Educational Gymnastics AAHPERD 2009 Ken Bell John Bale Boise

educational gymnastics aahperd 2009 ken bell john bale boise state university riverside elementary school 1910 university dr.

Educational Gymnastics
AAHPERD 2009

Ken Bell John Bale
Boise State University Riverside Elementary School
1910 University Dr. 2100 E. Victory Rd.
Boise, ID 83725 Boise, ID 83706
(208)426-1228 (208) 854-5980
[email protected] [email protected]
Why is gymnastics disappearing from the curriculum taught in most
physical education programs? You would be hard pressed to find a more
content rich movement experience for students (with the exception of
dance). The following quotes from a few physical education teachers
might explain:
“I can’t do the skills so I can’t demonstrate.”
“I am worried that someone will get seriously injured.”
“I don’t know enough to teach the kids anything worthwhile.”
“After the forward and backward rolls most students are done.”
If you can relate to these quotes then this session is custom made
just for you. Don’t be afraid . You will be successful! If you are an
experienced gymnastics teacher, this session can help you learn new
ways to work with students regardless of their skill level.
What Is Educational Gymnastics?
Educational gymnastics is a significant departure from Olympic
gymnastics. The strength of Olympic gymnastics is in the progressions
that lead to the acquisition of specific skills such as a cartwheel or
handspring. Educational gymnastics on the other hand focuses on the
learning and acquisition of skill concepts such as center of gravity
or support of weight on the hands. Educational gymnastics also differs
from Olympic gymnastics in that no spotting is required. The thought
here is that if someone needs assistance to perform a skill, then they
have not learned the requisite skills to perform it yet.
Olympic gymnastics works well in private gymnastics settings because
many of the children have an attraction and propensity to learn
gymnastics skills quickly, and the instructors usually have highly
specified knowledge and skill in this area. Educational gymnastics
works well in public school settings as the majority of your students
are not attracted to private gymnastics settings, the class sizes are
usually much larger (lots of wait time using an Olympic approach), and
the teacher does not usually possess a broad knowledge or skill base
from which to draw upon.
Educational gymnastics is typically subdivided into three categories:
static balance, traveling and rotation. Since most physical educators
are usually very skilled at teaching traveling, it will be a short
section in the syllabus and will be blended into many of the tasks and
activities that will help you teach static balance, rotation, routines
and other gymnastics concepts and skills.

Traveling
It is important to note that traveling is often overlooked when
teaching gymnastics. Below is a table listing some of the concepts we
will explore through activity.
Types of Traveling
Skip
Hop / Jump
Leap
Slide / Gallop
Create
Movement Concepts
Levels
Low
Medium
High
Directions
Forward
Backward
Sideways
Clockwise and counter
Relationships
Converge / Diverge
Over / Under
Around / Through
Formations
Force
Heavy
Light
Can You?
During this activity we will demonstrate how to incorporate traveling
and layers of complexity utilizing the chart above (i.e. can you skip
backwards at a low level while rotating clockwise?).
Skip Dancing
Play music with a heavy beat (easy to find and feel). Start students
out skipping to the beat of the music and add complexity by adding the
movement concepts in the table above (i.e. skipping 4 forward and 4
backwards; skipping 4 forward at a high level and 4 backwards at a low
level).
Control Freaks
It is important that students can travel in gymnastics with control.
Using the chart above students will travel in a variety of ways and
stop immediately under control when the music stops. Stop and start
often without warning!
Traveling Routines
In small groups or with partners, students will create a gymnastics
routine strictly from traveling forms and concepts. Each routine will
begin and end with a group static balance or pose. As an example
students create a routine that starts with a group balance, skips 4
times, jumps 4 times, leaps 4 times, etc., and end with a different
group balance. Add various concepts from the table above to add
complexity and enjoyment.
Rotation
When we think of rotation in gymnastics we automatically think of
rolls, somersaults and wheeling actions. Unfortunately, these tricks
and skills leave many students behind before they even have a chance
to get started. Therefore, think of rotation about the three axes:
vertical, horizontal and transverse.
The use of a dowel to illustrate an axis of rotation can be highly
effective. To show students the vertical axis, hold a dowel on top of
your head and explain that if it continued through your head, down
through your body and into the ground it would serve as an axle that
your body would turn about (do a jump turn). Now hold the dowel so
that it sticks out of the side of your hip. Explain that if the dowel
went through your hips and came out the other hip your body would
rotate around this axle horizontally (describe a forward roll).
Finally, if you hold the dowel so that it sticks out of your
bellybutton and you rotated about this axle you would be rotating
about the transverse axis (explain or have a student perform a
cartwheel).
Rotation About The Vertical Axis
The vertical axis is the safest for all students to rotate about.
Ballet
Nail one foot to the floor and use arms to initiate rotation.
Experiment spinning with arms out for slow rotation and arms in for
rapid rotation. Rotate forward and backward, attempt new records for
number of rotations.
Jump Turns
Students will stand in self space and jump to do a 90, 180, 270,360
degree or more turn to face a different wall on the teachers’ signal.
Teaching Cue – turn with your arms (swing both arms in the direction
you want to turn), stick your landing (arms out to the side, knees
bent and feet apart).
Sit Spins
Have students sit on the floor on a Frisbee or piece of cardboard
(this helps reduce friction). A partner will initiate rotation by
pushing on the outstretched arm or leg(s) of their seated partner.
Experiment while rotating with arms and or legs out and in. Caution:
start slow as spinning person needs practice maintaining their balance
while rotating. Swedish Meatball: Side-rolls
Another safe rotation about the vertical axis. Demonstrate on a mat
how this roll is performed (start on hands and knees). Scatter mats
around the gymnasium. Groups of four on a mat roll together on
teachers signal (point to one side or the other). Teaching Cues –
small ball (stay tucked), lead shoulder tucks under
Dominoes
Students start on hands and knees. Do the wave using a side roll from
one end to the other. How quickly and smoothly can your group do this?
Can we make groups larger and add tricks into the mix?
Log rolls
Another safe rotation about the vertical axis. Demonstrate on a mat
how this roll is performed. Scatter mats around the gymnasium. Groups
of four will take turns performing each of these rolls from one end of
a mat (when one student is half way down the mat the next student
goes). Teaching Cues – log roll – arm over-hip over; stay tight and
straight
Surfing USA
One student will ride a folder mat (surf board) over numerous students
performing log rolls. How quickly can you move your surfer to the
beach? Must see to learn tricks to this one.
Rotation About the Horizontal Axis
Rotation about the horizontal axis is typically associated with
forward and backward rolls, as well as somersaults. As many teachers
know a variety of progressions for these skills, we will not present
horizontal rotation in this workshop as time will be limited.
Supporting Weight on Hands & Rotation About the Transverse Axis
At this point it is important to teach the concept of supporting one’s
weight on their hands. All future rotations, tricks and skills are
very dependent upon a students’ ability to support their body weight
on their hands when partially or fully inverted. This concept leads
nicely into transverse axis rotation.
Weeble Wobble
Students will squat down in self space and place their hands flat on
the floor in front of them (approx. 12 inches from hands to feet).
They will tip slightly forward and place their weight on their hands
then tip back with full weight on their feet. Teaching Cue – hands
flat and wide (fingers spread wide, palms flat on the floor and hands
shoulder width apart), strong arms (create tension by slightly flexing
arms so they won’t collapse).
Tipsy
Scatter poly-spots and various raised objects around general space.
When the music starts the students will quickly move around the space,
when they come to a poly-spot or raised surface they will reach out,
place their hands and strong arms on it and lift their feet slightly
off of the floor. Continue on. How many surfaces can you elevate on
during the time?
Not a Cartwheel
Scatter folded accordion mats or vaulting boxes around the gymnasium
(approx. one to two feet high). When the music starts students will
use a locomotor movement to approach the mats. When they reach a mat
they will put their hands down using strong arms to support
themselves. The raised surface makes supporting weight easier as hips
begin below the shoulders. Students will jump their feet into the air
(feet together). Now approach from the side and jump one foot to the
other side (this progressively turns into a cartwheel on a raised
surface). Then have a number of surfaces that are lower or flat on the
floor. Encourage students to kick higher as they gain skill and
confidence.
No Gray Hairs
Students perform one foot kick-ups. Students stand on one foot at the
end of a raised mat supporting themselves with their strong straight
arms. Kick the raised foot up behind you and push with the support leg
(land on the support foot). Repeat with the other leg raised. Teaching
Cues – head up, tight stomach-kick hard (tighten stomach muscles to
protect the back from arching, and kick up hard and back for lift).
It’s OK to Kiss at School
Students perform a kisser. Same task as above except the support foot
pushes off the floor and meets the kicking foot in the air. Touch feet
and return to the floor on the support leg. Repeat with the other leg
raised. Teaching Cues – head up, tight stomach-kick hard. How high can
you get your feet when they kiss?
Switch Foot
Students perform a switch foot kisser. Same task as above except the
support foot pushes off the floor, meets the kicking foot in the air
and then land on the kicking foot.
Static Balance
Static balance is comprised of three elements: tight muscles, moments
of stillness and control. In this section we will participate in
activities designed to practice and teach the concepts related to each
of these elements.
X Marks The Spot:
Students find a partner. One partner straddles their legs and raises
their arms so that their body forms a giant X. The X partner is frozen
in this position with as muscles as tight as they can hold them. Their
partner will tip them forward and backward, side to side, up on one
foot and spin them slowly. After 30 seconds switch roles. The goal is
to stay totally solid, especially through the waist and midsection.
Teaching cue: Tight muscles.
Locked in the Ice Box
Half of the class will assume a position as if they had been frozen
solid in a large ice box the night before. The other students will
remove them and take them to the fry warmer to thaw. Once students are
placed on the mat they begin to thaw. Once thawed they can help carry
their frozen classmates. Switch roles after everyone has been gathered
and thawed. It requires a minimum of three people to move a frozen
person regardless of size. Teaching cue: Tight muscles, totally still.
Another simpler version of this activity is called Tater Tot Tag.
Students play tag and freeze in a squat position when tagged. Untagged
teammates pick them up and carry them to the French fryer to thaw.
Back in action!
Mirror-Mirror
One partner will create a crazy shape that they can hold perfectly
still in, and keep tight muscles. Their partner will pretend they are
looking in a mirror and try to create the mirror image and hold.
Switch roles.
Balance Concepts
The following list is comprised of a number of balance concepts that
we will experiment with: patches & points, symmetrical &
non-symmetrical, inverted & upright, counter-balance &
counter-tension, center of gravity & base of support, eye focus,
straddle, split, stag, and abstract.
Patches and Points:
Teach students that patches are large areas for balancing (bottom,
back, stomach) and that points are small balance places (hands,
elbows, knees, head, etc.). Students will travel around in general
space and when the music stops the teacher calls out balance concepts
and how many patches and points to balance on (low level, symmetrical
on one patch and two points). Students will quickly assume the various
positions. Make it challenging once success has been attained. Can you
do this with a partner?
The Spelling Bee
Students will work in small groups. The challenge is to spell out
words from cue cards with static balances. Cue cards for very young
children can be single letters. Another group will try to guess what
word or letters they have spelled out.
Jumpin Jehosafat
On teacher command students will attempt to hop and balance, hop and
balance around the general space. To maintain balance, bend your knee,
arms out, focus eyes on a spot.
Sumos & Ballerinas
If Sumo is called the children will assume a static balance with a low
center of gravity and a wide base of support. If Ballerina is called
out they will assume a balance position with a high center of gravity
and a narrow base of support. The teacher will move around and try to
topple balancing students.
It’s So Beautiful I Could Cry
In small groups have students create the most beautiful group static
balance using counter-balances and counter-tensions. Take digital
photos.
Poker Balances
Create a deck of cards with a variety of movement concepts on them.
Students will form small groups, and everyone in the group will select
a card. All groups will form a balance utilizing all of the concepts
on their cards (counter-tension that is symmetrical, narrow, and has a
shoulder stand in a stag position in it).
Manikin Manor
Half of the students will assume a one legged balance. The only thing
they can do to maintain their balance is lower their center of gravity
and then go back to their original balance position. The other
students are walking around trying to make the Manikins laugh, smile
or lose their balance. Switch roles.
Say Cheese
Form large groups of 6-8 students. Students will create a group static
balance and draw it using stick figures. They will then try to perform
it (they can modify and redraw if necessary). Practice your balance
and make it perfect. Next time in class students will practice for a
couple of minutes and then photos will be taken which will be
displayed on the gymnasium wall. Encourage them to coordinate their
clothing so they match and it looks professional.
Moving Mountains
Groups of 6-8 students will create their own static balances. Once
they attain the required five seconds of absolute stillness in their
balance, the balance must move five feet without losing its integrity
(stay together and balanced), and then hold the balance for another
five seconds.
Creating Gymnastics Routines
The logical next step is to put the pieces (traveling, static balance
and rotation) together into what most would consider gymnastics
routines. Gymnastics routines may be performed solo, with a partner or
in groups (small to large). As this section is the union of many
discrete skills and movement concepts, we will introduce you to ‘The
Formula’. The Formula is basically an addition problem that children
use in math beginning in 1st grade. An example is:
A low level balance + any travel + a vertical axis rotation + a
symmetrical balance
As you can see, The Formula provides a simple format to create
gymnastics sequences that children are familiar with. The beauty of
this process is that the teacher can ask students to demonstrate any
number of movement skills and concepts that have been taught, while at
the same time allowing students to work at a level in which they feel
comfortable. These gymnastics sequences can be as simple or complex as
you want. Use every movement concept that you have taught the children
up to this point. We will perform a number of routines together. These
will be put to music and will bring a tear to your eye .