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Gymnastics
COMPANION BOOK
Acknowledgments
The Australian Sports Commission wishes to acknowledge the contribution
ofthefollowing people and organisations to the production of this resource.
Activities included within the Gymnastics Companion Book have been adaptedfrom
thePlaying for Life Resource Kit, with the assistance of Gymnastics Australia.
Gymnastics Australia also provided significant input for the inclusion
ofnewactivitiesand the gymnastics specific content.
Disclaimer
The Playing for Life companion books have been designed for use with students aged
412. Each book assumes that each student is healthy and has no medical condition,
disability, illness, impairment or other reason that may impact, limit or restrict their
involvement in sport or other physical activity. A student should not be allowed to
participate in an activity if any medical, physical or other factor indicates that they are
not suited to that activity. Where there are any queries or concerns about such matters,
the consent of the students parent or guardian should be obtained before allowing
participation. While care has been taken in the preparation of these books, the
publisher and authors do not accept any liability arising from the use of the books
including, without limitation, from any activities described inthe books.
Contents
Introduction togymnastics 1
Overview of lessons 18
Lesson plans:
Lesson 1 20
Lesson 2 28
Lesson 3 35
Lesson 4 42
Lesson 5 50
Lesson 6 57
Lesson 7 64
Lesson 8 70
i
Introduction
ACTIVE
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ii
Introduction
iii
Remember!
Ask the players
The use of player questioning The activity sets
thechallenge
isa valuable strategy to engage
the players themselves in The game asks the
questions, and
changing the activity to increase
The players response
participation and tomake the is theanswer
activity more orless challenging.
CHANGE IT Simple variations to activities are introduced
to make the activities easier or harder in order to
accommodate all player ability levels and backgrounds.
Use the CHANGE IT acronym to assist you in modifying
theactivities, and remember to Ask theplayers:
iv
Introduction
v
What is happening? What to do How to CHANGE IT
Is the purpose Change the equipment to help players with the skills
Little or no scoring CHANGE IT
beingachieved? DOWN Set challenges that make it easer to score
Poor levels of possession
Are all players Decrease Vary the size of the playing area
engaged? layers not coping with
P
challenge Play more games with fewer players per team to
skills/poor execution
re players
A increase theopportunity to perform skills
copingwith the Little interest or motivation
skills required?
Is it safe? Too one-sided Shuffle the team swap players around to balance teams
re players
A (one-sided success) Introduce additional rules toincrease the challenge
enjoying the game? for thedominant side only e.g. a time limit to score
CHANGE IT
When and how to apply the CHANGE IT principles
PLAY THE GAME AGAIN OBSERVE RESPONSES MAKE FURTHER VARIATIONS AS NECESSARY
Introduction
vi
Introduction
vii
GYMNASTICS
Introduction to gymnastics
Introduction
togymnastics
What is gymnastics?
Gymnastics is an Olympic sport
that involves exercises or sequences
of movement that require strength,
flexibility, balance and agility.
There are many disciplines of gymnastics
and each are referred to as gymsports.
Gymsports include: Gymnastics for All; Mens and
Womens Artistic; Rhythmic; Sports Aerobics; Sports
Acrobatics; Cheerleading and Trampoline sports. Refer to
the Where to from here? section for more information.
Gymnastics activities are inherently fun. Children love
to tip upside down, roll, jump, climb and experience
activities that personally challenge their physical abilities.
Physical abilities or skills such as flexibility, strength
and coordination developed through the gymnastics
activities underpin most other sporting pursuits.
Gymnastics activities provide one of the few opportunities
where children learn how to support their own body
weight. Society is so risk-management aware, that basic
skills associated with climbing, swinging andhanging are
avoided. These activities are integral tophysical fitness
and other life skills, such as landingsfrom a raised height.
Modified gymnastics
Gymnastics is a sport in which people of all ages and
abilities can participate for recreation or competition.
With modifications and variations, coaches and
teachers can provide children with basic gymnastics
experiences that are challenging and safe.
The gymnastics activities within this resource are low-risk.
The focus is on participation, keeping the apparatus
low to theground, modifying activities for individual
needs and exploring the basics before progressing
to a more difficult skill.
1
Introduction to gymnastics
3
Introduction to gymnastics
Equipment
Playing for Life gymnastics can be conducted using
basicand readily available gym equipment. For example,
cones/markers, music, gym/scatter mats and crash
mats, foam blocks (wedges), soft shapes, hand
apparatus (bean bags, balls, hoops, pom-poms etc),
lowbenches and beams, ladders, walls, skipping ropes,
spotting boxes and much more.
Equipment should be well maintained and of good
quality. Never purchase poor quality equipment even
iffunds are limited. Always check equipment that has
been set up by others before you use it.
For the purposes of this book, alternative or similar
equipment may be used as long as safety is not
compromised. For example, where gym/scatter mats
are unavailable, a soft grassed area may be an
appropriate alternative. However, you should always
take into account the activity being performed and
the size/weight/ability of the child.
General purpose or scatter mats: Typically, scatter mats
are 200cm x 100cm x 5 cm, covered with vinyl and with
Velcro fastening edges. At least one layer of these mats
should be used for the following activities:
rolls (e.g. forward, backward, safety)
inverted skills (e.g. handstands, cartwheels)
landings from a height greater than 30cm
repeated spring activities (e.g. successive jumps), and
under a balance beam if it is higher than 30cm.
4
Introduction to gymnastics
5
Introduction to gymnastics
6
Introduction to gymnastics
Statics
Statics is a term used to describe any activity that uses a
still or stationary body position. These still positions should
be mastered at floor level before being attempted on raised
equipment, inverted or with other partners.
7
Introduction to gymnastics
arch
8
Introduction to gymnastics
side support
9
Introduction to gymnastics
handstand
wall handstand
10
Introduction to gymnastics
Locomotion
Locomotion describes an action that is repeated over and
over while travelling (that is, moving the bodys centre of
gravity from one point to another forwards, backwards or
sideways). For example, skipping forward is an action
mostteachers and coaches are familiar with that is a
locomotionskill.
11
Introduction to gymnastics
Rotation
Rotation describes activities where participants undertake
turning around different body axes, for example, rotation can
be on the lateral axis (e.g. a forward roll), the longitudinal
axis (e.g. log rolls, jump turns etc) or the medial axis
(e.g. cartwheels). Participants should be able to support
theirown body weight when doing these activities.
12
Introduction to gymnastics
13
Introduction to gymnastics
14
Introduction to gymnastics
15
Introduction to gymnastics
Statics Rotation
Forward roll
16
What you need
from the kit
Start OUT GET INTO IT
Wildcard movement
Start Out WC 03B Look out for others! Get Into It MV 01A Racing relay
Start Out WC 04B Fish in the net Get Into It MV 02A Tunnel crawl
Start Out WC 04C Hospital tag Get Into It MV 03B Speed touch
Start Out WC 09B Flip it! Get Into It MV 09A Hearts, clubs,
diamonds, spades
Start Out WC 10B Frost and Thaw
Cooperative Play
FINISH UP
Start Out CP 01B Underarm return
relay FINISH UP
Start Out CP 02A Here, there, Finish Up 01 Put it away!
nowhere
Finish Up 02 Relaxation
Start Out CP 02B Untie the knot Circle sit
Start Out CP 03 Run the circle Finish Up 03 Stay tuned
Start Out CP 06 Triangle roll Finish Up 04 Four corners
TARGET GAMES
Start Out TG 05 Target relay
movement
Start Out MV 01A Coach says
Keentan
Change it
What to do
Safety
17
LESSOn
1 2 3 4 5 6 7 8
Spring and landing Statics and rotation Locomotion Locomotion, Statics and revision Spring and landing Statics and rotation Revision of
spring and landing all Dominant
MovementPatterns
OBJECTIVE
Here, there, nowhere Pirates gold Frost and Thaw Hospital tag Flip it! Speed touch How many bean bags? High 5s, low 5s
Start Out CP 02A Start Out MV 02B Start Out WC 10B Start Out WC 04C Start Out WC 09B Get Into It MV 03B Start Out WC 06 Start Out WC 08B
Spaghetti bodies Coach says Here, there, nowhere Coach says Tunnel crawl Coach says Look out for others! Fish in the net
Start Out MV 02A Start Out MV 01A Start Out CP 02A Start Out MV 01A Get Into It MV 02A Start Out MV 01A Start Out WC 03B Start Out WC 04B
Start OUT
Number change
Start Out MV 04B
Mexican wave Racing relay Lets dance! Skip to my lou Underarm return relay Lets dance! Hearts, clubs, Lets dance!
Start Out MV 01B Get Into It MV 01A Get Into It MV 05 Start Out MV 04C Start Out CP 01B Get Into It MV 05 diamonds, spades Get Into It MV 05
Get Into It MV 09A
Triangle roll Nose & toes tag Follow the line Teddy bear, teddy bear Hearts, clubs, Target relay
Start Out CP 06 Start Out MV 07A Start Out MV 04A Get Into It MV 06A diamonds, spades Start Out TG 05 Team alphabet
Get Into It MV 09A Start Out MV 03A
Stork tag 3 feet, 2 hands Target relay Hearts, clubs, Frogs and lily pads
GET INTO IT
Overview of lessons
Start Out WC 05B Get Into It MV 06B Start Out TG 05 diamonds, spades Frozen tag Start Out MV 05A
Get Into It MV 09A Start Out MV 07B
Frogs and lily pads Frozen tag
Start Out MV 05A Start Out MV 07B Stone, bridge, tree
Start Out MV 03B
Stone, bridge, tree
Start Out MV 03B
Run the circle Hoop stretch Four corners Circle sit Untie the knot Four corners Hoop stretch Relaxation
Start Out CP 03 Start Out MV 07C Finish Up 04 Finish Up 02 Start Out CP 02B Finish Up 04 Start Out MV 07C Finish Up 02
FINISH UP
Finish Up 01 Finish Up 03
18
How to use this book
Read the introductory pages to make sure you have
1 anunderstanding of the Playing for Life philosophy
andabasic understanding of the sport, including termsand
skills, safety considerations and equipmentrequirements.
Read through each lesson plan to make sure you understand
2 the objectives and requirements for eachlesson.
Collect and review the required Playing for Life
3 activitycardsreferred to in each of the lessons.
Add the loose-leaf
4 activity cards to the Lesson 2 START OUT
Keentan
In pairs, players are back
to back and pass a ball
to one another. (Play with
4 or more.)
Back to back pass
Change it
> Swap partners.
(shown). A companion
> Easier passer or receiver
can move feet around.
> Harder move apart.
> Move apart and introduce
new passes or
positions e.g. rolling along
ground,
bounce pass.
Easier:
intothe holder.
Before conducting each lesson, organise an appropriate and
5 safe playing area and the necessary equipment (basedon
the number, ability levels and backgrounds of theplayers
and the available area and equipment). A full equipment
kitfor this companion book has been prepared and
isavailable through the AASC preferred supplier.
Toorder, visit our web site at www.ausport.gov.au/aasc.
Deliver the lesson, using the indicated Playing for Life
6 activity cards and the instructions provided in the book.
Remember to vary the activities, where required, to cater for
the needs of different players. Ifthe activity isnot working,
remember to CHANGE IT.
Review the lesson immediately afterwards so you can
7 identify what worked well/what didnt, what level the
playersare at, and what you need to remember for next
time. The outcome of this review will influence what you
include in the next lesson and how you deliver it.
Card summary
Start Out WC 05B
Start Out CP 02A
1
Start Out CP 03
Start Out CP 06
Start Out MV 01B
Start Out MV 02A
Start Out MV 05A
20
Lesson 1 Start Out 20 minutes
Here, there,
Start Out CP 02A
nowhere 10 minutes
Harder:
Include calls such as V-sit, side support,
rear support (with straight legs).
ASK THE PLAYERS What is the best way to keep your balance?
How long can you hold a position
without moving?
22
Lesson 1 GET INTO IT 35 minutes
Easier:
Start from a squat position.
Start Out CP 06
Triangle roll 10 minutes
Easier:
Players perform the forward and backwards safety
rolls down a wedge or alternative slope.
Reduce the number of rolls.
Harder:
Players roll a ball, perform their roll, pick
up the ball and pass it to the next player.
Skill Focus P
ractises jumping, landing, coordination and teamwork
Easier
Hoops should be placed on the ground rather than in the air.
Harder
Increase the height of the hoop when jumping in and out of it.
Have fewer players with hoops.
Players continuously jump from lily pad to lily pad using two
feet to takeoff and land. (Play in groups of 48.)
Dominant Movement Pattern Spring and landing, locomotion
26
Lesson 1 FINISH UP 5 minutes
Start Out CP 03
Run the circle 5 minutes
Easier:
Players roll the ball using their feet.
Harder:
Add a second ball at the other side of the
circle which tries to chase the first ball.
Play the game to music and when the music stops, the ball stops.
When the music starts again, the ball gets passed around in reverse.
Players are lined up in two parallel lines and try to
push the ball back and forth in a zig-zag motion.
Card summary
Start Out MV 01A
Start Out MV 02B
Start Out MV 03B
2
Start Out MV 07A
Start Out MV 07B
Start Out MV 07C
Get Into It MV 01A
Get Into It MV 06B
28
Lesson 2 START OUT 15 minutes
The pirates crew attempt to steal the gold from the pirate
and make it home without being tagged. (Play with 430.)
Dominant Movement Pattern Statics
29
Lesson 2 START OUT continued
Using the rules of Simon says, you call out commands for
players to perform various fundamental motor skills and
movement patterns.
Dominant Movement Pattern Statics
ASK THE PLAYERS What is the best way to keep your balance?
How long can you hold a position
without moving?
Harder
Players roll a ball or hoop, perform their roll, pick
up the ball or hoop and pass it to the next player.
Three taggers try to tag other players who must hold their
nose and toe if tagged. (Play with 8 or more.)
Dominant Movement Pattern Locomotion
One or two taggers try to tag other players who must hold a
static balance for 5 seconds. (Play with 8 or more.)
Dominant Movement Pattern Statics
Objective Locomotion
Time 60 minutes
Area Gym floor area
Equipment Marker cones to define
the playing area
Tape/chalk for line
markings
Music player and music
Gym/scatter mat per pair
Optional: wedges or
alternative slopes
Optional: 1 hoop and
1soft ball per player
Card summary
Start Out WC 10B
Start Out CP 02A
Start Out TG 05
Start Out MV 04A
Get Into It MV 05
Finish Up 04
arabesque
36
Lesson 3 START OUT continued
Here, there,
START OUT CP 02A
nowhere 5 minutes
Side-steps
March steps
Harder:
Introduce more complex actions, including the
grapevine and heel dig walks.
Add a piece of equipment (such as balls or hoops) that
players can throw and catch while doing the movements.
GET INTO IT MV 05
Lets dance! 25 minutes
38
Lesson 3 GET INTO IT continued
39
Lesson 3 GET INTO IT continued
START OUT TG 05
Target relay 10 minutes
Easier
Movements include skipping, hopping, running,
jumping and walking turns only.
FINISH UP 04
Four corners 5 minutes
41
Lesson 4
Coaching How to score Playing Area Number of players Game rules Equipment InCLUSION Time
Card summary
Start Out WC 04C
4
Start Out MV 01A
Start Out MV 04B
Start Out MV 04C
Get Into It MV 06A
Get Into It MV 09A
Finish Up 02
42
Lesson 4 START OUT 20 minutes
43
Lesson 4 START OUT continued
Using the rules of Simon says, you call out commands for
players to perform various fundamental motor skills and
movement patterns.
Dominant Movement Pattern Statics, spring and landing
air jacks
45
Lesson 4 GET INTO IT 35 minutes
46
Lesson 4 GET INTO IT continued
Teddy bear,
GET INTO IT MV 06A
teddy bear 10 minutes
47
Lesson 4 GET INTO IT continued
Hearts, clubs,
GET INTO IT MV 09A
diamonds, spades 15 minutes
48
Lesson 4 FINISH UP 5 minutes
FINISH UP 02
Circle sit 5 minutes
49
Lesson 5
Coaching How to score Playing Area Number of players Game rules Equipment InCLUSION Time
Card summary
Start Out WC 09B
Start Out CP 01B
5
Start Out CP 02B
Start Out MV 03B
Start Out MV 07B
Get Into It MV 02A
Get Into It MV 09A
50
Lesson 5 START OUT 10 minutes
Harder
Players vary the way they move
around the room. Begin in the
rear support position (knees
bent) and, when a cone is
flipped, the player flips over
onto their hands and knees.
Each time a player flips a cone,
the player flips themselves.
Easier
Players can be on their knees rather than their
toes when performing the front support hold.
Rather than performing a front
support hold, players stand with their
legs apart, extend their arms and place
their hands on the shoulders of the
team member in front of them.
ASK THE PLAYERS How far away from your body can you place
your hands and maintain the tunnel?
SAFETY Safely exit from the hold by lowering the body slowly. 52
Lesson 5 GET INTO IT 45 minutes
Underarm
START OUT CP 01B
return relay 10 minutes
Easier
Players perform an air jack or baby handstand
at the turning point.
Harder
Players perform a 3/4 handstand at the turning point.
Hearts, clubs,
GET INTO IT MV 09A
diamonds, spades 20 minutes
grapevine Handstand
56
Lesson 6
Coaching How to score Playing Area Number of players Game rules Equipment InCLUSION Time
Card summary
Start Out TG 05
Start Out MV 01A
Start Out MV 05A
6
Get Into It MV 03B
Get Into It MV 05
Finish Up 04
57
Lesson 6 START OUT 10 minutes
Players pair off and face each other. One player (the A side)
tries to touch the other player on the arm. The other player
(the B side) tries to evade being tagged.
Dominant Movement Pattern Spring and landing
Using the rules of Simon says, you call out commands for
players to perform various fundamental motor skills and
movement patterns.
Dominant Movement Pattern Locomotion, statics
GET INTO IT MV 05
Lets dance! 25 minutes
60
Lesson 6 GET INTO IT continued
START OUT TG 05
Target relay 10 minutes
Harder
Jumps can include a 1/4, 1/2 or full turn.
Players continuously jump from lily pad to lily pad using both
feet to take off and land. (Play in groups of 48.)
Dominant Movement Pattern Spring and landing, locomotion
FINISH UP 04
Four corners 5 minutes
63
Lesson 7
Coaching How to score Playing Area Number of players Game rules Equipment InCLUSION Time
Card summary
7
Start Out WC 03B
Start Out WC 06
Start Out MV 03A
Start Out MV 07C
Get Into It MV 09A
Finish Up 01
64
Lesson 7 START OUT 15 minutes
How many
START OUT WC 06
bean bags? 10 minutes
65
Lesson 7 START OUT continued
Harder
Increase the body parts you call out.
66
Lesson 7 GET INTO IT 35 minutes
Hearts, clubs,
GET INTO IT MV 09A
diamonds, spades 25 minutes
Easier:
Activity posters should include jumping in and out
of hoops, air jacks, grapevine and hopping.
Players move randomly around the floor until you call a letter
of the alphabet and they form groups in the shape of the
letter. (Play with 830.)
Dominant Movement Pattern Locomotion, statics
Easier:
Players form letters
while lying on the ground.
FINISH UP 01
Put it away! 5 minutes
69
Lesson 8
Coaching How to score Playing Area Number of players Game rules Equipment InCLUSION Time
Card summary
Start Out WC 04B
Start Out WC 08B
Get Into It MV 05
Finish Up 02
WC
03
START OUT
WILDCARD
All-in tag
skip, jump
> Walk, shuffle,
the coach signals
> Statues the running
statue and all WILDCARD
to freeze in a
players have Play
one-legged statue. Safety
5 seconds
resumes after are playing indoors,
A Everyone on the signal
go. > When you be away from START OUT WC
tries boundaries should 03
to tag others to tag everyon objects.
from a crouch e else! Players walls or free-standing
be familiar with
All-in tag
position who > Players should awareness
. (Play with are tagged continu
830.) spacee and player Start out
as
activities such
What to do WC 03a,b.
only tag with
Pool altern
playing area. > Players can ative
> Establish a their feet.
is nearest. their hands, NOT
tag whoever looking
> Players continue > Heads up and
crouch and can times.
> Tagged players position. around at all
but cant change
to tag others, > Walk,
when> shuffle,
statue freeze skip, jump
> Repeat the Statues
Change it may have about half the
players have statue
the coach
and signals
limited mobility On the signal players have all the running
> A player with , use a been tagged. become to freeze
twice. Alternativelyboth go, all the crouchers one-legg
to be tagged ed in a
buddy pairing
for all players within runners and the
runners resumes statue. Play
in a pair have to be tagged crouchers. on the
after 5 second
players What to
the locomotion
according become signal go. s
5 seconds. Vary do Safety
the players.
to the ability of > Establis
h a playing
> Players area. > When
tag whoeve you are
boundaries playing indoors
> Tagged r is nearest should be ,
players . walls or away from
to tag others, crouch and free-standing
but cant can continu > Players objects.
change positione should be
Change . space and familiar
with
it activities player awareness
> A player such as
WC 03a,b. Start out
with
to be tagged limited mobility > Players
may have can
buddy pairingtwice. Alternat their hands, only tag with
players in for all playersively, use a NOT their
a both > Repeat the > Heads up feet.
5 second pair have to be and looking
s. tagged within about half statue freeze when around at
to the abilityVary the locomo the all times.
of the players. tion according been tagged. players have
go, all On the
the crouche signal
runners rs become
and the
become runners
crouchers.
71
Lesson 8 START OUT continued
air jacks
ASK THE PLAYERS How can you work together to catch a player?
How can you avoid getting caught? 72
Lesson 8 GET INTO IT 40 minutes
FINISH UP 02
Relaxation 5 minutes
FINISH UP 03
Stay tuned 5 minutes
74
Where to from here?
There are a number of ways you can continue your positive
experience with gymnastics. Through state and territory
associations, Gymnastics Australia delivers a range of
programs for junior participants as well as coaches and
officials. Below is a brief outline of some of the programs
available. There is also information about resources and
how you can find out more.
Club-based gymnastics
The Playing for Life companion book has introduced exciting,
challenging and fun fundamental gymnastics activities that
grass roots participants can enjoy. Gymnastics can also be
enjoyed in club settings, with experienced accredited coaches.
Gymnastics is so much more than just the traditional form of
Mens and Womens Gymnastics. A gymnastics experience
can now include any one of the following gymsport options:
Sports Acrobatics
Participation: Partner and group gymsport
Characteristics : Dynamic interaction between
participants and audiences
DMPs: Statics, Spring and landing, Rotation, Locomotion
Cheerleading
Participation: Partner and group gymsport
Characteristics: Dynamic interaction between participants
DMPs: Statics, Spring and landing, Rotation, Locomotion
75
Rhythmic
Participation: Individual, partner and group gymsport
Characteristics: Graceful, skillful interaction between
apparatus and participants
DMPs: Statics, Spring and landing, Rotation, Locomotion
Mens Artistic
Participation: Individual
Characteristics: Exciting dynamic interaction between
apparatus and participants
DMPs: Statics, Spring and landing, Rotation, Locomotion, Swing
Trampoline Sports
Participation:Individual and partner
Characteristics: Dynamic interaction between
apparatus and participants
DMPs: Spring and landing, Rotation
Womens Artistic
Participation: Individual
Characteristics : Exciting dynamic interaction between
apparatus and participants
DMPs: Statics, Spring and landing, Rotation, Locomotion, Swing
Sport Aerobics
Participation: Individual and partner
Characteristics: Fast-paced skillful actions and interaction
DMPs: Statics, Spring and landing, Rotation, Locomotion
76
Introduction to gymnastics
77
For more information
For more information about gymnatics resources
andothergymnastics programs, visit the Gymnastics
Australiaweb site at www.gymnastics.org.au or contact
any of the state and territory associations listed below:
Gymnastics Queensland
Sports House South
Unit 10, 866 Main Street
Woolloongabba QLD 4102
Ph: (07) 3036 5600
Fax: (07) 3391 3357
Email: info@gymqld.org.au
Web: www.gymqld.org.au
78