Elementary Gymnastics
 Educational or
Developmental
 Olympic Type or
Traditional
 Accommodates individual
 Standard performance for all
differences
 Uses a variety of teaching
styles
 Uses a variety of equipment
both small and large
 Students create movements
and solve movement
challenges
students
 Uses primarily command
and practice teaching styles
 Equipment is traditional
 Specific skills defined
Content
 Traveling – locomotor movements
 Balances – static and dynamic
 Rocking – different body parts
 Rolling- directions, shapes
 Rotation – turning, vertical, horizontal, wheel
 Flight – moving off the floor or equipment
 Vaulting, Hanging, Climbing or Swinging
Content is presented using the
Movement Framework
 The Body - movements, parts and shapes.
 Space – direction, pathways, range (size) levels
 Time – tempo, rhythm, accelerate –decelerate
 Force – light, strong, heavy, soft
 Flow – free, bound
 Relationships – with others, with objects
Choosing what content to teach
Decisions are based on:
Gymnastics Scope and Sequence for K-5
Number of units taught in year long plan
Number of lessons in each unit
Next:
Decide the content for each unit
Develop objectives- psychomotor, cognitive and affective.
Develop Assessments
Assessments
 Assessments are directly related to the objectives as
evidence of learning.
 Who – Teacher, Peer, student-self
 When – Beginning, During, End
 How (tools) - Formal, written test, checklist, rating
scale, notes, drawing. Informal, observation, dialogue,
oral questions, hand raise, human graph, applause,
comments.
Unit One – K-1 Four lessons
Content: Traveling, Balances, Rocking
Objectives: Students will be able to:
Psychomotor:
 Use locomotor movements to travel in different directions
 Travel using control on different body parts
 Demonstrate static balance on different body parts
 Demonstrate rocking on different body parts
Unit One – K-1 Four lessons
Content: Traveling, Balances, Rocking
Objectives: Students will be able to:
Cognitive:
 Identify different body parts used for traveling
 Define static balance and identify different body parts used as a base of
support
 Explain the gymnastic safety rules
Unit One – K-1 Four lessons
Content: Traveling, Balances, Rocking
Objectives: Students will be able to:
Affective:
 Share their success with traveling, balances and rocking movements.
Psychomotor
Objective
Assessment
 Use locomotor movements to
 Teacher informal observation
travel in different directions
 Travel using control on
different body parts
 Demonstrate static balance on
different body parts
 Demonstrate rocking on
different body parts
during each warm-up
(formative).
 Peer observation using hand
rubric.
 Teacher informal observation
throughout unit
 Teacher informal observation
during rocking lesson.
(Accomplished as part of the
lesson plan)
Cognitive
Objectives
 Identify different body parts
used for traveling
 Define static balance and
identify different body parts
used as a base of support
 Explain the gymnastic safety
rules
Assessments
 Teacher asks students to
verbally identify body parts.
 Teacher asks students to
verbally tell their definition of
static balance.
 Peers talk to each other about
three safety rules they
learned. The teacher rotates to
listen to the conversations
(Accomplished as part of the
lesson plan)
Affective
Objective
Assessment
 Share their success in traveling,
 Students place a cut out smiley
balances and rocking
movements.
face under the travel, balance
or rocking word that represents
what they feel was their best
performance. (Accomplished as
part of the lesson plan)
Lesson One: Content
Summary
 Safety Rules
 Body part identification review
 Traveling using walk, run, skip, slide and gallop in different
directions
 Traveling on the mats using different body parts and
directions
 Static Balance definition discussion and exploring balance
using different body parts
 Assessment- Students, in pairs, tell each other the
gymnastic safety rules.
Lesson Two: Content Summary
 Review safety rules
 Review locomotor movements using directional changes,
add nonlocomotor movements with different body parts
 Review static balances using different body parts
emphasis on duration and control moving in and out of
the balances
Lesson Two: Content Summary
 Present partner shadow traveling, using different body
parts
 Present partner echo static balances.
 Assessment: Peers observe during the shadow traveling
and hold up one, two or three fingers to assess their
partners ability to perform the movement without falling
down the length of the mat.
Lesson Three: Content
Summary
 Review locomotor movements using different
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directions using student suggestions
Present rocking concept of weight shift from one body
part to another. Use different body parts and
directions.
Teacher presents a rocking and balance combination
pattern for student practice
Students create a rocking and balance combination
pattern
Assessment: observes students for use of different
body parts used for rocking.
Lesson Four: Content
Summary
 Students choose traveling movements, teacher

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chooses direction.
Review rocking on different body parts in different
directions, emphasis on tempo.
Present combination pattern, rock, balance, rock
Students follow the pattern using their choice of rocks
and balances
Partners share their pattern with another student
Assessment: Teacher observation of pattern
completion recorded on a checklist.