Module 4
Gymnastics Module 4 - To enhance quality of teaching and learning in gymnastics activities in secondary school.
| Resource: Gymnastics Module 4 | |
| Purpose: To enhance quality of teaching and learning in gymnastics activities in secondary school. | |
Overview of content:
Build on the Body Schooling Activities introduced in Module 1, Foundation Shapes and Positions of Module 2 and Family of Skills in Module 3 and the resources feature highly within Module 4.
21 Further Body Schooling Activities: consolidation to develop necessary strength, stamina, flexibility, co-ordination, control and body tension to successfully attempt 1 Individual Skill 7 Paired Skills 3 Group Skills Sports Acrobatic Balances
Continuum of Learning
Range of strategies to Assess Quality learning and teaching
Introduction of roles to be adopted in gymnastics activities: Performer, HFW Coach, Skills Coach, Choreographer , Judge, Reviewer Characteristic of Quality Gymnastic Activities from perspective of each role and aspects of evaluation / appreciation/ planning / composition, performance Creative Matrix Assessment for Learning Tool
Organisation of groups – where teachers / practitioner position selves (in terms of support)
Basic actions: travelling, flight, balance, rotation Quality: control, clarity of shape, competence, confidence, consistent, body tension, efficiency, fluency, effectiveness, coordination, accuracy, originality, sensitivity, style Quality Performance Gymnastic Activities: control, clarity of shape, body tension, efficiency, fluency, confidence, effectiveness, coordination, accuracy, consistency, posture, strength, alignment ,flexibility, poise, timing, giving and taking weight effortlessly, timing, rhythm, accent, phrasing, focus, projection, commitment, grace, musicality. Choreographing Gymnastic Sequences: Stimulus, Composition, What, Where, With, How, To, Explore, Take risk, Analyse, Perform Grips and Holds Pedagogical Approaches (Sequence Dominoes) and Teaching Styles (e.g. teachers / practitioners using a variety of learning activities combining words, language, pictures, visual imagery and analytical thinking). Assessment for Learning opportunities (e.g. plan, do, review)
Gymnastic Module 4 CD Rom with wider information. No cards for Module 4 only video clips
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Significant Transferable Features:
Body Schooling Activities Foundation Skills and Family of Skills Foundation Shapes and Positions Individual Skill Paired Skills Group Skills Sports Acrobatic Balances
Approach focuses on quality movement with learners being encouraged to perform sequences with coordination, control, good body tension, clarity of shape, fluency and where appropriate efficiency, effectiveness, accuracy and consistency.
Learners demonstrate variety in their work by including a range of contrasting actions e.g. travelling, jumping, balancing and rolling and include changes of direction, level, pathway and speed. Work becomes more complex and sustained over longer periods of time. Once learners have consolidated basic action, shape, position or skill changes in body shape will increase creativity and originality whilst remaining inclusive and learner centred. Pedagogical Approaches (Sequence Dominoes) and Teaching Styles (e.g. teachers / practitioners using a variety of learning activities combining words, language, pictures, visual imagery and analytical thinking). Development of learner independence as teachers / practitioners move further along continuum between instructor and facilitator.
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Where resource currently meets requirements of new curriculum:
Considers developmental needs of learners with all learners are able to successfully engage in the activities.
Holistic and developmental in nature.
Opportunities for learners to explore and understand problems and tasks (e.g. opportunities for learner led and practitioner led activities).
Use of evaluation of selves and others (self and peer evaluation) Pedagogical Approaches (Sequence Dominoes) and Teaching Styles (e.g. teachers / practitioners using a variety of learning activities combining words, language, pictures, visual imagery and analytical thinking).
Assessment for Learning opportunities e.g., plan do review
Learners taking on different roles (Sport Education Model)
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| Confidence and Motivation | |
| Pupils | Teachers / practitioners |
| Finding activities that are enjoyable and sustainable is important at the earlier stages of physical development if goals of a healthy and active lifestyle are to be realise. Helping children to develop their enthusiasm for movement gives them confidence to carry on being physically active. Confidence and motivation associated with undertaking recognised gymnastic skills and experiencing success in challenging activities. | Gives teachers the scaffolding and confidence that they can have the tools to teach this AoLE, and motivates them to do so. |
| Competence | |
| Pupils | Teachers / practitioners |
Work becomes more complex and sustained over longer periods of time and creativity and originality increases. Scaffolded activities to build up and contribute to skills and sports acrobatic activities in a variety of roles. | Guide learners to sources of support. Development of learner independence as teachers / practitioners move further along continuum between instructor and facilitator.
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| Knowledge and Understanding | |
| Pupils | Teachers / practitioners |
Learners know and understand how to create and evaluate Quality Gymnastic Activities and Gymnastic sequences. Through and systematic scaffolding if what constitutes quality and the ingredients to be included. Work becomes more complex and sustained over longer periods of time. Opportunities to develop knowledge and understanding of a variety of roles. Develops independence and working with others. | Wider range of AfL introduced as teachers / practitioners move along continuum between instructor and facilitator. Importance of teachers / practitioners to know and understand what learners are able to do and when they are ready to progress.
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| Opportunities | |
| Pupils | Teachers / practitioners |
Opportunities for pupils to lead learning through a variety of roles
| Multiple opportunities to facilitate learning/ Opportunities to utilise Assessment for Learning approaches to ensure learners are making progress. |
Links to AoLE
Expressive Arts – Music can be used in development and performance of gymnastic sequences and is particularly relevant to Sports Acrobatic Gymnastics’. Clips of e.g. ‘Spelbound ‘and ‘Cirque Du Soleil’ used as inspiration. Once learners have consolidated basic action, shape, position or skill changes in body shape will increase creativity and originality. Choreographic devices such as spatial arrangements enhance performances. Health and Wellbeing - If children enjoy being active, are confident in their ability and learn key movement skills this will foster a lifelong enjoyment of sport and physical activity and therefore better health and wellbeing. Gymnastics is a less competitive / non-competitive (from the majority of schools’ perspective) important for its contribution to general health, fitness, body management and feelings of wellbeing. Languages, Literacy and communication – Inclusion of a bank of words and phrases to systematically develop quality sequences. . All resources are bilingual. Mathematics and numeracy - opportunities for counting, shape identification and positional language. Understanding if intricate scoring system
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Considerations and suggestions moving forwards:
Due to the volume and complexity of what resources Module 4 offers, and how learning can be layered, it has the potential to contribute to many Progression Steps due to its flexibility and potential of being both simple and complex.
The individual, pair and group skills offer opportunities to introduce skills even if teachers / practitioners have not felt competent to do so in the past. Highlight the incorporated and numerous Assessment for Learning approaches (e.g. plan, do, review) (Pedagogical Approaches (e.g. Body Schooling Dominoes) and Teaching Styles (e.g. teachers / practitioners using a variety of learning activities combining words, language, pictures, visual imagery and analytical thinking).
Incorporation / links to SMILES and STEP from outset.
CD ROM is now difficult for many to use so resources need to be shared via different platform (it is apparent that this is possible due to the successful sharing of resources on the Sport Wales website during the COVID 19 lockdown). | |