Warm up
Ask children to find a space and sit down. Ask children if they can
say how our gymnastics lesson begins [with a warm up]. Can anyone
say why it is important to warm up? Discuss how the body feels and
changes during activity.
Tell children
to travel slowly in and out of each other passing close but never
touching anyone. When the teacher calls stop they must find a shape
in which to balance.
Now ask
children to travel quickly using all the space keeping their body as
high as possible. When the teacher calls stop they must stop in a
low position.
Floor Work
Ask children to find a partner and then to sit down together in a
space. Explain to children that in this lesson they will be working
together to make a sequence.
Ask children to
take turns to make their bodies into a shape that has a gap for
their partner to pass through or under - e.g. standing with legs
apart, balancing on hands and feet so that their partner can pass
underneath, etc. Give children time to create these shapes and
practice moving through in different ways. Choose some examples for
demonstration and get other children to describe in detail what they
see. Discuss what shapes and movements are effective. Can children
think how any could be improved?
Ask children to
choose a suitable start for their sequence where they both create
the same body shape. They then build a sequence where one child
passes under or through a shape created by the other. Children
should then turn so that they can reverse roles. Ask them to
practice and repeat this a number of times so that they can perform
the first part of the sequence smoothly.
Tell children
that they should now choose a jumping movement that will take them
away from their partner. Get them to practice this and then to put
the two parts of their sequence together.
Children now
have to find a way to turn their bodies and jump back to their
partner. Again ask children to spend time practising and repeating
this part before joining the sequence together. Let half the class
demonstrate their sequences while the other half watches. Reverse
the roles.
Apparatus
Ask children to work in fours and put out a mat for each group. Each
pair should then demonstrate their sequence to the other pair in the
group. They should start their sequence by facing each other across
the mat. Each pair should watch the other couple and say what they
liked about the sequence or give ideas for improvement.
Tell children
that they should now stand facing their partner across the mat. Each
pair must find a way of crossing the mat so that they change sides.
When they have practiced this a number of times they should work
through their sequence again adding the crossing of the mat to the
end of the sequence. Remind children that all sequences have a clear
end and suggest they agree on a shape in which to be still to
complete the movement. Again practice the whole sequence and then
demonstrate it to the class who should comment upon body shape,
speed, direction, etc.
Cool Down
Ask children to sit in a circle on their mats. Children take turns
to pass a stretched or curled shape around the circle. Children then
relax while the teacher talks about the skills learnt in today's
lesson and any interesting movements seen. Children are told they
will record their sequence back in the classroom so that they can
perform it again in the next lesson.
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