Developing Physical Health and Well-Being through Gymnastic Activity (5-7)

A Session-by-Session Approach

Maggie Carroll,Jackie Hannay

• Publisher: Routledge
• Year: 2010
• ISBN:
  9781136864858
• Edition: 2
• Topic: Education
• Subtopic: Education General

How can you make gymnastics activity fun, lively and inclusive? How can you improve the health and well-being of all your children? How can you ensure progression over time?

This practical and easy-to-use teacher's guide is the brand new edition of the popular workbook Movement Education leading to Gymnastics 4-7. It takes a session-by-session approach to teaching physical development and well-being through gymnastics for the five to seven age range.

Fully updated with the most current schemes of work to use at Key Stage 1, it sets out a series of forty sessions over the two year span, to give you planned and logical progression of both content and advice.

This one-stop resource includes twenty session plans per year group, which you can follow as a complete course or dip into for ideas and inspiration. It also includes Specific Skills Guide to help you support children in developing the correct techniques.

Each session plan includes:

• learning objectives
• assessment criteria
• teaching approaches
• warm up and cool down activities
• the content of the session
• apparatus needed
• health and safety considerations.

The companion volume, Developing Physical Health, Fitness and Well-Being through Gymnastics 7-11 follows the same format, and together, these user-friendly books provide a progressive programme of work from Years 1-6. If you are a practising or student teacher, this guide will give you all the confidence you need to teach gymnastics in your school.

The sessions

Year 1

SESSION 1 Assessment activity

This first session is for an initial assessment of the children’s capabilities to ascertain what they know and what they can do.

INITIAL ASSESSMENT TASKS

Select two ways of travelling and link these in a short sequence. Combine the actions with a clear body shape at the start of the sequence.

DISCUSSION

Ask the children what they know about changes to the body before, during and after activity.

ASSESSMENT CRITERIA – QUESTIONS TO CONSIDER

Physical

1 Can the children perform two travelling actions and combine them in a short sequence?

2 Can they add a starting shape, and remember and repeat their sequence with consistency, coordination and control (for example, arms and legs straight, toes and fingers stretched, body shapes held with good strong tension)?

Well-being

3 Can the children talk about changes in the body before, during and after exercise?

Broader learning

4 Can the children follow instructions effectively?

OUTCOME

Some children will achieve, some will excel and some will achieve less.

Warm-up

See Table

Floor work

See Table

Cool-down/calming down

Walk around the room, stretch up high and curl up tightly. Wait until you are tapped and then line up. [Enrol some children to help.]

Classroom

Identify what the children thought they had done well and what they need to do to improve for the next lesson.

SESSION 2 Handling apparatus safely

Consolidation from previous session: travelling in different ways (running, jumping, hopping and skipping).

LEARNING OBJECTIVES

The objectives of the session need to be made explicit to the children. They also need to assess the extent to which they have achieved them.

Physical

1 To know how to lift, carry and place apparatus safely.

2 To know that it is important to work as a team when lifting heavy equipment.

Well-being

3 To know how lifting, carrying and placing equipment safely is important to health and well-being.

Broader learning

4 To recognise and respond to issues of safety relating to themselves and others, and know how to get help.

ASSESSMENT CRITERIA – QUESTIONS TO CONSIDER

1 Can the children follow the teacher’s and the leader’s instructions when they lift, carry and place equipment?

2 Can they work as a team when they are lifting, carrying and placing equipment?

3 Do they know why they have to be careful when lifting, moving and placing equipment?

4 Are they clear that they should not get on any equipment until checked by the teacher, and do they know that they should ask the teacher for help if and when required?

Warm-up

See Table

Apparatus organisation

See Table

Apparatus

S...