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Gymnastic: Balance Unit (Grades K-3) Jordon Knox ESS 303 March 23, 2010
Gymnastic: Balance Unit (Grades K-3)
Jordon Knox
ESS 303
March 23, 2010
Introductory Activities:
Building Bridges (p.26, Hacker, et. al.)
o Equipment: Panel mats
o Time: 10 minutes
o Description: Students form pairs and perform the following activities:
Under and Over: In pairs, one student makes a bridge and the partner
crawls under.
Cross Bridges: One partner makes a bridge by arching backward, and
the other makes a bridge by arching forward over the top. Then the
students switch positions.
Pirouette Bridges: Start on all four (on hands and feet, stomach down
toward the floor). Roll sideways through to a bridge position without
moving forward or backward. Repeat in the other direction.
Hold It (p.52, Hacker, et. al.)
o Equipment: Matted floor areas
o Time: 10 minutes
o Description: The teacher shows children picture of a variety of classic balance
poses (such as front support, back support, tuck, pike, tip-up, headstand) and
names them. Students try several of the poses holding them for three to five
seconds. The teacher talks about balancing on a variety of body parts (hands,
feet, knees, tummy, seat, shoulder, etc.) and has the students demonstrate
several balances using these different parts. The students choose two of their
favorite or best balances and link them in a short sequence.
Partner Balance (p.54, Hacker, et. al.)
o Equipment: Strip or panel mats arranged in a square, pictures of various
balances
o Time: 20 minutes
o Description: The instructor begins by showing the students pictures of several
partner balances. The instructor then demonstrates one or two partner
balances and explains the principles of good balance and supporting another
person’s weight. Each student chooses a partner and a work space. Each pair
should try several different partner balances, the ones pictured as well as ones
they invent themselves. After choosing one balance they like or can do best,
they begin by having one partner assume an individual balance of his or her
choice. Then, using a weight transfer action of his or her choice (such as a roll,
cartwheel, step, or jump) this student approaches their partner, and they move
into the partner balance with a smooth, logical transition. After holding the
partner balance for three to five seconds, the second student chooses another
transitional action to move away and finishes in a second individual balance.
The sequence is pose, transition, partner balance, transition, pose. Finally, the
pair chooses two or three partner balances and develops a longer sequence.
Balance Puzzle (p.56, Hacker, et. al.)
o Equipment: Body part shapes drawn on cardboard or other material, panel mat
o Time: 10-20 minutes
o Description: Prior to class time, the instructor draws balance puzzle charts with
markers on sheets of paper, poster board, or cardboard. The charts may be
laminated for better durability. Beginning with the easier puzzles, the instructor
holds up once chart at a time and asks the children to balance on the body parts
shown. The children must balance on the correct parts in the position shown in
the chart, with no other body parts touching the floor.
Alphabet Soup (p. 58, Hacker, et. al.)
o Equipment: Floor exercises mat or panel mats arranged in a large square
o Time: 7-10 minutes
o Description: Players move randomly around the floor using a gymnastics motor
skill (such as leap, skip, chasse, roll) or any locomotor skill. When the instructor
call out a letter of the alphabet, students form groups of three, Using
gymnastics balancing skills, each group forms the shape of the letter and holds it
until the instructor calls “alphabet soup”. Students then resume moving about
until the instructor calls out the next letter.
Balance Tag (p. 68, Hacker, et. al.)
o Equipment: None
o Time: 10 minutes
o Description: The teacher selects a student to be “it”. All other students are
scattered around the playing area. On the word “go”, all students begin to move
around the area using various locomotor skills designated by either the teacher
or the person who is “it”. “It” tries to tag as many players as possible. Players
are safe only when in a balance position specified by “it” or the teacher. When
tagged, players join “it” as taggers.
Four Corners, Four Poses (p.76, Hacker, et. al.)
o Equipment: Large matted area or panel mats arranged in a square
o Time: 10 minutes
o Description: One person is selected to be blindfolded in the middle. All others
skip, chasse, or do another gymnastics locomotor skill around the mat. The
blindfolded person calls “stop” then counts to 10. All students quickly move to
one of the four corners of the mat and assume the pose designated at that
corner (knee scale, headstand, handstand, pike-straddle stand, etc.). The
blindfolded person calls out one of th designated poses, removes the blindfold,
and pick the next person to be blindfolded from those who were in the
designated corner. Instruct students that they must move through each corner
before they repeat a pose.
Wall Walk (p. 96, Hacker, et. al.)
o Equipment: Wall, panel mats arranged next to wall
o Time: 10 minutes
o Description: From a front support (push-up) position with soles of feet against
the wall, the student walks his or her feet up the wall to a mark or line and back
down. (The mark should be at a height such that the student’s body forms an
angle of about 45 degrees with the floor when his or her feet reach the mark).
Repeat a total of three times. A partner should assist if necessary by holding the
waist of the student who is walking up the wall. Students should try to keep
their bodies extended and heads in line with the body when moving their feet
up and down the wall.
Wheelbarrow Tag (p. 106, Hacker, et. al.)
o Equipment: Matted floor area, folded panel mats
o Time: 5 minutes
o Description: This is a tag game for pairs. Each partner assumes a front support
(push-up) position with feet placed on the top surface of a folded panel mat,
hands placed on the floor. The game starts with partners at apposite ends of the
panel mat. The object of the game is for the player who is “it” to try to tag the
partner’s hand while players walk on their hands in a front support position.
Windshield Wipers (p. 108, Hacker, et. al.)
o Equipment: Matted floor area
o Time: 8 minutes
o Description: The students work in their own personal space. Place a target or
dot on the mat for each student. With their feet on the dot, students’ assume a
front support (push-up) position. They can either hop or walk on their hands in a
semicircle back and forth like windshield wipers. They must keep their feet on
the target.
Skills:
1. Head Balance (p.471, Pangrazi and Beighle)
o Place a bean bag on top of the head
o Walk, stoop, turn, sit down, get up, etc.
o Keep good upper-body posture
o Keep arms out to the side for balance
o Change arm positions later
2. Finger Touch (p.487, Pangrazi and Beighle)
o On mat
o Feet pointed forward with toes against a line or floor board
o Grasp right wrist with left hand
o From standing position, slowly start squatting down
o Touch floor with index finger of right hand
o Stand back up without losing balance
3. One-Leg Balance (p.470, Pangrazi and Beighle)
o On mat
o Start with feet together
o Lift one leg from the floor
o Arms are free and then assume specified positions-folded across chest, on hips,
etc.
4. Knee-Lift Stand (p.471, Pangrazi and Beighle)
o On mat
o From a standing position
o Lift one knee up so that thigh is parallel to the floor
o Toe points down
o Hold
o Return to starting position
5. Balance Touch (p.472, Pangrazi and Beighle)
o On mat
o Place an object 1 yard away from a line
o Balance on line with one foot
o Reach out and touch object
o Recover to starting position
o Reach forwards, sideways, and backwards
o Reverse hands
6. Face-to-Knee Balance (p.486, Pangrazi and Beighle)
o On mat
o Start in standing position with feet together
o Place hands on hips
o Balance on one foot with other foot extended backward
o Bend trunk forward and touch supporting knee with nose
o Recover
o Switch legs
7. Leg Dip (p.486, Pangrazi and Beighle)
o On mat
o Extend both hands and one leg forward
o Balance on the other leg
o Lower body to sit on the heel
o Return upright without losing balance or touching floor
8. Single Leg Balances (p.472, Pangrazi and Beighle)
o On mat
o Forward Balance
Extend one leg backward until parallel to the floor
Keep eyes forward and arms out to side
o Backward Balance
Extend one leg forward keeping knee straight and toe pointed
Keep arms to the side
Lean back as far as possible being able to look up at the ceiling
o Side Balance
Standing on left foot
Bend left until right side of body is parallel to the floor
Put right arm alongside head
9. Balance Jump (p.486, Pangrazi and Beighle)
o On mat
o Arms out to side and body parallel to floor
o Extend one leg back and balance weight on other leg
o Quickly change to the other foot
o Keep body parallel to ground while switching legs
10. Kimbo Stand (p.471, Pangrazi and Beighle)
o On mat
o Keep left foot on floor
o Cross right leg over left leg
o Right foot points partially down and toe touches the floor
11. Stork Stand (p.61, Malmberg)
o On mat
o Eyes focus forward
o Body is upright
o Arms are to the side
o One foot is placed on the inside of knee
12. Y Scale (p.62, Malmberg)
o On mat
o Eyes focus forward
o Knees are straight
o Hold foot in one hand and stretch it to wall
o Lift foot to make a “Y”
13. Double Knee Balance (p.471, Pangrazi and Beighle)
o On mat
o Kneel on both knees
o Feet are pointed straight back
o Lift feet from the ground and balance
o Try various arm positions
14. Head Touch (p.471, Pangrazi and Beighle)
o On mat
o Kneel on both knees
o Feet are pointed straight back
o Arms are pointed back
o Lean forward slowly and touch forehead to the mat
o Slowly come back up
15. Hand and Knee Balance (p.472, Pangrazi and Beighle)
o On mat
o Start on all fours
o Lift up one hand and the opposite knee
o Keep free foot and hand from touching
o Reverse hand and knee positions
16. Single Knee Balance (p.472, Pangrazi and Beighle)
o On mat
o Perform Hand and Knee Balance
o Lift hand on floor up, lifting trunk up
o Both arms should be stretched out at sides
o Switch knees
17. Tummy Balance (p.485, Pangrazi and Beighle)
o On mat
o Lie prone on floor, arms outstretched forward
o Raise arms, head, chest, and legs from the floor
o Balance on tummy
o Keep knees straight
18. V-Sit (p.60, Malmberg)
o On mat
o Bottom is on the floor
o Hands on floor for balance
o Knees are together
o Toes are pointed
o Lift legs towards torso
19. Crawling Forward and Backward (p.66, Malmberg)
o On balance beam
o Eyes focus in front
o Crawl forwards
o Crawl backwards
20. Forward and Backward Walking (p.67, Malmberg)
o On balance beam
o Eyes focus at end of beam
o Arms are horizontal and to the side
o Walk forward by placing one foot in front touching heal to toe
o Walk backward by placing one foot in front touching heal to toe
21. Cross Over, Cross Behind (p.67, Malmberg)
o On balance beam
o Eyes focus on footwork and direction of travel
o Arms are horizontal and to the side
o Facing sideways
o One foot steps over
o Other foot steps behind
22. Stand, Lie Down, Stand (p.68, Malmberg)
o On balance beam
o Move slowly
o Squat down slowly
o When low enough sit on beam
o Hold beam with hands behind back
o Stretch legs out in front
o Lie back on hands
o Stand up in reverse order
23. Jump Switch Feet (p.69, Malmberg)
o On balance beam
o Eyes focus on end of beam
o Arms are horizontal and to the side
o One foot is in front of the other
o Jump straight up and switch the back foot to the front and front to back
o Land with opposite foot in front
24. Hop Across Beam (p.69, Malmberg)
o On balance beam
o Eyes focus on end of beam
o One leg is bent at a 90 degree angle
o Student hops across beam
25. Pivot Turn (p.70, Malmberg)
o On a balance beam
o Posture is upright
o Put one foot in front of the other
o Lift up on balls of feet
o Pivot on balls of feet
o Eyes focus on beam
o Arms are horizontal and to the side
26. Squat Turn (p.71, Malmberg)
o On balance beam
o Eyes focus on end of beam
o Back stays upright and straight
o Lift up on balls of feet
o Squat down staying on balls of feet
o Pivot on balls of feet
o Push yourself back up
27. Leap (p.72, Malmberg)
o On balance beam
o Eyes focus on end of beam
o Arms are horizontal and to the side
o Student starts walking across beam
o Pushing off back foot student leaps across beam
o Lands on lead leg
28. Tip Up (p.77, Malmberg)
o On mat
o Eyes focus forward
o Sit like a frog
o Hands flat on floor with fingers spread apart
o Knees perched on elbows
o Weight on your arms
29. Tripod (p.77, Malmberg)
o On mat
o Eyes focus on fingers
o Sit like a frog
o Hands flat on floor with fingers spread apart
o Knees perched on elbows
o Lean on your head
30. Switcheroo (p.81, Malmberg)
o On trapezoid
o Fingers are spread apart
o Hands are shoulder width apart
o Elbows are locked straight
o Eyes focus on fingers
o One foot on ground other lifted slightly off
o Kick up and switch feet quickly
Unit Plan Content Standards Worksheet
Title ___Gymnastic Balance Unit_____ Author __Jordon Knox______________
Physical Education Standards Physical Education Performance Indicators
▪ K.1 Students demonstrate
competency in motor skills and movement patterns needed to perform a variety of physical activities.
The student will perform locomotor skills by moving across a balance beam, staying on 3 out of 5 times. K.1.1.
The student will perform nonlocomotor skills by keeping their balance, 3 out of 5 times. K.1.2.
▪K.2 Students demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
The student will be able to describe balances by using cue words, with 70% accuracy. K.2.1.
The student will be able to identify basic movements for moving across a balance beam, with 70% accuracy. K.2.3.
▪ K.5 Students exhibit responsible personal and social behavior that respects self and others in physical activity settings.
The student will follow all safety rules for the balance beam, all of the time.K.5.2.
The student will work respectively with others when partner work is need, all of the time.K.5.4.
Science Standards
Science Performance Indicators
▪ K.3 Students investigate, describe, and discuss their natural surroundings. They begin to question why things move.
The student will understand that people can move fast or slow by moving across a balance beam, 3 out of 5 times.K.3.2.
The student will understand that people can move forward and backward, side to side across a balance beam, 3 out 5 times.K.3.2.
English Standards English Performance Indicators
K.1 Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
The student will be able to follow words from left to right and top to bottom while holding a balance, 3 out of 5 times. K.1.2.
The student will be able to clap out the number of syllables while moving across the balance beam. K.1.13.
Unit Plan Assessment Checklists
Unit Title Gymnastic Balance Unit Author Jordon Knox
“Type of Assessment Checklist”
Performance Indicator
Anecdotal Notes
Observation Checklist
Scoring Guide
Rubric Written Test/Worksheet
Presentation
The student will perform locomotor skills by moving across a balance beam, staying on 3 out of 5 times. K.1.1.
Record Sheet
Balance Beam Checklist
Balance Sequence
The student will perform nonlocomotor skills by keeping their balance, 3 out of 5 times. K.1.2.
Record Sheet
Balance Sequence
The student will be able to describe balances by using cue words, with 70% accuracy. K.2.1.
Balance Drawing Test
Balance Sequence
The student will work respectively with others when partner work is need, all of the time.K.5.4.
Partner Assessment
Balance Sequence
“Bloom’s Taxonomy Checklist”
Assessment Activity
Knowledge Comprehension Application Analysis Synthesis Evaluation
Anecdotal Record Sheet
Demonstrating skill
Balance Beam Check
Demonstrating skill
Balancing Drawing Test
Defining what skill looks like
Balance Sequence
Demonstrating skill
Create Sequence
“Gardener’s Multiple Intelligences Checklist”
Class Activity Verbal/ Linguistic
Inter- Personal
Bodily/ Kinesthetic
Musical/ Rhythmic
Visual/ Spatial
Logical/ Mathematical
Intra- Personal
Naturalistic
▪ Balance Activities
x x x x x
▪ Balance Sequence
x x x x x
▪
H:\Gymn & Rhythms\Unit Plan Assessment Checklists Worksheet.doc
Balance Beam Check List Student Name__________________________
+ means the student got criteria perfect
- means the student missed the criteria
/ means the student got about half the criteria right
_______/54 54-49 A 48-44 B 43-38 C 37-33 D 34 and Below F
(pg. 153, Safrit).
Eyes focus on Front Crawl forwards Crawl backwards
Crawling Forward
and Backward
Eyes focus at end of
beam
Arms Horizontal and
to the side
Forward with one
foot in front of the
other
Backward with one
foot in front of the
other
Forward and
Backward Walking
Eyes on footwork
and direction of
travel
Arms horizontal and
to the side
Facing sideways One foot steps over,
other foot steps
behind
Cross Over, Cross
Behind
Squat down Sit on beam and put
legs out
Hands behind and lie
on hands
Stand up in reverse
order
Stand, Lie Down,
Stand
Eyes focus on end of
beam
Arms horizontal and
to the side, one foot
in front of other
Jump straight up,
switch back foot
forward and front
foot backward
Land with opposite
foot forward
Jump Switch Feet
Eyes focus on end of
beam
One leg is bent at 90
degree angle
Student hops across
beam
Hop Across Beam
Posture is upright,
arms horizontal and
to the side
Put on foot in front
of the other
Lift up on balls of
feet, pivot on balls
of feet
Eyes focus on beam
Pivot Turn
Eyes focus on end of
beam
Arms are horizontal
and to the side
Students starts
walking,
Pushes off back foot,
leaps, lands on lead
leg
Leap
Partner Assessment
Name: ________________________ Teacher: J. Knox
Date : ___________________
Criteria Points
1 2 3
Your friend gave
you help when
you needed it. :( None of the time :/ Some of the time :) All of the time ____
Your friend
listened to your
ideas :( None of the time :/ Some of the time :) All of the time
____
Your friend
worked equally
with you :( None of the time :/ Some of the time :) All of the time
____
Your friend
listened and
supported what
you said
:( None of the time :/ Some of the time :) All of the time
____
Your friend gave
his ideas :( None of the time :/ Some of the time :) All of the time ____
Total----> ____
Teacher Comments:
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Balance Written Test Name_____________________________
Directions: Draw a picture to represent each of the following balances. Make sure your
drawing is clear and identifiable.
Head Balance
Knee-Lift Stand
Face to Knee Balance
Forward Single Leg Balance
Stork Stand
Y Scale
Double Knee Balance
Hand and Knee Balance
Tummy Balance
V-Sit
Forward and Backward Walking
Pivot Turn
Squat Turn
Tip Up
Switcheroo
3 points for accurately drawing it
2 points for missing some components
1 point they drew but was not correct
________/45 45-41 A 40-36 B 35-32 C 31-27 D 26 and Below F
Balance Time Assessment Name____________________________
Place X where student performed at.
1 Point: Cannot hold
balance
2 Points: Holds for 5
seconds
3 Points: Holds for
10 seconds
Head Balance
One-Leg Balance
Knee-Lift Stand
Balance Touch
Face-to-Knee Balance
Leg Dip
Single Leg Balances
Balance Jump
Kimbo Stand
Stork Stand
Y Scale
Double Knee Balance
Hand Knee Balance
Single Knee Balance
Tummy Balance
V-Sit
______/45 45-41 A 40-36 B 35-32 C 31-27 D 26 and Below F
Anecdotal Record Sheet
Date_________________
Write down what the students did well and what students struggled with. Make specific
notes of how to help students with their struggling areas.
Presentation on Balance Sequence
Directions: You will be put into partners. Your goal is to make up a balance routine using six
different balances. You can use balances on a mat or balances on the balance beams. You
need to use some kind of locomotor movement and then pause and hold the balance for 10
seconds. Teacher will have a rubric to grade the presentation.
Locomotor Movement Balance
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
Balance Sequence
Name: ________________________ Teacher: J. Knox
Date Submitted: ____________ Title of Work: _Balance Sequence____
Criteria Points
4 3 2 1
Assignment
Completeness All items
attempted 5/6 of items
attempted. At least 1/2 of the
items attempted. Less than 1/2 of all
items attempted. ____
Accuracy Each balance is
held 10 seconds. Each balance is
held 9 seconds.
Each balance is held
between 5 and 9
seconds.
Each balance is held
less than 5 seconds. ____
Demonstrated
Knowledge
Shows complete
understanding of
the balances.
Shows substantial
understanding of
the balances.
Response shows
some understanding
of the balances.
Response shows a
complete lack of
understanding of
the balances.
____
Requirements
Meets the
requirements of
the problem.
Does not meet the
requirements of the
problem. 4 ____
Legibility
Legible
handwriting. Marginally legible
handwriting. Writing is not
legible. ____
Total----> ____
Teacher Comments:
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______/18 18-17 A 16-15B 14-13C 12-11D 10 and Below F
ESS 303 Teaching Gymnastics and Rhythmic Activities
UNIT BLOCK PLAN
Day 1 Day 2 Day 3 Day 4 Day 5 Intro Activity: Building Bridges
Intro Activity: Hold It
Intro Activity: Partner Balance
Intro Activity: Balance Puzzle
Intro Activity: Alphabet Soup
Movement Sequences: Head Balance Finger Touch
Movement Sequences: One-Leg Balance Knee-Lift Stand
Movement Sequences: Balance Touch Face-to-Knee Balance
Movement Sequences: Leg Dip Single Leg Balance
Movement Sequences: Balance Jump Kimbo Stand
Assessment Anecdotal Record Sheet
Assessment Assessment Anecdotal Record Sheet
Assessment Partner Assessments
Assessment Anecdotal Record Sheet
Day 6 Day 7 Day 8 Day 9 Day 10 Intro Activity: Balance Tag
Intro Activity: Four Corners, Four Poses
Intro Activity: Wall Walk
Intro Activity: Wheelbarrow Tag
Intro Activity: Windshield Wipers
Movement Sequences: Stork Stand Y Scale
Movement Sequences: Double Knee Balance Head Touch
Movement Sequences: Hand and Knee Balance Single Knee Balance
Movement Sequences: Tummy Balance
V-Sit
Movement Sequences: Crawling Forward and Backward Forward and Backward Walking
Assessment Partner Assessment
Assessment Anecdotal Record Sheet
Assessment Assessment Balancing Drawing Test
Assessment Partner Assessment
Day 11 Day 12 Day 13 Day 14 Day 15 Intro Activity: Balance Puzzle
Intro Activity: Partner Balance
Intro Activity: Hold It
Intro Activity: Alphabet Soup
Intro Activity: Building Bridges
Movement Sequences: Cross Over, Cross Behind Stand, Lie Down, Stand
Movement Sequences: Jump Switch Feet Hop Across Beam
Movement Sequences: Pivot Turn Squat Turn Leap
Movement Sequences: Tip Up Tripod Switcheroo
Movement Sequences:
Balance Presentations
Assessment Anecdotal Record Sheet
Assessment Assessment Balance Beam Check List
Assessment Partner Assessment
Assessment Balancing Sequence Rubric
H:\Gymn & Rhythms\Unit Block Plan Worksheet.doc
References
Hacker, P., Malmber, E., & Nance, J. (1996). Gymnastics fun and games: 51 activities for children.
Champaign, IL: Human Kinetics.
Malmberg, E. (2003). Kidnastics. Champaign, IL: Human Kinetics.
Pangrazi, R., and Beighle, A. (2010) Dynamic physical education for elementary school children.
San Francisco: Pearson Education.
Safrit, M.,J. (1981). Evaluation in physical education (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
teAchnology. (1998). Rubric maker. Retrieved May 5th, 2010,
from http://www.teach-nology.com/web_tools/rubrics/.
