Instant Activity Crab Walk Balance B. Communicating purpose of the lesson Explain how gymnastics is an Olympic sport, helps us achieve balance, and a better sense of how our body works. Set up (organization of equipment and children) Safety notes Task Cues Challenge Assmt. (if applicable) All equipment will be set up from the beginning of class. Total of three stations: Travelling and Balancing in free space. Transferring weight on mats. Slanty Rope, Hanging Rope, Spring Board, and Balance Beam. 1. Scatter Be sure children have head up while moving. Traveling and Stopping In Balanced Positions (control) Stillness! Tight Muscles! Extend for balance! Try and create 5 unique balances (variety) Performance 2. Children Scattered Be sure children have head up while moving. Traveling and Stopping In Balanced Positions (control) Stillness! Tight Muscles! Extend for balance! Try and hold your balance for 5 seconds without moving a muscle. (timing) Performance 3. Children Scattered Be sure children have head up while moving. Traveling and Stopping In Balanced Positions with symmetry/nonsymmetrical (control) Stillness! Tight Muscles! Smooth transitions! Try and create 2 different symmetrical balances (variety) Performance 4 Children Scattered Be sure children have head up while moving. Traveling and Stopping In Balanced Positions with symmetry/nonsymmetrical (control) Stillness! Tight Muscles! Smooth transistions! Try and create 2 different asymmetrical balances (variety) Performance 5 Small mats scattered throughout the general space with sufficient room for safe space. In partners Enough space in between Transferring Weight to Hands across mats (control) Strong Muscles! Try and hold your weight on your hands for 2 Performance
Slanty Rope, Balance Beam, Transferring Weight, and Rope Station: 10 Space the balance beam out in general space. Put mats under the balance beam. Enough space in between apparatus. Be sure each set of partners has own apparatus. Traveling along apparatus (Control) CM 387 Eyes forward Extension Try to walk across the balance beam without falling off in under 5 seconds (timing) For every time you walk across the balance beam without falling off give yourself 5 points, for every time you fall off subtract 1 point (keeping score) Performance 11 Put mats under the hanging rope. Use poly spot to show student waiting where to Enough space in between apparatus. Be sure each set of partners has own Balancing on hanging ropes (Proficiency) CM 396 Tight muscles How many different shapes can you make while hanging on the ropes (variety) Try to hold onto the rope while swinging for more than 10 seconds Performance
non-symmetrical is not. This time, our balances are going to be symmetrical or When the music starts begin traveling through the room a different way than before. When you hear the music stop, freeze and make a symmetrical shape. 4 Children Scattered throughout general space Heads Up Traveling and Stopping In Balanced Positions with symmetry/nonsymmetrical (control) CM 380 (Teacher demo non-symmetrical shape) Now when you hear the music, freeze and make a non-symmetrical shape. If you want to do one at a high level, try and make it very high, if not try to make one at a level as low as possible. Stillness Tight Muscles Try and create 2 different asymmetrical balances (variety) Performance Partners scattered throughout general space. Enough space partners Balancing with support of a partner (proficiency) CM 396 Put students into partners. Working with this partner, create a balance that shows one narrow and one wide shape. When you are sharing weight between you and your partner, this is called a counterbalance. You must be using your partner’s weight to help support you. Start when you hear the music. End of station Stillness Tight Muscles Try and hold your balance for 5 seconds! (timing) Performance Small mats scattered throughout the general space with sufficient room for safe space. Green Poly spots mean side where to roll from. Enough space in between mats. Be sure each set of partners has own mat. One partner at a time. Transferring Weight with a rolling action (control) CM 404 At this station, we are now going to incorporate transferring weight across mats. Who knows how to do a pencil roll? (Student demonstration). Put 2 students to each mat. One partner will start by doing a pencil roll across the mat. Once that partner is finished, the other partner may go. When I say go, you may begin. Go. (Freeze is stopping signal they are accustom to). Straight body Stretch your legs Feet together Try to pencil roll perfectly across the mat 3 times in a row (repetition) Performance
scattered throughout the general space with sufficient room for safe space. Green Poly spots mean side where to roll from. space in between mats. Be sure each set of partners has own mat. (control) CM 404 Who knows how to do a forward roll? (Student demonstration). Put 2 students to each mat. One partner will start by doing a forward roll across the mat. Once that partner is finished, the other partner may go. When I say go, you may begin. Go. (Freeze is stopping signal they are accustom to). Lean Hike Look Tip roll perfectly across the mat 3 times in a row (repetition) Space the balance beam throughout the general space. Put mats under the balance beam. Enough space in between apparatus. Be sure each set of partners has own apparatus. Traveling along apparatus (Control) CM 387 At this station we will be learning how to interact with some gymnastics equipment. To start off we have the balance beam. Considering we have multiple apparatus we have posters explaining the tasks you can perform on them. Please start with the first task and progress your way down the list. I will demonstrate each task quickly. (teacher demonstration) Balance walking forward Walk forwards and turn around on the beam Walk forwards and hold a balance pose sometime during the beam Walk backwards Walk on beam hopping over objects (beanbags) Walk beam and climb through a Eyes forward Extension Try to walk across the balance beam without falling off in under 5 seconds (timing) For every time you walk across the balance beam without falling off give yourself 5 points, for every time you fall off subtract 1 point (keeping score) Performance . Put mats under the rope for safety. Enough space in between apparatus. Balancing on hanging ropes (Proficiency) CM 396 Over here we have the ropes. Considering we have multiple apparatus we have posters explaining the tasks you can perform on them. Tight muscles How many different shapes can you make while hanging on the ropes Performance
Use polyspot to show waiting student where to wait safely. Be sure each set of partners has own apparatus. Please start with the first task and progress your way down the list. I will demonstrate each task quickly. (teacher demonstration) Support your weight with both hands on the rope; hold for as long as you can Try to make a symmetrical shape Try to make a non-symmetrical shape (variety) Try to hold onto the rope while swinging for more than 10 seconds (timing) Space the slanty rope throughout the general space. . Enough space in between apparatus. Be sure each set of partners has own apparatus. Traveling by jumping (control) (Dr. Graham) Here is a different rope. This activity is called slanty ropes. The rope is bent in this shape to offer a teaching by invitation. Students can stand where the rope is close together or far apart. They must jump, leap, or hop over the rope. Considering we have multiple apparatus we have posters explaining the tasks you can perform on them. Please start with the first task and progress your way down the list. I will demonstrate each task quickly. (teacher demonstration) Jump from any spot on the rope, but make sure you stick the landing Leap from one foot to the other over the rope Hop from one foot to the same foot, over the rope Bend your knees Swing upward Try to leap from side to side without hitting the rope 3 times in a row (repetition) Performance Space the balance beam, Ropes, spring board, and slanty rope throughout the general space. Put mats under the balance beam, and ropes, as well as after the spring board. Enough space in between apparatus. Be sure each set of partners has own apparatus. Jumping with a springboard (proficiency) (CM 370) Here is a spring board. Considering we have multiple apparatus we have posters explaining the tasks you can perform on them. Please start with the first task and progress your way down the list. I will demonstrate each task quickly. (teacher demonstration) Run and jump from two feet to two feet Run and jump two feet to one foot Run and jump and spin in the air. Please stay under control Push Swing upward Squash Try to run and jump on and off the springboard making a variety of different shapes (variety) Performance