CAC Physical Education manual

1

Continuous Assessment Component in Physical Education

Contents

Introduction 2

Rationale 2

General Curriculum Objectives 2

Programme Objectives 3

Themes/Topics/Skills 4

Physical Education terms 5

Fundamental Motor Skills 6

Programme of Work 7

Lesson Planning 8

Exemplars 10

Sample Lesson 1 11

Sample Assessment Rubric 11

Sample Lesson 2 13

Sample Lesson 3 15

Assessment Criteria 17

Student Mark Sheet 18

Teaching Notes 19

Integrating Special Needs Children 20

Lifestyle Practices 21

Food Group 22

Fundamental Motor Skills in Physical Education 23

2

Developing Running Techniques 24

Running Activities 25

Supplemental Units and Lessons 27

Units in Educational Gymnastics 28

Sample 1 29

Sample 2 31

Sample 3 32

Sample 4 34

Balancing on different body parts samples 35

Unit of Work: Gymnastics Symmetry and Asymmetry 41

Glossary of Terms 49

Physical Education Continuous Assessment Component

Introduction

The physical education programme will utilise a movement education approach to the

teaching of Games and Educational Gymnastics.

The programme will be based on fundamental motor skills that may be taught in a

limited space

The continuous assessment component will focus on skill performance to ensure a

more standardised process.

Skill application will be taught during the regular instructional programme.

Rationale Quality Physical Education has as its basis purposeful movement, which is an essential element

in the process of human growth and development and has implications for the total development

of children. Physical Education is an integral aspect of general education and should be included

at all levels of the curriculum. Physical Education as an aspect of the continuous assessment

component will contribute to the realisation of the value outcomes of the MOE.

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Value Outcomes

Will function at their best with a strong sense of commitment to their interests and

activities

Academically balanced to be productive

Physically fit, mentally alert, well nourished, and psychologically sound

Active in exercise, sports, games and recreation

Competent to interact and communicate with others, within different social settings and

environments

General Curriculum Objectives

Develop movement concepts through the utilization of skills in problem solving

situations

Develop and maintain appropriate levels of fitness through purposeful physical activity

Enhance fundamental manipulative abilities

Promote positive interaction with others

Programme objectives

Develop patterns and combinations of movement into repeatable sequences

Throw and catch using mature motor patterns

Appreciate the benefits of cooperation and sharing

Themes/Topics/Skills

THEMES/ TOPICS/SKILLS

Designs and performs sequences that involve elements of movement

Movement elements :- concepts and skills

- space awareness – personal & general space, direction, pathways , levels

- body awareness - shape, balance /weight bearing, transference of weight

- quality - speed & force, light &heavy, smooth & jerky

- relationships- people, objects

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Uses movement concepts and skills to design and practice sequences

Balance demonstrating symmetrical and asymmetrical shapes on a variety of body

parts

- large parts

- small parts

- combination of parts

Show stretched and curled shapes from various starting positions

- stretched shapes from various starting positions

- curled shapes from various starting positions

- stretch and curled shapes while moving

Make bridge- like shapes using various combinations of body parts

- hands and feet

- large and small

Uses the various combinations of taking off and landing to demonstrate flight

Vary levels and relationships in flight

- Take off on one foot to land on both feet

- Take off on one foot to land on the same foot

- Take off on one foot to land on the other foot

- Take off on both feet to land on one foot

- Take off on both feet to land on both feet

Uses various techniques for throwing and catching

One- hand underhand throw

Two-handed overhand throw

One -hand overhand throw

-a side orientation

-with opposition

Two hand underhand catch

Underhand catch

Overhand catch

Demonstrates functional patterns of throwing and catching in dynamic situations

Throwing to develop accuracy

Throwing for distance

Throwing and catching while being guarded

Demonstrates correct running technique

Eyes focused forward throughout the run

Knees bent at right angles in recovery

Arms bend at elbows and move in opposition to legs

Contact ground with front part of foot

Body leans slight forward

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Physical Education Terms

Movement Elements, Concepts & Skills

All movement can be classified and analysed through Laban’s movement concepts and skills which are

grouped under four elements: Space awareness , Body awareness , Relationship, Quality

• people,objects

• speed & force,light &heavy, smooth & jerky

• balance,take weight,make shapes,transfer weight

• personal &general space,direction,pathways ,levels

SPACE AWARENESS-

where the body moves

BODY AWARENESS - what the body

can do

RELATIONSHIP-to whom or

what the body relates

QUALITY - how the body

moves

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Fundamental motor skills

Fundamental motor skills are the foundation skills for the teaching of more specialized skills

required for individual and team sports and gymnastic activities. These are classified as loco

motor, non loco motor and manipulative skills.

FUNDAMENTAL MOTOR SKILLS

LOCOMOTOR -run, walk, jump,skip, hop,

slide

NON LOCO MOTOR- bend, stretch, twist,

turn, push, pull

MANIPULATIVE- throw, catch, strike

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Programme of work Focus on a skill/concept with a central theme for a period of time within a unit e.g. unit of 3 to 4

lessons.

Students should be taught to master a skill rather than just experience a skill.

Provide students with a safe supportive and fun environment

Teaching units and lessons may be substituted / adapted / modified using other fundamental

motor skills units from the primary curriculum, or from the supplementary units, lessons and

activities at the end of the booklet. This will facilitate schools where facilities/equipment or other

factors may limit teaching of the recommended units.

Units with practice assessments are compulsory.

Term 1 Topics September

Week 1

Week 2

Week 3

Week 4

Unit 1: -Movement elements, concepts, skills

lesson 1- space awareness – travel between personal and

general space while changing direction – varied actions

lesson 2- space awareness –travel in general space

changing levels, speed and pathways

lesson 3- body awareness –weight bearing

lesson 4- body awareness- transferring body weight

October

Week 5

Week 6

Week 7

Week 8

Unit 2: Body awareness –shapes

lesson 1-stretch and curl from various starting positions

lesson 2 -stretch and curled shapes while moving

lesson 3- symmetrical shapes lesson 4- asymmetrical shapes

November

Week 9

Week 10

Week 11

Week 12

Unit 3: Throwing &catching lesson 1- two hand underhand catch

lesson 2- two hand underhand throw

lesson 3- two hand overhand throw

sample assessment- two hand underhand catch

Term 2 Topics January

Week 1

Week 2

Week 3

Unit 4: Body awareness -shapes

lesson 1- bridge shapes with hands and feet

lesson 2- bridge shapes with other parts

lesson 3- bridge shapes with a partner

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Jan /Feb

Week 4

Week 5

Week 6

Week 7

Unit 5: Throwing and Catching lesson 1-one hand underhand throw

lesson 2- two hand overhand catch

lesson 3-one hand overhand throw

sample assessment –one hand underhand throw

Feb/March

Week 8

Week 9

Week 10

Unit 6: Running Technique Lesson 1-eyes focused forward throughout the run

Lesson 2 –knees bent at right angles in recovery

Lesson 3-arms bend at elbows and move in opposition to

legs

Term 3 Topics

April

Week 1

Week 2

Week3

Unit 7 : Flight –taking off and landing

lesson 1- combinations of taking off and landing

lesson 2- vary levels in flight

lesson 3 –vary relationship in flight

May

Week 4

Week 5

Week 6

Week 7

Unit 8: Throwing and catching lesson 1 - throwing to develop accuracy

lesson 2 - throwing for distance

lesson 3 - throwing and catching- activity stations- 6

stations with one throwing/catching skill each

practice assessment

June

Week 8

Week 9

Unit 9: Running technique

lesson 1-contact ground with front part of foot

lesson 2-body leans slightforward

Lesson planning

Physical Education lesson plans should include similar headings as other subject e.g

topic/theme, class, duration, objectives etc.

Part 1-introductory activity (set)

Warm up/Set - provides an opportunity to set up the lesson.

Provide an activity that involves children in vigorous movement for the first few minutes

May include movements or skills that will be stressed in the rest of the lesson

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Explain what is to happen in the lesson, how it relates to the last

Part 2 – skill development (body)

Establish the focus and direction of the lesson

Review key points or skills introduced in the previous lesson

New skills are introduced and practised individually, then with a partner followed by small

groups

Games: stress acquisition of skills and concepts through ind, partner and group games

Ed gymnastics: stress acquisition of stunts and movement skills and concepts through

individual, partner and group sequences or small equipment activities

Part 3 – Closure

Review key points of the lesson/stress a concept from the lesson

Provide a quiet time for students to settle down

Cool down

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Lesson Plan Exemplars

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Sample lesson 1

Topic: One hand underhand throw

Objectives:

To learn and improve manipulative skill of throwing a ball underhand

Work cooperatively with others

Equipment: variety of balls, hoops, clipboard, pencil

CONTENT ORGANISATION Teaching points/Cues

Entry activity: (3mins) Place balls in different containers in

different corners

Each student takes a ball on entry

Part 1:Introductory

activity/warm up: (5mins)

Each child with a ball in a space

Find different ways to throw the ball

Part 2:skill development

Body

Individual: (10mins) - Introduce

underhand throwing action -swing, step,

point

Introduce action with a ball

In pairs: (10mins) with a ball between

them partners pass the ball to each other

using an underhand throw

In 4 groups:(5mins), students will throw

to each other within a circle using

underhand throwing

Use opposite arm and leg

All students go through the motion without

the ball

A wall may be used to allow individual

practice with the ball

Circulate and give students individual

feedback

Use a system to rotate partners so that

students can work with partners of different

ability levels

Do not throw to a student standing besides

him/her.

Receiver cannot throw to a person from

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Game: in same groups with 2 sets of

opposing teams, use an underhand throw

to pass to a teammate

whom he/she just received

Do not throw a ball if there is no eye contact

with receiver.

Opposing team gets the ball if any other

throw is used

3 team passes score 1point

Part 3: Cool down

Closure (5mins)

Review lesson

Simple stretching

Sample Assessment Objectives

Demonstrate a one –hand underhand throw with proper form and accuracy

Sample Assessment Rubric

Assessment criteria

Stance

Stand with feet shoulder width, holding the ball in front of the body with both hands slightly under the ball

Back Swing

Swing throwing arm down & back, shifting weight to the foot on same side

Forward Swing Swing throwing arm forward, stepping forward with opposing foot

Release

Extend arm to release ball off the fingertips, fingers pointing to target

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Performance

Marks

Makes one or no error 9-10

Makes two or three errors 7-8

Makes four or five errors 5-6

Makes six or seven errors 3-4

Makes eight or more errors

1-2

Sample lesson 2

Unit: movement concepts /skills

Theme: space awareness

Objective: To explore space using a variety of movement skills

Equipment: hoops, mats, cones

CONTENT ORGANISATION TEACHING POINTS

Entry activity: (3mins) Place small equipment in different

containers in different corners

Each student takes a piece of equipment on entry and does

an activity

Part1:Introductory

activity/warm up:

(5mins)

Get Away

Tag Tail

B closely follows A, A tries to get away. Then switch.

Protect your tail while gathering as many as you can

Part 2:skill

development Body

Move about all the space on your feet

Use all the space and don’t touch anyone else.

Children use the various ways of moving about the floor,

e.g. walking, running, skipping, hopping, galloping

Use children demonstrations to encourage variety.

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Move about all the space using hands and

feet.

Move about the space going from hands to

feet to hands to feet.

Move about the space using:

- Two different body parts

- Three different body parts

- Four different body parts

Move about leading with one body part.

Move about the space using equipment

Have the children change from one way of moving on feet

to another in response to a signal

Encourage children to move without touching others

Encourage the children to take all of their weight on their

hands for short periods of time.

Have the children observe each other’s activities

Encourage the use of various types of movement e.g.

sliding, rolling

Encourage children to move around, over, under, through,

in and out of an assortment of available small equipment,

e.g. hoops, ropes, cones etc.

In pairs: The preceding challenges may be

used in partner situations:

a. while following the leader

b. while matching the leader

Have children change leaders frequently

In groups of 3

Make up a sequence of three different

ways of moving about the space

A game may be used which will bring out

the skills

Have the children practice and demonstrate their sequence

Part 3: Cool down

Closure (5mins)

Whole body stretch Slow smooth body stretches

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Sample lesson 3

Topic: Two hand underhand catch

Objectives:

To learn and improve manipulative skill of two hand underhand catch

To apply appropriate social skills while playing a group game.

Equipment: variety of balls, cones


Entry activity: (3mins) Place balls in different containers in

different corners

Each student takes a ball on entry

Part 1:Introductory

activity/warm up:

(5mins)

Each child with a ball in a space

Practice skill from previous lesson or use a vigorous game

/activity

Part 2:skill development

Body

Individual: (10mins) - Introduce

underhand catching technique

Introduce action with a ball

In pairs: (10mins) students pair up and

practice underhand catch

The ball should be thrown to waist level

Feet shoulder width apart, hands in front the body, elbows

flexed, fingers spread

Hands adjust to the flight of the ball.

ball, contact is made with hands and flexed elbows.

Force of the ball absorbed by the hands and arms

Circulate and give students individual feedback

Use a system to rotate partners so that students can work

with partners of different ability levels

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Groups of 3: 5mins

Place 4 markers to form a square

Each student stands at a marker leaving

one free

The student with the ball throws to either

of the other 2 then runs to the free marker

cone

Game: In groups of 4/5 (10mins).

Set up end zones at either end of playing

area using cones.

2 groups scattered through the area.

Group 1 throw and catch to each other to

move the ball to their end zone

Group 2 tries to intercept& control the

ball

Students should be allowed to create

games

Games may also be repeated from

previous lessons

Count consecutive catches

No running with the ball

No contact

Use underhand throwing and catching

A point is scored when the ball is caught in a group’s end

zone

Part 3: Cool down

Closure (5mins)

Review lesson

Simple stretching

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Assessment objective: Demonstrate a two hand underhand catch

Assessment Rubric

Assessment criteria

Track Track the ball with your eyes all the way to your hands

Reach

Reach with arms and move towards the ball

Position Fingers spread and pointing down, small fingers close together

Catch Catch and control the ball with hands only

Give

Bend elbows to absorb the force of the ball

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Performance

Marks

Makes one or no error 9-10

Makes two or three errors 7-8

Makes four or five errors 5-6

Makes six or seven errors 3-4

Makes eight or more errors

1-2

Sample Student Mark Sheet

Student Name No/1 error ( 9-10mks)

2-3 error3 (7-8mks)

4-5 errors (5-6mks)

6-7errors (3-4mks)

8 or more (1-2)

Marks awarded

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TEACHING NOTES

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Integrating Special Needs Children

Teachers must ensure developmentally appropriate activities are provided for all children in an

Inclusive Environment.

Strategies

Station Work – This can help when teaching a variety of activities. Exceptional students

can be included in spite of their limitations and without drastically changing the content

or emphasis of the program.

Task Cards – These can be pre-designed to accommodate a variety of Exceptional

students in almost every area of the Physical Education Program.

Peer Tutors – This strategy is especially helpful for students who have difficulty

following directions or when functional mobility and manipulation are very limited.

Mature students may be selected and trained for this purpose using a “rotational” system.

Types of Disabilities

Learning Disabilities - give rise to difficulties in acquiring knowledge and skills to the normal

level of those expected of the same age. Teachers should have a limited but secure range of skills

and movement that students can select from and apply in creative and challenging situations. Use

materials and resources that students can access through sight , sound, touch or smell e.g

different- sized textured, noisy and fluorescent balls

Behaviour Disorders – teachers should strive as much as possible to avoid techniques that may

weaken appropriate behaviour responses. Avoid the use of punishment such as denial, extra

exercise or angry expressions.

Perceptual-Motor Deficiencies –characteristic symptoms of perceptual- motor deficiencies

commonly observed in the primary school:

Body Image

o Inability to identify and locate body parts, such as the right and left hand,

knee or elbow

o Inability to move parts of the body as directed by the teacher

o Inability to imitate movements performed by the teacher or another performer

Balance

o Inability to maintain balance - static ,while moving and in flight

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Spatial Awareness

o Inability to move parts of the body in specified directions, eg. Crossing the left

arm over the right side of the body.

o Inability to move the body through space, eg. Moving forward, backward, up,

down and around.

o Inability to move into space without bumping into objects or other students in the

general pathway of movement

Hand-eye and Foot-eye coordination

o Inability to throw a ball into the air and catch it after one bounce

o Inability to perform basic loco-motor skills such as running, hopping, galloping,

or jumping

o Inability to kick a stationary or moving ball

Games can be modified to facilitate students who possess a variety of physical or mental

disabilities.

Some Healthy lifestyles practices for students

• Drinking plenty of water everyday to be healthy e.g. approximately six glasses

• Eating breakfast everyday - Children who don’t have breakfast get sleepy at school,

have a harder time paying attention, and tend to eat more junk food later in the day. Kids

who do eat breakfast get higher test scores and perform better in sports.( The importance of

eating a good breakfast -http://www.permanente.net)

• Choosing healthy breakfast foods like whole grains, fruits, and dairy products that

ensure children are getting the vitamins and minerals that the body needs.

• Choosing fruits and vegetables as healthy snacks

• Understanding how many servings the body needs

• Setting a goal to move more and sit less

• Setting a goal to exercise and stretch everyday

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Courtesy : http://humanecology123.blogspot.com/

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More on fundamental motor skills in Physical Education

Throwing and catching skills

Two-Handed Underhand Throw

Begin with the back straight, feet about shoulder-width apart, and knees slightly bent.

Arms are straight and the ball is held with the fingers of both hands

Keep the back straight, then swing the arms forward and upward, and straighten the

knees

Release the ball off the fingers and follow through in the direction of the ball

Two-Handed Overhand Throw

Hold ball in both hands

Using a sideways stance, shift weight from front to back foot

Raise arms up over the head

Transfer weight forward

Bring arms forward and release the ball off the fingers.

One-Hand Overhand Throw

Begin with one foot forward and the body weight evenly distributed over both feet.

Hold the ball with both hands in front of the body

In the first part of the backswing, raise the upper arm and flex the wrist so the hand

points backward

At this point the next side faces the direction of the throw

The arm extends forward; and the weight is on the rear foot

At the same time the upper arm lifts up and forward and the other arm moves down

and back as the weight shifts to the front foot.

The ball is released off the fingertips

The follow-through should be in a downward direction, ending with the palm of the

throwing hand facing the ground.

Two-Handed Overhand Catch

When the ball approaches above the waist, the elbows are bent and held high, and the

fingers and thumbs are spread

As the ball approaches, the arms extend forward and up

The ball should be caught with the tips of the fingers and thumbs; the thumbs are

close together

As the ball is caught, the hands recoil toward the body to the force of the oncoming

ball.

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Developing Running Techniques

1. Eyes focused forward throughout the run

Students run a short distance with eyes closed then open

Mirror running: groups of three or four run one behind the other 2-3 metres apart.

Students focus on the back of the head of the person in front of them

2. Knees bent at right angles in recovery

Heels are kicked to the buttocks while running

Run with arms held straight down behind the body and heels are kicked to touch the

hands. Knees are pointed down throughout the exercise

Students run on the spot. Partners squat behind with hands outstretched at a height where

the heels of the runner will touch

Knee slaps: on the spot students hold hands in front at hip level and ‘sprint’ to slap knees

and hands

Exaggerated action with high knee lift , elbows bent and arms swinging

3. Arms bend at elbows and move in opposition to legs

Students sit and hold relay batons/rulers/sticks in each hand and swing the arms back and

forth with bent elbows

Race walking: student use exaggerated arm movements

Continuous scissors jumping :begin in a forward stride position(right foot and left arms

forward). Jump on the spot and reverse arms and legs. Repeat and increase rhythm

Students sprint short distances with batons/ rulers in each hand

March on the spot: legs first then arms join in

4. Contact ground with front part of foot

Changing pace using letter cards for signals as students move around the area : w-walk, j-

jog, r- run. Students change speed as the cards change . Stress heel toe placement for the

walk/jog and toe placement for the run.

Students march on their toes with short skips and emphasis on staying tall

5. Body leans slightly forward

Tow a partner: a runner tows a partner who is facing same direction by holding hands.

The partner applies slight resistance which encourages body lean.

Students run with a partner over 15metres. Emphasis on students’ body and running up

on toes.

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Running Activities

Bean bag scramble

Groups of 4 with one hoop and four bean bags

Hoops are randomly scattered with 4 bean bags in each hoop. One group stands near each

hoop

On asignal students collect bean bags from other hoops and place them in their own hoop

one at a time

Teams must not protect their hoops

Run the activity for a set time then replace bean bags

Knees up

Set out cones to create two lines 15-20 metres apart

Students stand in lines and skip with high knee lift and matching opposite arm

movement, towards the opposite line

Elbows bend at right angles in front and behind the body

Belly starts

Set out 4 cones to create two lines 15-20 metres apart.

Students lie in lines on the floor face down.

On a signal the students in the first row scramble to their feet and sprint to the line 15

metres away.

Repeat until each line of students has done a start. Starting positions may be changed.

Circle sprint

Six students stand in a chalk/rope circle and are numbered 1-6.

The teacher says on your marks, set and calls a number.

Students with the designated number sprint clockwise around the circle back to their

places

Ball sprinter

Students in two groups form a line facing each other 40- 60m apart.

Place the balls in the middle of the area.

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Students are numbered in each group.

The teacher calls “on your mark, set” and a number.

Students with that number sprint to their ball and raise it above their heads

Pass and sprint

Students are placed in two groups.

The running group forms a straight line with the first student holding a baton.

The passing group forms a circle around one of their students.

On signal, the first student in the running group runs around the circle of the passing

group and passes the baton to student # 2.

Each member of the group completes the circuit.

At the same time the passing group counts how many passes of their ball can be made to

the group members.

Groups exchange roles and repeat.

The group with the greater number of passes is the winner

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SUPPLEMENTAL UNITS AND LESSONS

DEVELOPED BY COTEFORD JUNIOR SCHOOL, LONDON, ENGLAND

AS PART OF THEIR PHYSICAL EDUCATION PROGRAMME

Used by permission

28

UNITS IN EDUCATIONAL GYMNASTICS

PATHWAYS

BALANCE

SYMMETRY

STRETCHING & CURLING

RECEIVING BODY WEIGHT

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Sample Lesson 1

Theme: Pathways

Class: Std 3 / 4

Objectives: To explore pathways using a variety of movement skills

Equipment: mats, cones, hoops

CONTENT

ORGANISATION

Teaching points/Cues Warm-up Children run in and out of each other,

following a wriggling, flexible pathway

In pairs, one leading - following a

wriggling, flexible pathway

Follow in pairs travelling on hands and

feet

Avoid contact with each other

Avoid contact with other pairs and change

the leaders several times

Skill Development

Use many different methods of travelling

along a straight or direct pathway about 5

metres long

Use many different methods of travelling

along a curving, flexible pathway about 5

metres long

Use of demonstrations

Have children explore own apparatus over,

along, through

Travel round the room using all the

equipment and making different pathways

between the apparatus as well as over it

Travel in flexible pathways between the

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Evaluation

Find suitable methods of travelling while

following a triangular pathway, a square

pathway, and an irregular, angular pathway

Travel along a zig-zag pathway to a

destination about 10 metres away, by

jumping and turning into a new direction

In pairs, develop a sequence showing

travelling along three different pathways

apparatus and direct pathways over it

Travel in direct pathways between the

apparatus, and flexible pathways over the

apparatus

To travel sharply off in another direction,

the children must slow down before they

reach the corner, and then overbalance into

the new direction.

Children demonstrate and repeat

Encourage creativity e.g. jumping, turning,

and rolling into a new direction

Partners include matching, leading, and

following actions.

Cool Down

Closure (5mins.)

Whole body stretch Slow smooth body stretch

31

Sample Lesson 2

Theme: Pathways

Class: Std 3 / 4

Objective: To explore curving pathways using a variety of movement skills

Equipment: cones, mats, hoops

CONTENT

ORGANISATION

Teaching points/Cues

Warm up:

Run in and out each other following a

curved pathway

In pairs, one leads the other in a curving

pathway

In pairs, one travels from bridge shape to

bridge shape and the other one negotiates

them without making contact

Avoid contact with each other and explore

equipment, over, around, through etc.

Change leaders several times

Change roles

Skill Development

Individually link balances, twists and rolls

to travel along a semi-circular pathway to a

destination

Use jumps to travel around a circular

pathway – experiment

Try small turning jumps

Use step-like actions in different

combinations to travel a circular pathway –

different sized circles

Use of favourite and suitable ways of

Demonstrations

Smaller turning jumps would be more

suitable for this pathway

Demonstration of activities

Select demonstrations to illustrate the

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Evaluation

travelling along a circular pathway -

experiment

Travel on hands and feet to follow a leaf-

like pathway

In pairs, develop a sequence showing

travelling along curving pathways

suitability of actions for curving pathways

Can you find a flowery pathway and trace

it on the floor by travelling on hands and

feet?

Travel on the floor with a turning jump

following an angular pathway

Partners include matching, leading, and

following actions.

Cool Down

Closure (5mins.)


Sample Lesson 3

CONTENT

ORGANISATION


Warm-up

Travel in and out of each other in a zig-zag

pathway

Travel around the room by linking a series

of balances and rolls

Use a series of runs and turning jumps and

avoid contact with each other

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Skill Development

Leap from one foot to the other and

continue in a series of large bounding step-

like jumps

Join together a series of rolls - Give time to

experiment and then pick out a

demonstration to show a suitable pathway

Let the students try again changing

direction as necessary at the end of each

roll

Run, jump and sink down into a balanced

position

Perform a series of twists and turns on the

floor and in the air to show suitable

pathways

Select the most suitable pathway for those

jumps

Let the students practice several different

ideas and look out for demonstrations to

show suitable pathways

Use of demonstrations

Cool Down

Closure (5mins.)


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Sample Lesson 4

CONTENT

ORGANISATION


Warm-up

Run around the room

Walk around the room

Jog around the room

Stand in your personal space, then begin

moving around the room through walking,

jogging, running fast, back down through

running, jogging, walking to stop


Repeat acceleration and deceleration

several times

Skill Development

Evaluation

Individually, decide on a sequence which

involves travelling for about 10 metres

Practice the same sequence with

acceleration / deceleration

Make up another sequence and go through

the same process

Make up and practice a sequence which

follows a circular pathway and changes of

levels and speed

In pairs: discuss and experiment before

composing a sequence to be performed

simultaneously involving appropriate

movements

Practice it at very high speed, and then in

slow motion

Circulate and give students feedback

Students should be able to decide upon the

most suitable speeds for all of these

movements

Demonstrations to show these changes of

speed and level

Teacher stipulates the pathway

Time given to experiment, then students

perform sequences

Cool Down

Closure (5mins.)


35

Theme: Balancing on different body parts – Change of Direction

Sample Lesson 1

Equipment: mats, benches

CONTENT ORGANISATION Teaching points/Cues Warm-up Travel around the room in as many

different ways as possible, taking weight

on different body parts

Reminder about travelling on “points and

patches” (small body parts or large body

parts)

Can you travel around the room in a

hopping or jumping way?

Children demonstrate and all try again

Skill Development Run in and out of each other – STOP –

repeat several times

In your own time, run – balance – run –

balance, showing a different balanced

position each time

Jump onto the mat


Use of general space

Strong tense bodies and a wide base –

repeat the task

Use children’s demonstrations to remind

students about all the body parts that will

take weight to balance

Can you roll, and then push into a balanced

position?

Any body parts not taking weight must be

stretched and tense – toes pointed

We were stopping in a balance on our feet

in the last task, now when I say STOP can

you show me a different balanced

position?

Teaching , or reminding about 1 foot – 2

feet jump

36

Can you jump from 1 foot – 2 feet sink

down and roll away?

Let children experiment and then show

demonstrations using different

combinations – emphasize continuity

Imagine you are jumping over the rim of a

well and sink down in it

Demonstrate to illustrate continuity

Cool Down

Closure (5mins.)


Sample Lesson 2

CONTENT

ORGANISATION


Warm-up

Run in and out of each other

Jump into a space and move on.

Run – jump 1 foot – 2 feet – sink down

and sideways roll – continue and repeat


Repeat several times

Remember the 1 foot – 2 feet jump?

Repeat the task, but this time use the 1

foot – 2 feet jump

Remember to jump and sink down

Emphasize the sinking down

Skill Development

Travel in different ways along the floor –

taking weight on different body parts

Travel along the floor on different body

Remember “points and patches”

Demonstration and all try

Demonstrations and reminder of different

37

parts – push up into a balance and hold for

“100, 200, 300” and then continue

Join together jump – roll – balance where

you travel in the same direction but change

the way you are facing

parts on which you can balance

Tension in body in balanced position

Body tension

Can you roll in any way and move slowly

into a balance? Repeat task

Can you now join together run – jump 1

foot – 2 feet – roll and balance?

Students experiment then demonstrate

Show where one can travel in the same

direction all the time but not face in the

same direction all the time

Circulate and give feed back

Children demonstrate

Cool Down

Closure (5mins.)


38

Sample Lesson 3

CONTENT

ORGANISATION


Warm-up

Travel about the room on hands and feet

Travel round the room on buttoms and

backs

Run in and out of each other, changing the

way you face as you travel

Run and jump into a space – continue

Run and jump into a space, turning in the

air

Show different ones and repeat

Show different ideas and repeat

Skip, jogging backwards, sideways


Emphasize the sinking down

Repeat and show demonstrations

Floorwork

Teaching same jump with a ¼ , ½ , ¾ ,

turn

All together, facing the same way to begin

with, run and jump to turn ½ - land on 2

feet – STOP.

Repeat the jump several times and then

every one bunny hop off in the new

direction

Use the walls of the hall to help students

identify the degree of turn

Reminder of 1 foot – 2 feet jump,

Can you run – jump – roll – balance using

your turning jump?

Have students demonstrate and repeat

“Are we facing in the same direction that

we were facing before we jumped?” NO

Safety in landing

Can you do a turning jump to land facing

in a different direction from where you

started, and then do something to travel

away in that new direction

Give students time to experiment, then

have them demonstrate their ideas

Cool Down

Closure (5mins.)


39

Sample Lesson 4


Warm-up

Run in and out of each other.

On “CHANGE” – change directions

Run and do a turning jump to land and face

in a different direction then run off in that

new direction

Avoid contact

Make the “CHANGES” come in rapid

succession

Change of weight and push off foot to

change direction


Skill Development

Mats out – In pairs - stand diagonally

opposite your partner just off the mat, and

facing the same way round. On “GO” run

fast around the mat, small steps and try to

catch your partner.

Squat at the end of the mat, hands on the

mat.

Students do this activity for 10 seconds

then there is the command “STOP” the

activity is repeated in the opposite

direction

Students are given time to experiment,

then demonstrate

Can you push hard on hands and arms and

bunny hop to make your feet land around

the corner of the mat?

Are you facing in the same direction? NO.

Could you “bunny hop” towards the mat,

“bunny hop” to turn the corner, and then

“bunny hop” to travel away in your new

direction?

Can you travel towards your mat, perform

a movement which turns you in a new

direction and then travel again in that new

direction?

40

Evaluation

Clarify that the turning movement gives

you the new direction

Emphasize variety of modes of travelling

Have students demonstrate and try again

Cool Down

Closure (5mins.)


41

Unit of Work: Gymnastics Unit Symmetry and Asymmetry

Lesson 1 Lesson 2 Lesson 3 Lesson4 Lesson 5 Lesson 6

Equipment

Apparatus-benches,

tables and mats

Apparatus-benches, tables and

mats


mats

Warm Up

On command, stand, sit

,kneel, lie.Run and stop

like statues

Run, sit, run and

stand, through all

different positions.

Move round

lightly jump in a

symmetrical

shape and

continue.Also

look at take of

Directional running to

command. Run, jump,turn,

land,and continue.Can you turn

symmetrically?

Run, jump in a

symmetrical/

asymmetrical way and

move on.

Follow the leader travelling and

stopping in various shapes and

on different levels.

Introductory

activity

Stretch as high as

possible, and curl low and

tight.Tension. Think about

shape.Does it have to be

on your feet?Can you

travel in a symmetrical

shape?(slide,bounce,stradd

le roll,bunny hop,rolls,star

jump)

Explore

apparatus.Travel

round the gym in a

symmetrical way

and use a piece of

apparatus when you

come to it. Then

incorporate

symmetry on

apparatus. Try legs

apart and legs

together.

Show all

symmetrical

shapes on the

floor-different

level. Move

symmetrical

changing levels.

Demo good

changes of level.

Explore apparatus. Move over

symmetrically. Take out demos

and discuss precise

symmetrical movement. Work

on quality-tension, straight

legs, etc.

Hold asymmetrical

shapes in balance. Move

from one to another,

being still and smooth.

Can you roll

asymmetrically?

Explore apparatus. Can you

balance in a symmetrical/

asymmetrical way? Arrive one

way and leave another

Development Demo and explore all the

different ways of

balancing symmetrically.

Different levels. Can you

be symmetrically with a

partner?

Find sequence of

travelling on the

floor and the

apparatus with

continuity of

movement and

symmetrical shapes.

Include balances

and stillness.

Choose 2 good

symmetrically

travelling

movements and

incorporate

stillness. Demo

Question/answer

if the task is

being answered

fully. Look at

continuity

Sequences on the travel

apparatus . Travel

aymmetrically onto apparatus,

hold a balance, move on. Can

incorporate stretches and curls

Move in an asymmetrical

way.Join 2 symmetrical

balances with

asymmetrical travel and

vice versa. Make a short

sequence with a partner

Make a sequence consisting of a

jump, roll, balance, levels,

symmetrical/asymmetrical and

smooth movements.

Conclusion As start of introduction to

cool down, or show

partner work if had time to

refine

Demo and have

time to practice

other ideas.

Describe what

they have done

and see if another

person can

replicate their

sequence having

only heard

Watch sequence and discuss

technique

Show another pair what

you have done and

together discuss the

technique..

Perform sequences half class.

Start at same time and hold

finishing positions.

42

Unit of Work: Gymnastics Symmetry and Asymmetry

Learning Outcomes

Must Should Could To know how to make a symmetrical

and asymmetrical shape with their body

To move smoothly form one

shape to another in a balance

To perform matching sequences side by side with a

partner

To travel with the body in a

symmetrical and asymmetrical shapes.

To move smoothly from one

shape to another whilst

travelling.

To be able to modify the sequence to focus on

presentation

To work on different levels.

To transfer each movement to

apparatus

To comment on others work to improve the performance.

Evaluation

Cross-Curricular Links Literacy- Describe activities to a small group

PSHE-Valuing self and others in performance. Understand that others feelings are important

ICT-Video and/or photograph polished performance at end of unit to show year group/display.

43

Unit of Work : Gymnastics Stretching and Curling

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Equipment Apparatus benches,tables and

mats

Apparatus-

benches,tables and

mats


mats

Warm Up Travel on toes following

a curved pathway. On

command make yourself

small.

Run round, jump into a

space, land lightly and

continue. Land on 1 or 2

feet.Show stretched in the air

Run.Stop in a still

stretched shape.

Which parts of your

body can you stop

on? Try Curled.

Run and jump in

different

shapes.Experiment

types of roll at the end

of the jumps.

Walk, trot and jump

concentrating on quiet

landings .Move

forwards, sideways

and backwards.

Run and jump in the air in a

clear shape-star,

straight,curled,twisted,uneven

etc.

Introductory

Activity

Travel in a curved

position and change

mode of travel on

command. Look for

changes of direction and

speed and body parts

supporting weight.

Teach curled jump –

head up, knees up to

chest

Explore the apparatus – over,

under, along, through. Climb

on jump of f 2 feet, sink and

roll away. Different jumps –

curled and stretched. Travel

over and along in stretched

and curled shapes.

Move into a curled

shape and hold, then

a stretch. Can you

travel changing like

this? Direction and

levels. Then travel

sometimes

stretching,

sometimes curling,

running, jumping,

rolling. Copy a

partners shape.

Explore apparatus.

Approach quickly,

curled and leave

slowly stretched. Find

ways of getting on

and of being curled or

stretched. Move over,

under, along and

through in different

shapes.

Travel round the room

and through the air in

a curled position.

Remember teaching of

curled jump. Partner

work to follow each

other. Change to

stretched shapes.

Explore apparatus. Show as

many shapes as possible.

Follow my leader on the

apparatus. Experiment with

matching shapes as last week

on the floor. Try contrasting

shapes.

Development Stretches in lots of

different shapes and no.

of points. Kick up to

handstand and stretch, or

kick one leg back. Run,

jump, stretched, sink,

roll in stretched or curl,

continue moving.

Incorporate stretch and curl

in use of apparatus. Climb on

using hands and feet, slide

off. Jump stretched, land and

roll sideways. Work on

continuity of movement.

Join two movements

together, discuss

favourite and

perform together

with a partner. Then

lead and follow –

stretch, curl, speed

and direction

With a partner choose

favourite 2

movements and

perform them side by

side.Demo. Discuss

and have time to try

out other peoples.

One partner on the

floor in a shape,the

top in same

shape.Show ideas.Can

they move smoothly

taking it in turns.Try

contrasting

shapes.Join together 4

movements

Join together 2stes of

movements to clearly see

which are matching and which

contrast.

Conclusion Demo continuity of

movements and

stretched shapes in the

air and on the floor

Show sort sequence, focusing

on change of shape between

stretch and curl.

Look at precision of

partner work.Bring

in all teaching

points.

Follow my leader in

partners.Slow motion

to cool down.

Show completed

smooth sequence.

Demo.Are the movements

joined together smoothly?

44

Unit of Work: Gymnastics – Stretching and curling

Learning Outcomes

Must Should Could

To find different ways of travelling

in curled and stretched shapes.

To work with a partner to match and

complement/contrast shapes.

To comment on another pair’s work

in order to improve the performance

To use stretched balances on

different body parts using points and

patches

To link ideas into a smooth sequence To use apparatus with a partner to

create an effective sequence

To begin to think about stretching

and curling at different levels

To transfer ideas onto apparatus

where appropriate

To include more than one piece of

apparatus in a smooth sequence

Evaluation

Cross-Curricular Links

Literacy-Describe activities to a small group

PSHE-Valuing self and others in performance. Understand that others feelings are important.

ICT-Video and/or photograph polished performances at end of unit to show year group/display.

45

Unit of Work: Gymnastics-Balance

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Equipment Apparatus-benches,

tables and mats

Apparatus-benches,

tables and mats

Apparatus-benches,

tables and mats

Warm Up Run in and out. Jump and

land in a space. ‘Stop’ and

balance.

Run in different

directions and on

points. Balance on a

patch.

Run and bounce on

the spot. Change

direction and speed

on signal.

Hands on floor, kick

legs up and try to

touch each other.

Control.

Stretch and curl

symmetrical and

asymmetrical

balances. Hold for 3

seconds.

Run and jump in a

wide stretched shape,

narrow shape and

different shapes.

Introductory

Activity

Investigate-notice that feet

together to balance give

you a small area and need

control. Jump up, not

forwards, tension, shock

absorbers, squashy

landing.

Explore apparatus

travelling over,

through etc. Can

you jump and land

on or off? Discuss

safety. Move and

balance on points.

Can you travel with

your feet higher

than your head?

Demo. Can you

hold a balance like

this? Balance up on

shoulders-tight

body, stretch legs,

hands on waist,

elbows on floor.

Explore apparatus.

Travel with feet

higher than head.

Balance with feet

higher, on, under

and against. Think

about the shape of

your body.

Stand and stretch

(3secs) curl (3secs)

roll and stand. Work

to get continuity and

flow. Where is your

tummy facing?

Same points and

different points.

Find different places on

apparatus for balances.

See how many

different shapes there

are. Use app. To

support balances. Slide

and jump in different

shapes.

Development Points and patches holding

balances. Move smooth.

Reduce no. of points and

retain balance. Jump and

sink to balance, and then

reduce.

Can you reduce a

balance on the

apparatus? Travel

round and under,

take weight on

points and hold on a

patch. Run and

jump, sink down to

balance etc.

Narrow body. Can

you make it wide?

Small and curve?

Change shape but

keep base-

investigate. Travel,

balance, curl,

different rolls and

different directions.

Can you travel using

different points,

balance, and roll

away? Different

body parts, hold

wide/narrow

balance, curled

balance and roll

away.

Produce a sequence

of balances, rolls

and jumps. Include

teaching pints from

weeks 1-5.

Join together two

stretches/curls with a

slide. Include a jump.

Give items which must

be included.

Conclusion How can we be still?

Show favorite 3 point

balances and discuss

reducing.

Demonstrate best

control and

imaginative ideas.

Others have time to

try them.

Which direction

does the roll travel

in? Demonstrate.

Demonstrate good

examples and have

time to try some out.

Demo half class at a

time. Discuss

teaching points.

Demonstrate

46

Unit of Work: Gymnastics-Balance

Learning Outcomes

Must Should Could

To explore and identify body parts

capable of supporting weight.

To understand about the size of body

parts in relation to the base of the

balance and stability.

To investigate balancing on small

body parts well spaced to be stable.

To know that body tension affects

the quality of the shape.

To be able to extend and keep tight

all parts of the body.

To discuss how to maintain shape

and improve posture.

To use different body shapes in

balances and jumps.

To transfer balances into a sequence. To demonstrate a sequence with

control and accuracy throughout.

Evaluation


Science- Movement and growth, skeletons and muscles as the body moves

PSHE-Valuing self and others in performance.

ICT-repeating patterns. Positions and movement of the body

ICT-Video and/or photograph polished performances at the end of unit to show year group/display.

47

Unit of Gymnastics- Receiving body weight

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Equipment Apparatus- benches,

tables and mats.

Apparatus- benches,

tables and mats.

Apparatus- benches,

tables and mats.

Warm Up Find 3 methods of travelling

on feet only. Change

direction.

Move on different

body parts. Points

and patches. Change

parts on command.

Take weight on

hands and feet.

Change direction on

command. Stretch

and curl.

Run using tiny

steps, on command

giant strides. Repeat

with changes of

speed.

Travel with limbs

close and wide. As

many ways as

possible.

Change direction in the

air, on hands, on one leg.

Introductory

Activity

Run in and out, curved

pathways, jump in a space,

and land on 2 feet. Check

safe landings-squashy, run

and jump to 1 foot, transfer

weight. Find ways to jump

from feet to hands. Share

ideas.

Explore apparatus.

Get on the apparatus

hands first. Jump off

to land on feet and

roll. Jump on and

leave in a controlled

way. Demonstrated

ideas.

Look for points and

patches for balance

with stillness.

Transfer weight and

remain balance. Use

types of roll to

change shape.

Explore apparatus.

Approach forwards

and leave

backwards. How do

you change

smoothly?

Approach stretched

leave curled.

Approached feet and

hands close, leave

apart.

Travel around the

room in a variety of

ways-close and far

parts, 1 or 2 feet

higher than your

head. Include jumps

and changes in

level.

Explore apparatus. Travel

across, over and through

with feet higher than

other body parts. Demo

and try again. Look for

sliding, balancing, rolling

etc.

Development Try ideas for changing from

feet to hands and work to

perfect it. Include twists of

body. Can you move with

feet and hands? Frequent

changes of direction. Feet

land in different places.

Get onto the

apparatus with

different body parts

leading and from

different angles. Go

over with hands

taking weight eg

cartwheel, zig-zag,

then off with hands

taking weight.

Continuity of

movement. Join

together 3 balancing

and travelling

movements taking

weight on different

parts. Put parts close

together and wide

apart.

Show introductory

ideas for good work.

Make sure each task

is being answered

and the work is

appropriate to the

apparatus. Look at

the changes of

direction before, on

and off.

Work with a partner.

Join movements

together and share

ideas. Can you make

it symmetrical.

Join 3 movements

together showing body

parts together or apart.

One must include feet

higher. Experiment and

compose.

Conclusion Show perfected ideas and

discuss tension and control.

Show all ideas.

Discuss how to

make actions

smooth.

Demo for all to try. Find ways to get on

and off using

different body parts

for weight bearing.

Show partner work

and discuss best

bits.

Look at sequences.

48

Unit of Work: Gymnastics-Receiving body weight.

Learning Outcomes

Must Should Could

To be able to transfer body weight

from feet to hands and back again.

To move in different directions

transferring body weight.

To ensure continuity of movement

To move smoothly from one balance

to another.

To work with a partner in a sequence

both on and off the apparatus.

To discuss and modify sequences

To travel with feet apart and feet

together.

To maintain control and tension

throughout a performance.

To help other pupils to improve

performance.

Evaluation


Science- Movement and growth, skeletons and muscles as the body moves.

PSHE- Valuing self and others in performance.

ICT- Repeating patterns. Position and movement of the body.

ICT-Video and/or photograph polished performance at the end of unit to show year group/display.

49

Glossary of terms

Weight bearing – taking the weight of the body on different parts e.g hands, back,feet

Weight transference – how the weight of the body is shifted from one part to the other e.g. stepping , rolling

Pathway –the type of path used to move from personal to general space e.g. zig-zag, straight

Travelling –an activity/skill used to move from personal to general space

Level – the height at which a skill/activity is done e.g. low, medium, high

Relationship – the way in which an activity/ skill is performed in relation to an object or person e.g. over, under, on, off, along,

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