding it for longest in body tension exercises. Use ICT to show improvement made throughout the unit video record performance. Use observation sheets. Resources Visual resources: activity cards/coaching materials/video clips Peer Observation worksheets Equipment: springboard, crash mats, trampettes, mats, benches, chalk, platforms Video camera/slow motion software 6

7 WEEK LEARNING OBJECTIVES and Key questions TASK EXAMPLES link to L2L 1 Objectives Be able to perform the straight, pike, straddle, star jumps from springboard/ trampette Know the correct landing and jumping technique: Landing: bend knees, balls of feet, arms out Jump: Bend knees, push through springboard, and swing arms for momentum. Why do we need to warm up? What is the correct landing technique? What do we do with our arms when we jump? What else should we do when jumping? What are the straddle/pike/star/ straight jump positions? How do we step onto the springboard? Have we enjoyed today s lesson? Mention of extra-curricular or outside clubs Warm up Instructional e.g. touch floor with right arm, bums, nose, jump in air etc Stretch head to toe Accurate replication of straight, pike, straddle, star jumps from trampette and springboard Reciprocal teaching of correct technique using task cards and teacher demonstration. 1. Body Tension 2. Landing 3. Positions on floor 4. Jumps from bench 5. Jumps from springboard 6. Step on to Springboard 7. Step and Jump from Springboard 8. Step and Jumps from trampette Maximum Levels: using correct technique: Pushing pupils to extend arms, push through the floor, bend knees Exercising safely and effectively : correct landing and jumping technique Plenary Q&A to consolidate learning 7

8 2 Objectives Be able to perform various vaults Know the correct technique for vaulting Know the reasons for a warm up and stretches Why do we warm up? What are the components of a good worm up? How do we step onto the springboard? Where are our hands when vaulting? squat (on box, fingers forwards), wolf (1 hand on, 1 out), Diagonal (hands on, to side) Where are our heads? (up) What parts of the body do we need to keep tight? (Abs, Gluteals, arms, hips extensors) How do we land? Warm up jogging, bunny hops, jumping, walking on all 4 s - Stretch head to toe Accurate replication of run and step, squat on, squat through, wolf, diagonal vaults. Reciprocal teaching of correct technique using video clips and teacher demonstration. 1. Step recap, any jump 2. Run and step, any jump 3. Squat on, any jump off 4. Squat through 5. Wolf 6. Diagonal Maximum Levels: using correct technique: Pushing pupils to extend arms, push through the floor, bend knees Exercising safely and effectively: reasons for warm up and stretches, correct landing and jumping technique Objectives Accurate replication of run and step Know the technique for straddle vault and long fly and be able to perform one of the two Plenary Q&A to consolidate learning Warm up circuit with bunny hops over bench, skipping, shuttles, monkey walks - Stretch head to toe Accurate replication of run and step, leap frog, straddle vault, and long fly. Reciprocal teaching of correct technique using video clips and teacher demonstration. 3 In Leap frog, where should the hands of the base be? What is essential for long-fly vault? Where should the hands be placed (how far from the end of the box)? What position should the body be in after leaving the springboard? (flat along the box) What muscles are working in the straddle vault? Where are these? What types of stretches from the warm up could you use to strengthen these and improve? (hip extensors, gluteals, straddle position, japana) 1. Familiarisation, Run and step, any jump 2. Leap Frog over Partner 3. Straddle vault 4. Long fly Maximum Levels: using correct technique: Pushing pupils to extend arms, push through the floor, bend knees Exercising safely and effectively: correct landing and jumping technique, reasons for warm up and stretches, begin to understand which muscles are being worked. Plenary Q&A to consolidate learning 8

9 4 Objectives Learn various exercises to improve the necessary components of fitness (strength/body tension) Know the correct grip for partner/trio assisted jumps Able to attempt partner/trio assisted jumps What fitness of component is absolutely vital for supported jumps? (body tension) How do we improve this? Which muscles and what types of exercises? (Abdominals, Gluteals, sit ups, etc) What is the grip for partner assisted jumps? (hand- waist) What is the grip for trio assisted jumps? (hand and above elbow) What fitness of component do the bases require? (strength) and where? (arms, legs to push top up) What exercises might improve these? (burpees, squats) What else do both the tops and bases need to do? (communicate, bend at same time etc) How do we lift safely? ( bend knees, straight back) Warm up Instructional - Stretch head to toe Accurate replication of body tension, supported jumps Reciprocal teaching of correct technique using video clips and teacher demonstration. video clips to show where supported lifts progress to, e.g. top spins 1. Body Tension/strength exercises arch/dish, V-sits, lying on floor lift legs, sit ups, front supports, burpees, squats 2. straight jumps from springboard 3. partner assisted from springboard top jumping on bases shoulders 4. on floor 5. hand to waist grip 6. Lifting safely 7. from springboard various jumps 8. on floor 9. Trio supported from springboard 10. floor Maximum Levels: using correct technique: Pushing pupils to extend arms, push through the floor, bend knees, bases, strength to lift partners Exercising safely and effectively: correct landing and jumping technique, reasons for warm up and stretches, understand which muscles are being worked for both the tops and bases. Plenary Q&A to consolidate learning 9

10 5 Objectives attempt a pitch jump from sitting and standing positions know the correct techniques to enable this What is the grip for the sitting position? (wrists) How should the bases stand? How do we lift safely? What must the top do from this position? (push hips forwards) What is that vital component of fitness required for the top in the pitch jump? (body tension) Where should the tops arms be? (swing up for momentum, be careful, not to hit bases in face) Warm up Bean game - Stretch head to toe Can anyone lead the stretching session? Accurate replication of body tension, strength from bases for lifts. Reciprocal teaching of correct technique using video clips and teacher demonstration. video clips to show where supported lifts progress to, e.g. pitching for somersaults 1. Body tension 2. Grip for Sitting ( bases hold onto wrists) 3. Squat position 4. Lifting Top whilst sitting 5. Practice 1 foot to 2 foot off bench. 6. Grip for standing (palms in cup) 7. bases sat on bench, act as bench and top practices 1 foot to two foot 8. bases sat on bench, lifting top in standing pos 9. bases against wall, support jumper to give height 10. full skill, support jumper to give height Maximum Levels: using correct technique: Pushing pupils to extend arms, push through the floor, bend knees, bases, strength to lift partners Exercising safely and effectively: correct landing, jumping, supporting technique, reasons for warm up and stretches, understand which muscles are being worked for both the tops and bases. Plenary Q&A to consolidate learning 10

11 6 Objectives attempt catch to cradle know the correct technique for the catch to cradle skill know the fitness components involved in the skill and how to improve these Can you describe the correct way of lifting? (bend knees, straight back etc) Which parts of the body do the bases catch? Which muscles are the tops/bases working? (Tops- abs, gluteals, quads in the jump, bases-biceps, quads) What types of exercises can you use to improve body tension? Have you enjoyed today s lesson? Have you enjoyed the unit of work this year? Reminder of extra-curricular and outside clubs. Warm up circuit shuttle runs, skipping, burpees, sit ups etc - Stretch head to toe led by pupils Accurate replication of body tension and strength in catch to cradle move Reciprocal teaching of correct technique using video clips and teacher demonstration, video clips to show where supported lifts progress to, e.g. pitching for somersaults, catch to cradle 360 etc. 1. Body Tension 2. Holding weight of the top 3. Jump from springboard to piled mats (flat body) 4. drop from Platform (with support) 5. Catch to cradle from springboard (with support) 6. Full skill Maximum Levels: using correct technique: Pushing pupils to extend arms, push through the floor, bend knees, bases, strength to lift partners Exercising safely and effectively: correct landing, jumping, supporting technique, reasons for warm up and stretches, understand which muscles are being worked for both the tops and bases. Plenary Q&A to consolidate learning. 11

12 Observation and analysis in gymnastics throughout the unit: Individual: Through use of video, observe, analyse and evaluate individual and peer performance in skills: - various jumps - vaulting In pairs: Through use of video and peer assessment, observe, analyse and evaluate performance in skills: Pair/Trio Jumps and lifts Design a sports specific warm up Design exercise programme plans to develop the necessary components of fitness for flight in gymnastics. Discussions on Technique involved in skills: Start position, preparation, execution, recovery (SPER) Discuss Warm Up/ Components of Fitness/ Technique in terms of Purpose The actions involved. Discuss how to observe, analyse and correct a skill in terms of: Outcome Direction Effect on opponent Using the correct type at the right time Giving constructive feedback and action plan for improvement. Body skills and movement needed; Good posture and balance Starting and stopping Jumping and landing Lunging Strength Flexibility Additional Skills Mental determination, confidence, teamwork/co-operation, communication 12

13 Helpful resources Sabin, V. (2001) School Gymnastics, Key Stages 3 & 4, Val Sabin Publications and Training, Northampton 13

Reference Primary School Curriculum (1999) Physical Education, page 20. Physical Education Teacher Guidelines, page 79.

Reference Primary School Curriculum (1999) Physical Education, page 20. Physical Education Teacher Guidelines, page 79. STRAND: Gymnastics CLASS LEVEL: Infants LESSON: 5 PAGE: 1 Curriculum Objectives Strand Unit: Movement Develop the basic movement actions of walking, running, stopping, jumping, balancing and transferring