Standard Grade
Gymnastics
Name ___________________________________
Teacher ___________________________________
Class ____________
P.E. Department
Crieff High School
Miss Steele – 2009 1
Contents
Workbook – Gymnastics Section p83-86
Background Information
Page 3
Skills & Techniques
Page 4
Fitness Overview
Page 5
Developing a Gymnastics Sequence
Page 6
Gymnastics Sequencing
Pages 7-9
Gymnastics Sequence
Page 10
Mechanics of Movement
Page 11
Questions
Page 12
Jumping, Flight & Landing
Page 13
Balance
Page 14
Roles & Functions
Page 15
Scoring
Page 16
Skills & Techniques
Page 17
Skill Development
Page 18
Evaluating
Pages 19-20
Glossary
Pages 21-22
Homework Sheets
H/work 1 -
H/work 2 - H/work 3 - H/work 4 - H/work 5 - H/work 6
Miss Steele – 2009 2
Background Information
Gymnastics – Performance Activity
During the course of this component you will cover PRACTICAL and THEORY work
related to PERFORMANCE, SKILL DEVELOPMENT and FITNESS.
Listed below are the main areas that will be covered within the Gymnastics course.
Practical Performance
Individual skills:
Floor work – balances, springs, rotations
Apparatus – vaulting, flight, balances
Combining skills in sequence: presentation of floor/apparatus sequence combining
pre- set and individual movements.
Affective Skills: Cooperation, Motivation and Confidence
Theory
Fitness Overview: Aspects of Fitness related to Gymnastics
Mechanics of movement: Centre of Gravity, transferring weight, forces and levers.
Creative and Aesthetic skills: use of appropriate Gymnastics terms and language.
Skills: Easy and complex skills, learning and developing new skills. Practicing skills.
Feedback.
Evaluating Performance: describing and analysing performance. Video analysis.
Scoring: Scoring systems
Assessment
Throughout the course you will be assessed on your ability to display individual and/or
group skills through practice and in set situations. These assessments are known as
PRACTICAL PERFORMANCE (i)
Individual skills
PRACTICAL PERFORMANCE (ii)
Skills displayed in sequence
Each part is graded Credit 1 and 2, General 3 and 4, Foundation 5 and 6.
Any pupil failing to cover a sufficient amount of the course will be awarded a final
grade of 8.
In addition you will be assessed at the end of the component on your Knowledge and
Understanding and Evaluation through a written question paper.
Miss Steele – 2009 3
Skills & Techniques
Below are examples of skills you may already be able to perform or some you may not.
These are ideas of different balances, vaults and movements you may at some point
wish to include in your gymnastics routines/performances.
SKILLS
TECHNIQUES
ROLLING
Forward Roll. Backward Roll. Straddle Roll. Side Roll.
Cartwheel.
BALANCES
E/Elbow balance. Knee/Elbow Balance. Shoulder
Balance. Arabesque. Head Stand. Hand Stand
BRIDGING
Front Bridge (Hands to feet, knees to hand etc.)
Reverse Bridge (Crab)
DYNAMIC
MOVEMENT
Tuck Jump. Straddle Jump. Pike Jump+ Rotation
VAULTS
Astride Vault. Through Vault. Head Spring. Hand
Spring. Somersault
The above table is split into SKILLS and TECHNIQUES.
A skill describes the purpose of linked sequences of movement.
A technique describes the way of completing the skill.
Task Time
From two different activities name a skill and a technique.
.g.
Activity Hockey
Skill Passing
Technique Push passes
Activity 1 ______________________________
Skill _____________________
Technique ________________________
Activity 2 ______________________________
Skill _____________________
Technique ________________________
Workbook p60
Miss Steele – 2009 4
Fitness Overview
The following fitness terms are important and should be fully understood from both
class and course notes.
Respiratory System: the body system which transports the air you breathe to your
lungs for absorption into your blood stream. This system is essential for any physical
activity where a constant supply of oxygen (O2) is required.
Circulatory System: consists of the heart and blood vessels. It’s responsible for the
blood being pumped round the body, feeding the muscles with fresh O2 and energy.
Aerobic (Cardio-Respiratory) Endurance: where the circulatory and respiratory
systems are constantly being asked to work. Gymnasts will tend to use this system in
training as almost all gymnastics skills are explosive strength requiring flexibility.
However this type of training is essential to ensure the heart is well maintained.
Local Muscular Endurance: required in all muscle groups during training to ensure the
gymnast can repeat movement patterns over & over again therefore developing the
skill.
Strength: essential in all gymnastics movements to display body control and to
support the body through static and movement patterns.
• Isometric strength – strength in muscle contraction (static)
• Isotonic strength – muscles contracting and relaxing (movement)
Flexibility: essential for the gymnast to show a full range of movements across the
joint (e.g. splits or bridge). Both static and dynamic flexibility must be shown as both
will be required during skilled performance.
Power: the combination of speed and strength together is essential for the gymnast
to be able to demonstrate skills such as vaulting, somersaults, headsprings etc.
It should be noted that although the gymnast only performs for a short
period of time compared to a footballer, the level of fitness being
demonstrated will come from hours of training which should be a
combination of all aspects of fitness with particular emphasis on
Strength and Flexibility.
Workbook p31-43
Miss Steele – 2009 5
Developing a Gymnastic Sequence
Gymnastics can be compared to learning a language first you learn some words then
you learn how to put sentences together.
In gymnastics the words are the individual movements e.g. forward roll, cartwheel,
hand stand etc. and the sentences are the joining together of these movements to
form a sentence or sequence. A short sentence would perhaps have five movements
joined together and a long sentence would be up to ten sentences joined together.
For your final assessment, you will be required to put together a sequence of 8-10
movements.
A SEQUENCE SHOULD CONTAIN:
•
Variety, i.e. fast and slow movements.
•
Use of Space- try to cover as much of the floor area as possible.
•
Smooth linking- choose movements which allow you to go easily from one
movement to another without stopping.
•
Stillness- it is good to use skills which will allow you to be still and
balanced at some point during the sequence.
•
Originality- do not be afraid to experiment to try to create your own
movements but not more than one or two.
Task Time
What other sports involve making up routines?
How many can you think of?
1.
2.
3.
4.
5.
Miss Steele – 2009 6
Gymnastic Sequencing
Look at the example given and write down any other similar movements that you know.
ROLLING- LINKING MOVEMENTS.
Example: Forward roll
•
•
DYNAMIC MOVEMENT
Example: Jump with straddle shape
•
•
BALANCES
Example: BRIDGES - Moments of stillness
•
•
ORIGINAL MOVEMENTS.
In this space write a brief description of a movement that you have invented.
Miss Steele – 2009 7
Gymnastic Sequencing
Now you should begin to create your own sequence - starting with a short five
movement sequence.
Here is an example.
1.
2.
3.
4.
5.
Jump with straddle shape.
Forward roll.
Cartwheel- 90º turn right.
Head Stand
Jump with tuck shape.
NOW WRITE DOWN IN PENCIL THE IDEAS YOU WOULD LIKE TO TRY IN YOUR
OWN SEQUENCE.
ROUGH IDEAS
FINAL SEQUENCE
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
REMEMBER - YOUR SEQUENCE SHOULD HAVE ONLY THE BEST QUALITY
MOVEMENTS THAT YOU CAN PERFORM.
Miss Steele – 2009 8
Gymnastic Sequencing
Assessment
Longer Sequences – Eight-Ten movements.
Now that you have put together a five movement sequence you should begin to plan
for your longer sequence which will form part of your gymnastic assessment.
Remember, the main things that your assessor is looking for are
QUALITY
VARIETY
CHANGE OF SPEED
CHANGE OF DIRECTION
Look at the suggestions below to see which movements you could use for your
sequence. You may want to invent some of your own movements as well.
ROLLING –LINKING MOVEMENTS
Forward roll
Straddle roll
Backwards roll
Cartwheel
Sideways roll.
Round off.
BALANCE – BRIDGING MOVEMENTS
Elephant Balance
Head stand
Hand stand (free)
Arabesque V sit.
Hand stand (against wall)
Bridge (crab)
DYNAMIC MOVEMENTS
Jump with shape (pike tuck straddle)
Turns 90º 180º 360º
Now on the next page - list some ideas you have for your sequence
Miss Steele – 2009 9
Gymnastics Sequence
Name: _______________________________________________
Remember your sequence should have only your best quality movements in it.
ROUGH IDEAS
FINAL SEQUENCE
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.
Explain why you chose certain movements? _______________________________
________________________________________________________________
________________________________________________________________
What makes your sequence creative and aesthetic? _________________________
________________________________________________________________
________________________________________________________________
Miss Steele – 2009 10
Mechanics of Movement
The following technical terms are very important for your understanding of how and
why the body moves during physical activity. Gymnastics allows you to look closely at
these terms and experience when they apply.
Movement through muscle contraction and relaxation:
Prime movers (agonist) are the muscles which cause the movement while the muscle
which relaxes and works in the opposite direction is known as the antagonist.
Flexors and Extensors in the lower part of the limbs (arms & legs) allow the arm/leg
to bend (flexors) and to straighten (extensors).
Abductor muscles allow the limb to move away from the body while adductors allow
the limb to move toward the body.
Centre of Gravity (CoG): thought of as the point at which gravity acts on a body. For
a regular symmetric shape e.g. a ball the CoG is the actual centre. For irregular
shapes its position may not be so obvious. Size and shape can directly affect the CoG
along with the size of the base of support (BoS).
Transfer of Weight: this is the process of moving your body from one position to
another to allow movement forward, backward or sideways. The body weight is moved
outside the BoS putting it off balance therefore forcing movement to take place to
regain balance.
Force: Newton’s 3rd Law ‘for every action, there is an equal & opposite reaction’. To
enable any performer to move or demonstrate their chosen activity they must exert
some degree of force e.g. a sprinter must push against the blocks, a gymnast must
push off a springboard.
Friction: this is the resistance caused by movement. There are different forms of
resistance e.g. streamlining, drag, water and air. In gymnastics the clothing is often
tight to prevent air resistance and also to aid in making the performance look more
aesthetic. Friction can occur on pieces of apparatus. This friction can cause
discomfort and slow down a free flowing performance. You often see gymnasts using
French chalk on their hands and feet to minimise friction & burns.
Levers: there are 3 types of levers that operate within the body. Muscles and limbs
work like levers. Different joints are set up in different ways, but all are made up of
PIVOT or FULCRUM (the joint itself)
LOAD (the limb itself plus any object being moved)
EFFORT (the muscle producing the force)
Workbook p69-80
Miss Steele – 2009 11
Questions
In gymnastics understanding about the Centre of Gravity will help you to perform
better.
Complete the missing words in the following passage
Some words to help you. Inside, unable, balance, centre of gravity, stable, forward,
wide apart
In a Head stand your Centre of gravity should be I_ _ _ _ _ your base of support.
If not you will be u_ _ _ _ _ to hold the B_ _ _ _ _ _. If your
C_ _ _ _ _ of G_ _ _ _ _ _ is L_ _ and or your feet are
W_ _ _ A _ _ _ _ your position will be much more S_ _ _ _ _.
Sometimes in order to begin a movement you have to deliberately
move your Centre of Gravity inside your base. e.g. begin a Forward
Roll C_ _ _ _ _ of G_ _ _ _ _ _ moves F_ _ _ _ _ _.
From another activity describe how transferring your weight is important.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Workbook p71
Miss Steele – 2009 12
Jumping Flight & Landing
Take Off
Gymnastic movements require use of spring to thrust you into the air. A good take
off is always controlled and at the correct speed. Sometimes take off is from the
floor and sometimes needs equipment.
Name two pieces of equipment that can help with take off.
1.
2.
Flight
Good flight through the air enables the gymnast to perform movements or skills in
the air. E.g. Star Shape.
Name two other skills which require flight.
1.
2.
Control of the Centre of Gravity is very important. If the Centre of Gravity is too
far forward or to the side then you will overbalance. Some activities require that the
centre of gravity is deliberately pushed in a certain direction in order to perform the
movement. E.g. Forward somersault, the centre of gravity should move forward to
allow the movement to begin.
Landing
Landings must be controlled and you must bend at the ankles, hips and knees to
absorb the shock of landing.
Miss Steele – 2009 13
Balance
BALANCE is the ability to hold the centre of gravity over your base of support.
Balancing requires the control of different muscle groups. The exact muscles you
require depends on the nature of the task. There are two different kinds of balance
that we look at on your course:
Static Balance – Gymnast doing a headstand where you are required to hold a
balance.
&
Dynamic balance – A games player weaving past opponents is constantly adjusting
their balance, under constantly changing conditions. E.g. when skiing or snowboarding
you must constantly adjust your balance especially when travelling over changing
terrain.
The base of support is the area you are balancing on. For example in a head stand
the base of support is made up from the hands and the head. It forms a triangle
shape and is a relatively steady base.
Head
Larger Base of Support
Hand
Hand
However, in a hand stand the base of support is made up solely from the hands,
forming a straight line as its base.
Hand
Hand
Smaller Base of Support
This makes the HEAD STAND a more balanced skill.
Summary
To be balanced:
Your centre of gravity needs to be over (or in line with) your base of support.
The closer your centre of gravity is to the floor the more balanced you will be.
The bigger the base of support the more balanced you will be.
The heavier the object/person the more balanced it will be.
Miss Steele – 2009 14
Roles and Functions
In Gymnastics there are three main roles which people have to perform.
PERFORMER as a performer you have certain
responsibilities e.g. to bring the correct kit for the
activity. What other responsibilities does a performer
have?
____________________________________________________
________________________________________________________
_________________________________________________________
SUPPORTER or HELPER in gymnastics a HELPER can perform various
tasks e.g. helping the performer hold a balance. What other tasks might a
helper do in gymnastics?
________________________________________________________________
________________________________________________________________
________________________________________________________________
OBSERVER an observer can be very useful to help the performer in gymnastics as
they can tell them how they carried out the action, e.g. were the legs bent or
straight?
What other help can they give the performer?
______________________________________________________
______________________________________________________
_____________________________________________
_____________________________________________
Workbook p8-9
Miss Steele – 2009 15
Scoring
Scoring in gymnastics is done by judges who give marks for individual
performance.
It is an indirectly competitive activity. That means that you cannot
influence the performance of your opponent.
Give an example of two other activities that are indirectly competitive.
1.
2.
Directly competitive activities are those in which you can influence an opponent’s
performance in order to beat them e.g. Judo.
Find two other examples
1.
2.
When scores are even or tied there are several ways to decide the result.
E.G Football --- Penalty kicks.
Give two other examples;
Sport
Method of deciding
1.
1.
2.
2.
Workbook p15-16
Miss Steele – 2009 16
Skills and Techniques
Gymnastics is an activity that is skill based. This means, to perform well in
gymnastics you have to be able to demonstrate a number of different individual skills
on the floor and on the apparatus. In addition to this you have to be able to link skills
together in sequence.
Gymnastics is an ACTIVITY
A Forward Roll is a SKILL
A Dive forward roll is a TECHNIQUE
Choose another ACTIVITY: ___________________________________________
And give an example of a SKILL: _______________________________________
And a TECHNIQUE: ________________________________________________
Easy and complex skills: some skills are easier to perform than others e.g. forward
roll (easy), back flip (complex). Some of the reasons for the difference are the range
of movement, timing of movement, direction of movement & physical characteristics.
Most activities have easy skills and complex skills
Give another example of an easy gymnastic skill: ___________________________
Give another example of a complex gymnastic skill: _________________________
Why is a complex skill more difficult to carry out than an easy one?
________________________________________________
________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Workbook p60
Miss Steele – 2009 17
Skill Development
Breaking down a skill
To be able to teach/learn a skill the coach/performer must understand the different
parts that make up the skill, the physical demands on the body and the level the
performer is currently at. Most skills are broken down into PREPARATION (when the
body mentally and physically gets ready to perform the skill), ACTION (the actual
movements made to demonstrate the skill) and RECOVERY (what the body does to
finish the movement off). Think of the Preparation, Action and Recovery for a back
flip, or for pushing a ball in hockey, or a smash in badminton. The same principles
apply.
Learning Skills
Teachers/coaches will teach skills in different ways depending on how easy the skill is
or how difficult the skill is. Think about a forward roll compared to a back flip or a
beginner learning to swim compared to an advanced swimmer learning a new stroke.
Two types of practice methods are:
Whole-Part-Whole
Gradual Build Up (Progressive part practices)
Whole-Part-Whole - This method of teaching can be used where the full skill is
demonstrated by the performer or shown to the performer; they then try it on their
own. The skill is then broken down to look at one particular part/weakness (e.g. the
take off in a vault). This part is then practiced and improved. Finally it is put back
into the whole skill where hopefully the improvement continues to be shown.
Gradual Build Up - By using gradual build up you can learn a skill in stages bit by bit.
By doing this you can make the practice more demanding in small stages. If these
small stages are realistic and achievable then this method of learning skills can
produce a high level of confidence. It is also a useful method of learning skills which
have an element of risk. As it starts by breaking the skill down into small manageable
components which can be built up in stages and the performer progresses until the
desired outcome/skill level is achieved.
Feedback
Internal (how you feel) and External (from your coach, peers or results) feedback
are important to let you know how successful you are at performing the skills in any
activity. As far as possible feedback should be POSITIVE REINFORCEMENT of
what you’re already doing or should be doing.
Workbook p62-64
Miss Steele – 2009 18
Evaluating
Workbook p61
Evaluating is something that we all do naturally in lots of different ways in
everyday situations. Most people if they are watching a live performance in sport
or theatre or watching a television programme will make a comment when they see
something that is very good or particularly bad.
For example if you are watching a football match and a player makes a mistake
leading to his team losing a goal, people will comment and will suggest what he did
wrong !!
EVALUATING - is made up of two parts describing and analysing. Most skills can
be divided into three main sections.
PREPARATION - How does the performer prepare to do the skill?
ACTION - How does the performer carry out the skill?
RECOVERY - How does the performer finish the activity?
Suggesting Improvements
Whenever you’re asked to suggest improvements to a piece of action, a skill or a
sequence of movements it is important to remember the following:
•
•
•
Decide what you think is wrong or needs improvement
Describe clearly what you would do to the skill/performance to improve it
Keep your points short, direct and make them clearly understood
If any of your points are not being demonstrated then you would explain to the
performer what you would like to see happening by giving clear instructions and
Positive Reinforcement.
Workbook - p62-64, p117
Miss Steele – 2009 19
Evaluating – Describing Skills
B.O.S.S.
B – Body
O – Order
S – Shape
S - Speed
When describing a performance you should try to cover the following:
Body – Which parts of the body are being used, and in what direction are they
moving?
Order – In what order are these movements taking place?
Shape – What shape are the body parts throughout the movement? For example
stretched, curled etc.
Speed – At what speed do the movements take place?
How to describe a Cartwheel using B.O.S.S.
•
•
•
•
Body - begins in a sideways position and reaches out with their left leg. Their
arms and legs act like the spokes of a wheel.
Order – the order of the movement is left leg, left hand, right hand, right
leg. They finish by stopping in a steady position.
Shape – They start in a stretched/extended position and keeps their body
extended throughout the movement.
Speed – the performer moves at a steady speed throughout the cartwheel.
Workbook - p117, p124-126
Miss Steele – 2009 20
Glossary – some useful words & phrases
Aesthetic - Pleasing to the eye graceful, beautiful, tasteful, good looking.
Asymmetrical - Different shapes on each side of the body.
Balance - Steadiness, equal distribution of weight.
Cardio Vascular - The heart and blood vessels.
Co-Operation - Working helpfully together.
Co-ordination - Balanced and effective movements, smooth and regular movements.
Coach - Trainer, instructor, person who shows others how to perform skills.
Concentration - To give full attention to something. To think hard.
Control - Steadiness, in command of oneself.
Creative - Having or showing imagination
Demonstration - Showing, an explanation, an illustration of.
Feed Back - Reporting back on a particular skill or action.
Flexibility - Suppleness, mobility in joints.
Flight - Movement through the air.
Flow - Move freely, effortlessly, smooth or easy movement.
Fluency - Flowing, skilful, graceful.
Force - A strength or power which changes something from being still to moving.
Joints - Place where two bones meet.
Ligaments - Bands of tissue which hold bones together.
Muscles - Part of the body which creates movement.
Miss Steele – 2009 21
Muscular Endurance - The ability of muscles to keep working.
Observer - A person who watches carefully, spectator/onlooker.
Performer - A person carrying out a skill or movement.
Posture - The position of the body.
Power - Strength, force and energy.
Practise - Practising, repeating a movement or activity. Training.
Refinement - An improvement, to make an action better.
Rhythm - Regular pattern of movement, regular beat, good timing/ tempo.
Sequence - An action or movement that follows another.
Space - An empty space or gap.
Stamina - The power of endurance, the ability to keep on going. Staying power.
Strength - Power, force.
Style - The way in which something is done.
Supporter - A person who acts as a support and helps another to achieve a particular
movement.
Symmetrical - Exactly the same shapes on each side of the body. Mirrored shapes
Tendons - Cords or bands that hold or attach muscles to bones.
Tensions - A force that produces stretching, stretched, tense,
Timing - Keeping good time, moving at the right time.
Transfer of weight - To move from one part of the body onto another.
Whole- Part-Whole - Practising a skill for a short time followed by practising part of
the skill on its own followed by the main skill again.
Miss Steele – 2009 22
Gymnastic
Homework
Sheets
Miss Steele – 2009 23
Gymnastics - Homework Sheet 1
Name_______________________________
Fitness is made up of four component parts - called ASPECTS OF FITNESS.
The 4 Aspects of Fitness are:
1. _______________
2. _______________
3. _______________
4. _______________
Explain what is meant by suppleness/flexibility
____________________________________
___________________________________
Name a test that measures suppleness/flexibility
_______________________
Choose a skill/technique from gymnastics where hip flexibility is important
_________________________________
It is important in this skill/technique because: __________________
__________________________________________
Skill/Technique:
_____________________________________
Core stability is also important in Gymnastics
What is meant by core stability: __________________________
__________________________________________
Why is core stability important in gymnastics? ___________________
__________________________________________
Miss Steele – 2009 24
Gymnastics - Homework Sheet 2
Name_______________________________
Using the information given out verbally and relating to what you experienced
practically in gymnastics answer the following questions as fully as possible.
Describe 2 important parts of a warm up which are ESSENTIAL before work can
begin.
Which are the 2 main Aspects of Fitness required in Gymnastics – Explain each one.
Explain what POWER is when talking about Gymnastics and give 2 examples of when
it’s required.
Describe in your own words some of the PHYSICAL and PERSONAL QUALITIES a
competitive gymnast should possess.
Physical:
Personal:
Miss Steele – 2009 25
Gymnastics - Homework Sheet 3
Name_______________________________
Using your pupil notes answer the following questions clearly and fully.
Explain in your own words what each of the following ‘technical’ terms mean;
Centre of Gravity __________________________________________________
________________________________________________________________
________________________________________________________________
Transfer of Weight ________________________________________________
________________________________________________________________
________________________________________________________________
Explain what Short Levers and Long Levers are;
Short Lever ______________________________________________________
________________________________________________________________
Long Lever _______________________________________________________
________________________________________________________________
Which one produces the greatest force? Explain your answer
__________________________________________________
__________________________________________________
__________________________________________________
Miss Steele – 2009 26
Gymnastics - Homework Sheet 4
Name_______________________________
During your gymnastics block, you have learned a number of skills, both simple and
complex.
One way of developing skills is using Gradual Build Up
Describe what is meant by Gradual Build Up _______________________________
________________________________________________________________
________________________________________________________________
Give 2 reasons why you would use gradual build up when learning or developing skills
1. ______________________________________________________________
________________________________________________________________
2. ______________________________________________________________
________________________________________________________________
Observing and analysing performance is very important in any activity
Describe the action of the forward roll using B.O.S.S.
Body ___________________________________________________________
________________________________________________________________
Order __________________________________________________________
________________________________________________________________
Shape ___________________________________________________________
________________________________________________________________
Speed __________________________________________________________
________________________________________________________________
Miss Steele – 2009 27
Gymnastics - Homework Sheet 5
Name_______________________________
Describe how you received internal feedback during the gymnastics course
___________________________________________________________
____________________________________________________________
________________________________________________________________
Internal feedback is both important for personal improvement and but also important
to analyse performance. How does it feel? Did the skill feel right?
Why is it important to observe and analyse your own performance?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Give an example from your gymnastics course where you have used internal feedback
________________________________________________________________
________________________________________________________________
________________________________________________________________
Comparing your performance to a model performance can be useful. Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Miss Steele – 2009 28
Gymnastics - Homework Sheet 6
Name_______________________________
Creativity allows skills to be showcased in a unique, new way by combining different
complexities and styles of skill together to make a finished product.
Complete the paragraph using the words below:
Objective
Goals
Dance
Quantity
Netball
Subjective
Marks
Trampolining
Quality
Rugby
Activities such as ________________, gymnastics and ________________ have
________________ scoring systems. The performer gains ________________
for linking together movements to form a sequence. The performers are
judged on the ________________ of the performance.
In gymnastics, performers need to be creative in order to be successful.
What is meant by being creative?
________________________________________________________________
________________________________________________________________
________________________________________________________________
During gymnastics describe what you have done in your performance to be creative
and unique.
________________________________________________________________
________________________________________________________________
________________________________________________________________
Miss Steele – 2009 29
Notes:
Miss Steele – 2009 30