3-5 Grade Educational Gymnastic Progressions - MAHPERD 2018
Introduction
Thank you for taking the time to attend my presentation at MAHPERD 2018 and I hope you found some of the information useful and relevant to you. This was my second ever presentation (I did my first one yesterday on K-2 progressions) and I am open to any and all feedback that you might have for me. Feel free to email me at [email protected].
It was my goal to show you some simple progressions that you can add immediately to your educational gymnastics unit whether you are a crafty veteran like myself, a newbie on the block, or anywhere in between. I've been testing and tweaking these learning experiences in my gymnasium for the past 20 years and can wholeheartedly say that they have given my students the ability to see themselves as gymnasts no matter what their level of experience. Educational gymnastics can and should be accessible to everyone, not just the formally trained. I know, teaching educational gymnastics can be intimidating but when you set up a safe, developmentally appropriate learning environment, centered around explicit instruction and comfortable routines, your students can and will be dressed for success! |
Slideshow PDF
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Routine is still not the enemy!
As I talked about in yesterday's presentation, when it comes to gymnastics, routines are necessary and comforting for students, even for 3rd, 4th, and 5th graders. They know what they are going to do, when they are going to do it, and also know that if they do what they are supposed to, they will be rewarded!
These routines become a little more student driven rather than teacher driven as students become more independent and can take on more responsibility during class. Here is what the typical routine looks like:
These routines become a little more student driven rather than teacher driven as students become more independent and can take on more responsibility during class. Here is what the typical routine looks like:
The Warm-up routine is written on a whiteboard that students read on the way into the gym, before they get ready for gymnastics. These warm ups are more or less fitness based and designed to help students gain strength, flexibility, and conditioning needed for gymnastics. Here though, routine IS the enemy and the warm-ups take on a crossfit kids undertone to constantly vary what we are working on so that the body can react and adapt.
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Each grade level is working up to a standard that we are trying to meet and the students have learned about the progressions we use to try to get to that standard. Students spend 5-10 minutes working up the progressions that are challenging for them. Conversations about hard work, determination, student centered learning, and overcoming obstacles are very common during this time. 5-10 minutes doesn't sound like a long time but when it's focused, deliberate work done over the course of 10 lessons, it adds up and a lot of learning can and does take place here.
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Sometimes, early in the unit, the lesson focus may be working up through the deliberate practice progressions but once those are learned, this is where we introduce new topics. These topics are integral in giving students the tools necessary for them to be able to create their very own gymnastics sentences (routines).
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"Explore time" is time students can explore how they can use concepts learned in class and try to adapt them to the environment around them. This is also an opportunity to ask for help. Very often, "explore time" can be used as a carrot on a stick, so to say, in order for you to get what you want out of the lesson focus and it is not guaranteed if you are not getting what you want from the lesson. Explore time tends to diminish as students get later into the unit and begin to center their attention on creating their gymnastic sentences.
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Nothing fancy here but I will point out that this time can be valuable. Reminding students that if they don't transition quickly from explore time to socks and shoes, then we will stop earlier next class to make more time for the transition to take place. Similarly, if students are lingering while putting on their socks and shoes, students will be reminded of the same thing. Trying to get this time be as short as possible is our goal so that we can spend more time in gymnastics.
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Examples of Learning Progressions
Third Grade
Inverted Balances
Cartwheels
Backwards Shoulder Roll
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Fourth Grade
Tripods/Headstands
Rolling Backwards
Copying/Following
Matching/Mirroring
Copying/Following and Matching/Mirroring Practice
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Fifth Grade
Headstands/Handstands
Counterbalance/Countertension
5th Grade Gymnastic Sentences
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