PHYSICAL EDUCATION-10
ESSENTIAL UNIT 5 (E05)
(Tumbling/Gymnastics)
(July 2012)
Unit Statement: Spatial awareness in a variety of positions is developed through
movement challenges including tumbling and basic gymnastics skills. The student is
challenged to try stunts and skills that are beyond their comfort range.
Essential Outcomes: (assessed for mastery)
1. The Student Will demonstrate sportsmanship through effort, attitude, cooperation,
leadership, and safety in both words and actions
2. TSW demonstrate proper care of equipment.
3. TSW demonstrate climbing and supporting skills on various equipment and
apparatus.
4. TSW demonstrate balance stunts on the ground and in an elevated position.
5. TSW demonstrate rotations and rolls.
6. TSW demonstrate stunts where the body is inverted.
7. TSW demonstrate partner and group stunts.
8. TSW demonstrate various body positions while elevated or jumping.
9. TSW demonstrate improvement in skills and fitness through effective practice.
Introduced and Practiced: (not assessed)
1. The Student Will discuss and practice proper spotting for safety.
2. TSW demonstrate tumbling and inverted skills in combination. (Ex. Cartwheel,
round-off, hand/headstand forward roll)
3. TSW demonstrate vault onto/over an object using a two-foot vault take off.
4. TSW practice activities in progression. Those with little experience will start with
Level 1 and progress up to the upper levels. Those who have some
experience will begin with upper levels.
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Materials:
Old Fav
Human Pyramid pg 214
Partner spinning pg. 221
Balance Beam pg. 68
Balance shuffle 2 pg. 71
Balance the Stick pg 71
Kick Back p. 130
Palm Push pg 78
Partner Hopping pg. 79
Stork Stand Tag pg. 81
Forward Rolls pg 56
*Teaching Developmental Gymnastics-(TDG)
Teaching introduction pp 4-11,
(mats), 20-21, 22-27, 72-76, 78-79, 80-85, 130-143;
(jumping) 29-31, 34, 36-37, 88-95,146-153;
(bar) 40-49, 98-109, 156-167;
(inclined mats) 56-59, 111-117, 170-175;
(beam) 62-69, 120-127, 178-185. See suggested assessments for individual stunts
*Dyn PE 16th ed.
-Instructional methods for a successful class. pp.459-463
-(partner/group stunts) pp.476-478, 491-496, 504-510
-Activities with climbing ropes pp. 383-387,
-Activities with Balance Beams pp 387-390
-Activities with Benches pp. 390-394
-Stunts and tumbling Activities pp.464-466
-Tumbling and Inverted balances pp.468-470, 480-484, 497-500,
-Balances pp.470-473, 484-487, 500-501,
-Individual stunts pp.487-491, 501-504,
*Lessons Dyn PE 16th ed
Balance
 Rolls
 Seat balance p. 169
 Egg Roll p 169
 Face-to-Face Touch p 169
Partner and Group Stunts
 Finger touch p. 169
 Camel Lift and Walk p. 169
Individual Stunts
 Dump the Wheelbarrow p.
 Stoop/stretch p 169
170
 Tanglefoot p 169
 Dromedary Walk p. 170
 Toe touch Nose p. 169
 Centipede p. 17
 Toe tug Walk p 169
*SPARK 3-6
Chapters
Big Activity Balls.
-Ball Surfing
-Merry-go-round-and round
pg. 73
pg. 198
QSI PE Games Manual, See Appendix. For additional resources
Access to a gymnastics gym or equipment that you might have at your facility may
vary and need to be adapted for gymnastic purposes (ie. benches, playground
equipment, lines on the floor, boxes, mats, climbing ropes, hanging rings etc.)
Your school may gradually acquire a balance beam, parallel bars/uneven bars combo,
climbing rope, horizontal bar, foam Swedish box, jumping box, or short horse,
hanging rings, tumbling mats and safety mats. Any parts or pieces of the listed
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equipment can be used to create a fun and challenging fitness unit.
Suggested Assessment Tools:
TSW demonstrate mastery of the gymnastic movements and stunts presented to the class.
Many of these stunts and activities do not require any special equipment. If
equipment is necessary and not available, try to make modifications. Spotting should
be conducted at all times. If there are no mats, an adult should be with the children
and in some cases a hand should be on the student. )
Tumbling: Mats can be purchased locally or from the Gopher or Flaghouse catalog
-Tanglefoot (Dyn. PE 16th p.490)
-Knee Drop (Dyn. PE 16th p. 489)
-Coffee Grinder (Dyn.PE 16th p.488)
-Sitting Stand (Dyn.PE 1th 6 p.476)
-Power jump-from Knees jump to stand (Dyn.PE 16th pg.489;TDG p.15; Lessons
Dyn.16th p. 144)
-Forward Drop (Dyn.PE 16th pp.489-490)
-Side Roll (Puppy dog roll) (Dyn.PE 16th p.468)
-Forward Roll (Dyn.PE.16th p.468, TDG 83, Lesson Dyn16th pp.23, 123)
-Forward roll to a walkout (Dyn.PE.16th p.480, Lesson Dyn16th p. 123)
-Forward Roll then Jump
-Back Shoulder Roll (TDG 85)
-Backward roll (Dyn.PE 16th p.481)
hand clasp position (Dyn.PE.16th p. 470, Lesson Dyn 16th p.123)
-Mule Kick (Dyn.PE.16th p.479, LessonDyn 16th p.143)
-Switcheroo (Dyn.PE 16th p.470, LessonDyn. 16th p
-Cartwheel (Dyn. PE 16th p.483, LessonDyn. 16th p.144, TDG 135))
-Leg Dip (Lesson Dyn.PE 16th p.123, 486)
-Frog Handstand (Dyn.PE.16th p 483)
-Handstand (assisted Figure 20.57 Dyn.PE 16th pp. 484-485)
-Headstand (spotted Figure 20.51 Dyn.PE 16th p. 482; TDG 137,)
-Three-point Tip-up/Dbl. Knee up, Tripod (Dev.PE.16th p.470, TDG 78, 137; Lesson
Dyn. 16th p.144)
-Thread the Needle (Dyn.PE 16th pp.474-475)
Partner/Group Stunts (Dyn.PE 16th . pp. 477-478, 491-496)
Balance Stunts Dyn.PE 16th pp.484-489)
Advanced Gymnastics skills (Dyn.PE 16th pg. 497-504,
Balance Beam: Gymnastics apparatus, a bench with no back, a four by four placed on the
floor, a painted line.
High Beam
-Front support mount (TDG 46)
-Stand (rise to a stand on an object that is 90cm or higher)
-Knee-Lift Stand (Lesson Plans for Dynamic p.42)
Any height Beam
-Walks (movements single beam (Dyn.PE 16th p 389
-Challenge Tasks or Stunts. (Dyn.PE 16th p.389
-More difficult movements (Dyn.PE 16th p.389
-Stork Stand (Dyn. PE 16th p. 471, Lesson Dyn 16th p.42)
-Knee Scale (TDG 184,)
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-Walk Forward (Lesson Dyn 16th p.23, 194)
-Walk Backward (Lesson Dyn 16th p. 194)
-Crazy walk (Dyn. PE
-Skip/Run/Hops/Jump
-Slide (Lesson Dyn 16th p. 194)
-Tip toe (pivot) turn (TDG 121)
-Jump off (TDG 30, Lesson Dyn 16th p.193)
- Spread Eagle dismount(TDG 81, Lesson Dyn. 16th p. 194)
-Jackknife (pike)- (Lesson Dyn 16th p. 193)
-squat jump dismount (Lesson Dyn 16th p. 193)
Benches : a bench with no back (Dyn. PE 16th pp. 390-392, Lesson Dyn 16th p. 158-159)
- skip
- jump over the bench
- gallop
- Pike dismount
- step on and off
- Straddle dismount
- jump on and off
- Jump forward roll
- hop on and off
- Back jump backward roll
Parallel Bars: Gymnastic apparatus or playground bars that are the same height
-move the length of the bars
-swing the body back and forth
-straddle walk length of bars
-basket (if bars are the same height or higher than the students)
-inverted hang
Jumping boxes: (Dyn. PE 16th pp 393-394)
Uneven Bars/Horizontal Bar: Gymnastic apparatus or a bar on piece of playground
equipment.
-forward roll dismount over the low bar(TDG 105)
-forward roll dismount over the high bar (TDG 105)
-front support (TDG 150)
-hip hug (TDG 47)
-Underswing dismount from a sit or stand on the Low Bar ((TDG 156)
-Back Pullaway from stand on low bar
-swan balance on low bar(Dyn.PE 421), Swan Balance (HB) (Dyn.PE 421)
-Single leg swing back (TDG165)
-Dbl. Leg swing back (TDG 165)
-Seat Kicker( TDG 108)
-Castaway dismount (TDG 51)
*1/2 turn dismount (TDG 10)
* Back Hip Pullover(TDG 163)
Horizontal Bar: any bar that is higher than a child’s reach
-Hang and swing (TDG 40)
-single leg swing up
-Basket(TDG 107
-Space walk (TDG 43)
-Knee bender (TDG 43)
-Toe touch (TDG 101)
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-1 leg balance (TDG 158)
-Single leg cuts (TDG 161)
-Hip Swivel (TDG 160)
-Overgrip hand walk (TDG 44)
-1/2 turn from a long hang
-full turn from a long hang
-Skin the Cat Dsmt.
Rings: hanging rings or a bar that is higher than the reach of the child
-Straight-Arm Hang
-Double-knee lift
-Straight Arm Hang with Bicycle Pedal
-half lever (same as rope Lesson Dyn 16th p.200)
-full lever (same as rope Lesson Dyn. 16th p.200)
-Toe touch (TDG 48)
-Bat Hang (TDG 48)
-Inverted Hang
-Skin the Cat
Rope: or pole TSW 2
-Pull up from a sit & return (Lesson Dyn 16th p.200)
-Descend to a prone position on floor & return to stand (Lesson Dyn. 16th p.200)
-Bent Arm Hang (#3) – hold 5 seconds
hold 10 seconds
hold 20 seconds (Lesson Dyn 16th p.200)
-Bicycle Hang (#4) (Lesson Dyn.16th p.200)
-Half Lever (#4) (Lesson Dyn. 16th p.200)
-Full Lever (#4) (Lesson Dyn 16th p.200)
-climb up and climb down (2- 3 meters)
Vault: mats or other surface that is about 50-60 cm tall and at least 40 cm deep.
-onto an object using 2 foot takeoff
-squat vault over an object using 2 foot takeoff
-straddle vault over an object using 2 foot take off
Stilts: various heights can be locally made or purchased
-walk forward 3 meters, 10 meters, 15 meters, 20 meters on different heights of stilts
-walk backward, turns, kicks, jumps
Jumping Board, Traveling rings, Horizontal Ladder, Wall Ladder, Trapeze, stilts are just a
few other pieces of equipment that you might want to include in your gymnastics unit.
Quality Schools International disapproves use of Trampolines for liability issues.
ASSESSMENT RUBRICS FOUND ON FOLLOWING PAGES……………
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Assessment Rubric:





To achieve mastery the student must have an ‘A’ or ‘B’ evaluation for each
segment of the unit rubric below.
A student is “not yet” if they have not shown at least ‘B’ level mastery of all the areas.
There are two parts to the assessment of each unit: 1) an “evaluation guide”
evaluating TSW 1 and TSW 2 and 2) the “assessment rubric.“
To receive an ‘A’ in a unit the student must have ‘A’s’ in four of the six areas in
TSW 1 and TSW 2 on the assessment rubric and at least a ‘B’ in all the other
essential unit’s on the assessment rubric..
An ‘E’ (Exposure) can be given if a student shows diligent effort at achieving
mastery but is unable to show mastery because of something out of their control (ie.
physical challenges, sight challenges, poor attendance).
Evaluation Guide for TSW 1 & 2
‘P’
‘B’
 Effort – Does not try in physical activity
 Attitude – Has a negative attitude, is not nice when winning and/or says unkind
things
 Cooperation – Will not work with others
 Leadership – Needs to be asked three or more times to do things
 Safety – Is unsafe in physical activity and or endangers another student
 Equipment – Does not treat equipment with respect
 Effort – Puts forth required effort
 Attitude – Has a positive attitude and appropriate Sportsmanship (winning &
losing)
 Cooperation – Works appropriately with others, listens and follows directions
most of the time
 Leadership – Shows leadership (by voice or by example)
 Safety – Makes safe movement choices and has self control
 Equipment – Treats equipment as expected, takes care of equipment when asked
 Effort – Puts forth an obvious exceptional effort, goes beyond what is asked by
teacher, makes individual improvement
 Attitude – Is verbally positive about activities, verbally encourages others
 Cooperation – Works well with others, volunteers to work with others, helps
students with lesser ability
‘A’
 Leadership – Is quick to follow directions, encourages others to do the same
 Safety – Makes safe movement choices, shows self control
 Equipment – Voluntarily picks up equipment
SEE ASSESSMENT RUBRIC ON THE NEXT PAGE:
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KEY:
A =Exceptional
B=Consistently
P =Inconsistently
ASSESSMENT RUBRIC
The Student Will
demonstrate
TSW 1
effort
attitude
cooperation
leadership
safe movements
TSW 2
Proper care of equipment
TSW 3
A variety of Climbing,
and supporting skills
TSW 4
A variety of Balance
stunts –on ground
--elevated
TSW 5
Rotations and rolls
TSW 6
Stunts where the body in
inverted
TSW 7
Partner and group stunts
TSW 8
Various body positions
while elevated or jumping
TSW 9
Improvement in skills and
fitness through practice.
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QSI PHYSICAL EDUCATION 10 E05
Copyright © 1988-2012