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. 9- 14

Unit Plan……………………………………………………………………………...………………………Pg. 15- 18

Stretching…………………………………………………………….....................................Pg. 15- 18

Lesson Plan Outlines…………………………………………………………………………Pg. 19-21

Skills and Drills

● Lesson #1 ……………………………………………………………………………………. Pg. 22-27

● Lesson #2 ……………………………………………………………………………………. Pg. 27-31

● Lesson #3 ……………………………………………………………………………………. Pg. 31-34

● Lesson #4 …………………………………………………………………………………….. Pg. 34-35

● Lesson #5 …………………………………………………………………………………….. Pg. 35-40

● Lesson #6 …………………………………………………………………………………….. Pg. 41-45

● Lesson #7 ……………………………………………………………………………………... Pg. 45-46

Closing Activity

Lesson #8-10 …………………………………………………………………………………...Pg. 47-49

Assessment

Mark Breakdown……………………………………………………………………………… Pg. 51

Assessment Overview……………………………………………….......................................... Pg. 52

Self-Assessment (On-going): Physical Activity Log Booklet………………………………….Pg. 53-56

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. 63-65

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

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

http://www.cwu.edu/~jefferis/unitplans/gymnastics/gymnasticsparentletter.htm

5

Safety

Safety Guidelines for Physical Activity in Alberta Schools – July 2008 Grades K-12 and ECS Programs p. 21-22

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

• 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

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 39-46 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

➔ 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

Specific Outcomes

Outcomes for Grade 6 Gymnastics

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 Outcomes

Locomotor:

walking, running, hopping, jumping, leaping, rolling, skipping,

galloping, climbing, sliding, propulsion through water

● 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

Nonlocomotor:

turning, twisting, swinging, balancing, bending, landing, stretching,

curling, hanging

● 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

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

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

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

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

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

Pike

Standing pike

Straddle stretch (different level variations)

17

Side straddle

Seal stretch

On your back crossover-glute and hip (variations)

Knee lunge/Kneeling lunge

18

Cat stretch for back

Lesson Plan Outlines

19

Basic Skills Activities

Lesson #1

Landings & Falls

1. Go over safety guidelines

2. Landings:

Motorbike

Jet plane

Half turns (balance): 180, 360

3. Safety Falls:

Forward Fall

Backwards Fall

Side Fall

Judo Fall

Prone Fall

Ship to Shore

see page 22-27

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

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 34-35

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 35-40

Balance Builders Activity

see page 35-40

Lesson #6

Pyramid and Group Work

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

Skills and Drills descriptions

See page 41-45

Lesson #7

Review

Stunt Relay

see page 45-46

Lesson # 8 Plan Group Routine

Closing Activity:

Group Routine see page 47-49 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

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.

Have students practice their

motor bike 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.

2. Jet Plane Knees bend, flat abs, arms out,

“jet plane”.

Have students practice their

jet planes 3-5 times until

technique is perfected.

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

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

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

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

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

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

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

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

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.

3. Tuck chin into the chest,

round the back and pull to a

Rock on to back and then

roll on to their feet with

hands out front. Execute 3

forward rolls across the mat.

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

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

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

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

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

4. Tuck Jump 1. Student stands on the mat and

jumps as high as possible while

tucking legs up to chest.

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

Practice 3 tuck jumps in a

row.

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

4. Straighten legs when you feel

balanced, but do this slowly!

(Rob 2013).

7. Handstand on

Wall

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.

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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.

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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.

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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.

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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.

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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.

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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

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skills correctly and in good form.

First group to complete all the

stations and do the final pyramid

wins.

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Closing Activity

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Evaluation and Assessment