Gymnastics Unit Plan: Maggie Smith - 2658123 Katlyn Marchbank - 2658403

Maggie Smith – 2658123 Katlyn Marchbank - 2658403
GYMNASTICS
UNIT PLAN
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CONTENTS
Unit Plan – pg. 3
Lesson Plan One – pg. 6
Lesson Plan Two – pg. 13
Lesson Plan Three – pg. 20
Lesson Plan Four – pg. 25
Lesson Plan Five – pg. 32
Performance Assessment – pg. 34
Lesson Plan Theory – pg. 35
Fact File – pg. 37
Bibliography – pg.39
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Unit Plan GYMNASTICS
Unit Name: Gymnastics Lesson: One to Five Year Level: 7 & 8 Duration: 100 mins each
VELS Level Unit Outcomes for Students

 Students proficiently perform complex  Students will be able to perform a range of
movement manipulative skills gymnastic moves including static positions,
landings, rotations, swings, springs, and flights
 Combine motor skills, strategic thinking  In groups, students will combine all
and tactical knowledge to improve individual and gymnastic moves to create a floor routine to
team performance perform in front of the class
 Students monitor and describe their  Students will be able to evaluate their
progress as learners, identifying their strengths performance of the gymnastic moves and
and weaknesses and taking actions to address recognise if improvement is needed
their weaknesses.
 Complete competing short, extended and  Students will develop a research task on a
group tasks within set timeframes, prioritising chosen gymnastics topic within a set time frame
their available time, utilising appropriate
resources and demonstrating motivation
 Seek and respond to feedback from peers  Students will evaluate their peers
students accept responsibility as a team performance and give constructive feedback to
member and support other members to share aid improvement
information, explore the ideas of others, and
work cooperatively to achieve a shared purpose
within a realistic timeframe
Content Instructional Strategy

LESSON ONE
- Introduction - Direct Instruction
- Dominant Movement Patterns - Direct Instruction
- Safety Considerations - Direct Instruction
- Warm Up - Direct Instruction
- Centre of Gravity - Direct Instruction
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- Supports/Static Balances - Direct Instruction
- Closure - Direct Instruction
LESSON TWO
- Ball - Direct Instruction
- Hoop - Direct Instruction
- Rotations - Direct Instruction
LESSON THREE
- Falling - Direct Instruction
- Landing - Direct Instruction
- Handstands - Peer Teaching
- Cartwheels - Peer Teaching
LESSON FOUR
- Springing/Jumping - Peer Teaching
- Mirror Imaging - Peer Teaching
- Floor Routine Practice - Co-operative Learning
LESSON FIVE
- Floor Routine Practice - Co-operative Learning
- Floor Routine Performance - Co-operative Learning
Resources - facilities Resources - equipment

Gymnasium Hall Spring Floor of gymnasium hall or a small mat for
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Library every student
Soft Balls – for each student
Hoops – for each student
Mini Trampolines – As many as possible
Safety Requirements
Physical education uniform must be worn
No shoes, only socks
Hair being tied back
No jewellery
Always bring a drink bottle to class
Only use equipment when being instructed to by teacher
Never work without mats
No eating when in gym
Wet Weather Activities

Not applicable – class held indoors
Theory
Research Task
Assessment
Research Task
Routine Performance
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Lesson Plan ONE Date _______________
Lesson Topic DMP’s, Balances/Supports ___________________________________________________________________________
Unit Topic Gymnastics_________________________________________ Venue Gymnasium Hall_________________________
Year Level 7 & 8_______ Lesson Duration 100 minutes__ # Students _____M_____F Lesson # One_____ of Five_____
How lesson links to VELS

Standard Dimension Level
Students proficiently perform complex movement manipulative skills Movement and 5
Physical Activity
Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. Movement and 5
Physical Activity
Students monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to The Individual 5
address their weaknesses. learner
Specific Lesson Outcomes for the students
 Students will develop a movement vocabulary

 Students will develop a good sense of general body control and awareness which will lead to the improvement in their posture
 Students will learn to increase their self concepts though being able to manage their bodies with assurance and move with success
 Increase students’ fitness throughout the unit as well as making it enjoyable and social
 Development of physical and motor ability components
Time Activity Organisation/Equipment Cues/Questions Safety considerations

0- 5 Introduction (teacher talking to Olympics- have you seen
mins students): Class is sitting on the ground in any of these different When preforming
 Different types of gymnastic front of the teacher types of gymnastics artistic gymnastics it
 Artistic- floor exercise, vault, is important that
uneven/ parallel/ horizontal bars, What do you think athletes students have a
pommel horse and beam would require to succeed good understanding
 Rhythmic- ball, rope, hoop, in this type of gymnastics? how to use particular
ribbon or clubs this is done while (fitness, coordination, apparatus to avoid
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performing graceful, flowing motivation, muscular injuries.
movements of the whole body strength, endurance,
 General Gymnastics- provides power, flexibility, agility,
something for everybody through balance and spatial
catering for all levels of abilities orientation)
and ages
 Sports Aerobics- high level Give examples of different
aerobic activity that involves DMP’s and where they
strength moves / holds, flexibility can be used
moves and artistic content
6 Dominant Movement Patterns are

5– the building blocks for more complex
10 skills
mins Static positions
Landings
Rotations
Swing
Spring
Flight and Height
*Will go over these in more detail over 5
lessons
Safety Considerations
10 – Make it clear to students that there are
20 specific rules that must be followed Ask students WHY these
mins when participating in gymnastics. rules are so important
These include: Get students to think of

- hair being tied back any other rules that should
- no jewellery be enforced when in the
- always bring a drink bottle to gym
class
- only use equipment when being
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instructed to by teacher
- never work without mats
- no eating when in gym
Warm Up:
‘Find a home base’
20- - Hoops/mats are scattered randomly Students are to gather just near Blow whistle or yell out Ensure the playing
25 around the playing area the outside of the playing area stop after a short amount area is free of
mins - All students run around the playing of time to reduce boredom equipment other
field in a single file Teacher is standing in a location than equipment
- On teachers demand (whistle or where they can see the playing (mix it up so students can required, this will
voice) students must run to the area clearly not predict when you will avoid people from
closest hoop/mat give your demand) tripping over and
- The students missing out on getting a Hoops or mats (there should be hurting themselves
hoop or mat must perform task, these less hoops or mats than there are
tasks could include: a number of students) Encourage students
bunny hops or push ups to pay attention
- When students have preformed the Eg: 20 students = 17 hoops/mats when moving around
tasks they can rejoin into the game to avoid collisions
Ensure students are

‘Shake and Resist’ not shaking their
25 – - Get into pairs of similar size partners too
30 - One partner assumes the Pairs can move anywhere in the After 15 seconds, blow vigorously that it
mins wheelbarrow position holding a tight playing area, make sure they are whistle to signal students could end up hurting
front support not to close to any other pair to swap over them.
- The other partner shakes him/her up Students must
and down in attempt to break their Teacher walks around to supervise maintain a straight
tight position all pairs spine and lifter holds
- Swap roles the partner near the
knees
‘Animal Walks’
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30 – - Get students to line up in a line along
35 the baseline All students lined up along the Ensure students have Students have arm
mins - Kangaroo- students must spring on baseline of the area straight/ tight positions spread distance
two feet imitating the motion of a between each other
kangaroo across the gym (emphasising Students move from one side to Correct any errors to avoid students
spring with two legs) the other performing the hitting other students
- Bear- leg and arm move on the same movements
side together imitating a bear
(emphasising front support)
- Monkey- arms move in walking action
and legs move together with a
springing action (emphases both front
support and spring using two legs)
Centre of Gravity is the “weight centre” Don’t encourage

35 – the average position of the gymnast’s Students sitting down again in front Give different scenarios of students to try some
40 weight distribution of teacher gymnasts in different of the different
mins - Lower the centre of gravity (C. of positions, class then has positions themselves
G.) the larger the base and to determine which ones as they are only
therefore the greatest stability would give the biggest / beginners and could
- Higher C. of G. the smallest base lowest C. of G., the largest injure themselves
and therefore the least stability / smallest base, greatest /
least stability
Introduction of all basic supports /

static balances Ensure all mats are
1. Front and rear lying positions fastened at the
40 – Variations: Mats must be placed down for Ensure students have: edges and all gaps
50 - Hands overhead students to work on. - Straight spine are eliminated
mins - Legs straddled - Pelvis is parallel
- Legs Bent Students are working in a circle with floor Mats should be
- Legs lifted (approx. 10cm) off the with enough room in between them - Rigid body doubled on hard /
ground and the next partner throughout concrete floors
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- Lie between two benches,
support on shoulders and legs Teacher walks around assessing
body positions and giving feedback
*Class can work in pairs to perform and encouragement
loose body tests
- Partner attempts to slide a hand

under the gymnasts lower back
- Partner attempts to part gymnasts
legs
- Partner attempts to ‘lift the plank’
while gymnasts maintains a tight body
position
2. Sit in tuck position

50 – - Knees to chest Ensure students have:
60 - Arms around knees - neutral head
mins Variations: position
- One leg straight - straight back
- Arms above head - pointed feet, with
- Legs crossed toes resting on floor
*Class can work in pairs to perform

loose body tests
- Partners lift gymnasts (who must

maintain good posture) off the ground
- Partners attempt to separate knees
3. ‘V’ - Sit
60 – - Legs and arms are in a V Ensure students have:
70 position, toes are pointed - Neutral head
mins - Straight back
Variations: - Straight tight legs
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- Legs straddled with arms - Pointed feet
- Maintain balance (if this is too  See if gymnasts’
hard hands may be placed can hold the
beside body) positions for 10 -30
seconds
loose body tests
- Partner applies gentle pressure

attempting to open the hip angle
- Partner attempts to part
gymnasts legs
4. Front Support Ensure students have:

70 – Similar to the push up position: - Elbows locked
80 - Hands are at shoulder width apart - Rigid body
mins - Legs are straight behind throughout
- Hands are not flat on the ground
slightly curved (?)
Variations:
- High back
- Arched back
- Partner lift (wheelbarrow)
- Legs straddled
- One legs resting on the other

loose body tests
- Partner attempts to part

gymnast’s legs
- Partner lifts gymnast’s feet off the
floor and checks to see if body
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shape changes
- Partner can shake to test for a
‘saggy’ body
5. Rear Support
80 – Variations: Ensure students have:
90 - High chest - Elbows locked
mins - Partner lift (inverted - Rigid body
wheelbarrow) throughout
- Legs straddled
- One legs resting on the other
Closure
90 – Students move back to sitting in
100 Go through today’s lesson front of the teacher
mins Ask students if they have
Talk about what will be involved in the any questions
next class
Dismissal
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Lesson Plan TWO Date _______________
Lesson Topic Ball, Hoops, Rotations, Forward Roll, Backward Roll, ______________________________________________________
Unit Topic Gymnastics__________________________________________ Venue Gymnastics Hall_______________________
Year Level 7 & 8_______ Lesson Duration 100 minutes__ # Students _____M_____F Lesson # Two___ of Five___

Physical Activity
Physical Activity


0-5 Take class roll to check for attendance Class is to come in and sit down in
mins front of the teacher
Quickly go over today’s lesson
- Warm up
- Learning about rhythmic What types of apparatus
gymnastics through introducing do you think are used
the use of balls and hoops during rhythmic
- Learning new skills such as: gymnastics?
- Rotations
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- Forward Roll
- Backward Roll
5– Warm Up:
10 “Here, There, On-The-Spot”
mins - The class begins with a random A piece of equipment, if it required Ensure the playing
movement (star jumps, spring in the warm up. area is clear of other
jumps) equipment to avoid
- Teacher yells out different calls such Game starts off in the middle of the students tripping
as: playing area over it and hurting
- “Here,” everyone must run towards themselves
the teacher
- “There,” meaning everyone must run
towards a specific location or piece
of equipment
- “On-The-Spot,” meaning the class
bounces on the spot
10 – “Pigs and Pigeons”

15 - Students get into pairs, they must lie 4 cones to mark out the safe zone
mins on their back with their feet touching on both ends of the playing area
each other
- One team is “Pigs” and the other Students are located in the middle
“Pigeons” of the playing area
- The teacher calls either “Pigs” or
“Pigeons”
- When “Pigs” is called, the pigs
chase the “Pigeons” to the safety
zone (which is located 5-10metres
away)
- If students are tagged before they
reach the safety zone they must join
the opposing team
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15- “Animal Walks”
25 - Seal- students get into the front All students lined up along the Ensure students have Students have arm
mins support and with hands turned in baseline of the area straight/ tight positions spread distance
towards each other the gymnast between each other
drags her/himself along the floor Students move from one side to Correct any errors to avoid students
Variation: Walrus- same idea as the the other performing the hitting other students
seal but the gymnast springs from movements
two feet and two hands, moving their Also ensure all
body forward students travel in the
- Crab- student assumes the rear same direction to
support with bend legs and this crab avoid collisions
can walk forwards, backward or to
the side
Students have there
Rhythmic Gymnastics: Ball Enough balls for each student Looking for: own space and are
All students get a ball - Relaxed stretched all moving in the
25 – 1st Activity (Bounce Combination): arm same direction
30 Students bounce the ball in front of the - Gentle pushing
mins body six times with each hand. Then action, not a slapping
they are try and bounce the ball (with action
preferred hand) while walking in a - Upright body during
straight line walking
30 – 2nd Activity (Bounce Across, Bounce Up

35 and Down):
mins The ball is bounced from side to side Looking for:
across the body starting with a side - Extended arm
lunge and then transferring the weight - Lunge with weight
(rhythmically) to a lunge on the opposite displacement to the
side in order to catch the ball direction of the ball
- Catch with minimal
The ball is then bounced with one hand body movements or
while simultaneously jumping from two steps added
feet - Stretched body
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*This activity involves bouncing, - Good elevation
catching and springing
35 – 3rd Activity (Throwing and Catching):

40 A number of throws and catches are
mins performed while students are both Looking for:
kneeling and standing - Straight arm
From a kneeling position on one knee throughout
the ball is thrown and caught - Follow through arm
action at release and
The ball is transferred to the other hand catch
and repeated from a full kneeling - Upright trunk
position; the ball is thrown again and throughout
repeated this time kneeling on the - Transitions and
opposite knee throwing/catching are
performed
This is then followed by throwing from continuously
each hand with rhythmical knee bending
now in a standing position
40 – 4th Activity (Gallop and Bounce):

45 Students must perform 8 forward
mins gallops (step-close-step with the same Looking for:
leg leading) while the ball is in the palm - Continuous galloping
of their straighten hands action
- Bounce and gallop well
Four gallop steps with a bounce are co-ordinated
performed on each side, the preferred - Upright posture, head
hand may be used for bouncing upright
throughout
45 – Hoops: Ensure students

50 1st Activity (Pass through and Swinging A hoop for all students hold onto their
mins Combination): hoops, because if
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Students start with the hoop in a Looking for: they are let go they
horizontal plane over their head, the - Hoop remains in could cause injury
student then passes it over the body horizontal plane
with bending on the knees. - Swing hoop in a
vertical plane
The hoop is then raised to the starting - Trunk upright
position, gripped in one hand and - Arms straight (may
swung behind the body. need to bend at bottom
The hoop is swung forward-backward- swing)
forward; taken in the other hand and
swung backward-forward-backward
50 – 2nd Activity (Step In and Out):

55 Students hold the hoop vertically to the
mins side, the arm slowly sweeps down, and Looking for:
the hoop is tilted towards a horizontal - Continuous controlled
plane, the student then steps through sweeping action of
the hoop, the hoop then goes around hoop
the entire body - Quick steps in/out
without touching hoop
The hoop is now held vertically out in - Upright posture
front of them and the students walk
through the hoop, in and out…
55 – 3rd Activity (Swing, Throw and Catch):

60 Students swing the hoop down and in a
mins backwards direction with simultaneous Looking for:
knee bending then swing the hoop - Upright truck
forward and in an upwards direction. throughout
Students release the hoop and then - Straight arm at release
caught. This can be performed 4 times and catch
on each side - Follow through at
release and catch
60 – 4th Activity (Rolling):
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65 With a sweeping action from behind the
mins body, students swing the hoop forward Looking for:
and give it a backwards “flick” just at the - Smooth swinging
point of release. action
- Follow through
The hoop will roll forward and then - Hoop rolls
return in a back spinning action. forward/backwards in
the one vertical plane
65 – 5th Activity (Hand Rotation):
70 Students hold the hoop with one hand in
mins a side position from the body. Rotation Forward for:
will be achieved by rotating the wrist - Rotating hoop remains
with the fingers closed and thumb up in one plane
- Upright posture
This can be repeated and this time - Sight straight ahead
adding forward walking steps in
Clear all equipment
70 – Rotations- Forward Roll Mats for students to roll on from area
85 - Students start in a tuck position
mins with arms out in front Ensure students
- Place hands should width apart have their own
- Push off legs individual space to
- Tuck head under work in, to avoid
- Reach forward and stand on feet collisions
Variations:
1. Rocking in a controlled tuck 2. To gain sufficient
position momentum to the roll
2. From an inverted support on the students need to fall with a
shoulders roll to squat straight body.
3. Look through the legs and roll 3. Ensure the head is
4. Rolling down an incline Mat covered beat board tucked under. “Look at the
wall through your legs”
85 – Rotations- Backward Roll 4. Chin is touching chest
95 - Students start off in the tuck
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mins position
- Roll backwards on back Looking for:
- Place one arm out to the side - Controlled tight tuck
and look over the shoulder - Knees overhead at
- Bring legs and the body over the peak of backward
same shoulder rocking action
- Finish in the tuck position on feet
95 – Closure Students move back to sitting in

100 front of the teacher
mins Go through today’s lesson Ask students if they have
any questions
Talk about what will be involved in the
next class
Dismissal
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Lesson Plan THREE Date _______________
Lesson Topic Falling, Landing, Handstands, Cartwheels _____________________________________________________________
Unit Topic Gymnastics_____________________________________________ Venue Gymnasium Hall_________________________
Year Level 7 & 8________ Lesson Duration 100 mins____ # Students _____M_____F Lesson # Two____ of Five____

Physical Activity
Physical Activity

Take attendance roll
0–5 INTRODUCTION: Class sitting on floor in front of Ask students to revise the
mins Discuss what will be included in the teacher safety considerations on
lesson. their own. Use only cues
Revise safety considerations to jog their memory.
Ensure the playing
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WARM UP: area is free of
5– Chain Tag Students are to gather just near Vary the type of equipment other
10 - One student is designated tagger the outside of the playing area locomotion to avoid than equipment
Mins and the rest of the students spread boredom required, this will
out over playing area Teacher is standing in a location avoid people from
- The attacker attempts to tag the where they can see the playing tripping over and
other students area clearly hurting themselves
- If tagged the student must hold
hands with the ‘tagger’ to form a Encourage students
chain to pay attention
- Both of the students are now when moving around
attackers. to avoid collisions
- When the chain joins four
students they are able to break the
chain into two groups of four.
- Variate the type of locomotion of
the students ie. Jumping, skipping
10 – Musical Balances/Supports Students are to gather just near Vary the type of
15 - Played similarly to bobs and the outside of the playing area locomotion to avoid
mins statures, but balance and supports boredom
are used Teacher is standing in a location
- Music is played whilst the where they can see the playing
students walk around using their area clearly
animal walks previously learnt.
- At random times the teacher yells
out a certain support or balance
learnt in Lesson One
- The last person to complete the
balance or support correctly is out.
15 – INTRODUCTION TO FALLING
20 - Discuss the importance of being Students are gathered , sitting in Ask students when a fall
mins able to fall correctly: front of the teacher might occur?
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- Used to decrease the chance of Why might it be good to
injury increase the time of fall
- Remember: increase the time of and the contact of the fall?
fall and contact of fall Ensure all students
are falling in to the
20 – FALLING FORWARD middle of the circle
25 - Knelling on knees, with arms and Students in a circle on large mat Why would you let your This way no student
mins hands pointing slightly in finger tips contact, then will fall on top of
- Fall forward All student to fall inwards palms and bending of the another student
- Finger tips contact first, then elbow?
hands and then bend arms to
increase time and contact of fall Emphasis absorbing the
- When the students are confident shock
doing this they can then move onto
falling from a standing straddle and
from stand straight.
25 – FALLING BACKWARD
30 - Standing on feet, crouched into a Students in a circle on large mat
mins ball with hand reaching backward
- Fall backwards with hands All student to fall inwards
reaching back to contact mat first
- Hands contact mat, lower back
and arms, then shoulders
30 – INTRODUCTION TO LANDINGS
35 - Discuss the importance of Students are gathered , sitting in Landing may be on the
mins landing correctly front of the teacher feet, the hands or
- Landing is a controlled arrest of distributed over a larger
the body’s descent body area
Poor landing is a common Only one student at
35 – LANDING ONE TWO FEET FROM source of injury a time on the
40 VARIOUS HEIGHTS apparatus
mins - Using a range of different apparatus, Students following a preset circuit
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set up a circuit for the students to
complete which includes landing
from different heights.
- Students should land with shoulder
width apart
- Land on toes then the rest of foot
- Knees bent but not past 90 degrees
- Arms out in front for balance
40 – INTRODUCTION TO HANDSTANDS
45 - Remind students that this class is Students sitting in front of teacher Ask why would we
mins assuming the students have no on mat assume no students have
prior knowledge about gymnastics prior gymnastics ability?
and therefore all skills will be taught
from the basic first steps
- Run through the different
activities that will be used to build
up to a full hand stand
45 – BUNNY HOPS Ensure students are

50 - Students continuously bunny hop Randomly moving around the mat alert and aware of
mins around the room their fellow students
50 – WALKING UP AND DOWN THE WALL Students need to be

55 - Students are required to walk up Mats are placed up against a wall evenly spaced out to
mins and down the wall a set of number and the students line up in front of avoid injury if a
of times the wall students slides down
- When the highest point is the wall
reached the student must keep their
body tight for 10 seconds
55 – HALF HANDSTAND Students must be

60 - Start in a lunge position with Students pair up and practice one spaced out to avoid
mins dominant leg forward and arms at a time. injury if a student
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extended above head This allows for critical analysis of fails an attempt
- Place hands on mat shoulder one student by the second student
width apart Students must be spaced out
- Eyes should be looking down adequately
between hands
- Non predominant leg kicks up
- Point toes
60 – FULL HANDSTAND Students must be

70 - Lunge forward with dominant leg Students pair up and practice one Explain this is where in spaced out to avoid
mins - Place hands on mat shoulder at a time. importance of falling injury if a student
width apart keeping the arms This allows for critical analysis of comes into consideration fails an attempt
straight one student by the second student
- Kick up with non dominant leg Students must be spaced out
- Bring other leg up, keeping body adequately
tight and pushing down on mat
70 –
75 INTRODUCTION TO CARTWHEEL Students sitting in front of teacher Important to emphasis the
mins - Remind students that this class is on mat correct movement pattern.
assuming the students have no ie. Hand, hand, foot, foot
prior knowledge about gymnastics
and therefore all skills will be taught
from the basic first steps
- Run through the different
activities that will be used to build
up to a full cartwheel
75 –
80 CARTWHEEL RHYTHM WITH A Students must be
mins RAISED SURFACE Students pair up and practice one spaced out to avoid
- Using a bench or low box at a time. injury if a student
students perform a cartwheel to the This allows for critical analysis of fails an attempt
best of their ability one student by the second student
- Emphasis is on the hand, hand, Students must be spaced out
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foot, foot rhythm adequately
- Progress from bent legs to Bench or low box is needed
straight legs
80 –
90 CARTWHEEL Students pair up and practice one Head neutral throughout
mins - Lunge with dominant foot at a time. Generate a fast lateral
- Follow the hand-hand-foot-foot This allows for critical analysis of rotation
rhythm one student by the second student
- Finish with lunge in the opposite Students must be spaced out
direction adequately
90 –
100 CLOSURE Students move back to sitting in Ask students if they have
mins Go through today’s lesson front of the teacher any questions

next class
Dismissal
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Lesson Plan FOUR Date _______________
Lesson Topic Springing, Flights/Jumps, Performance Creation_______________________________________________________________
Unit Topic Gymnastics_____________________________________________ Venue Gymnasium Hall_________________________
Year Level 7 & 8________ Lesson Duration 100 mins_____ # Students _____M_____F Lesson # Four____ of Five_____

Physical Activity
Physical Activity

Take Attendance Roll
0–5 INTRODUCTION: Class sitting on floor in front of Ask students to revise the
mins Discuss what will be included in the teacher safety considerations on
lesson. their own. Use only cues
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Revise safety considerations to jog their memory
Ensure students are
WARM UP well spread out
5– Simon Says Students spread out evenly around This warm-up will work on
10 - Students spread out evenly over the playing space muscular strength and it
mins playing space positioning will warm the students up.
themselves where the teacher has It should also get them
view of all students listening and attentive,
- Play “Simon Says” using the and ready for instruction.
various gymnastics balances,
supports, falls, landings,
locomotion’s and rolls already
learned
- Start slowly but pick up the pace
- Get them moving up, down and
side to side using jumping jacks,
front supports, back supports, etc
Ensure the skills are
10 – Circle Jerks Ensure a variety of skills not unsafe or too
15 - With the teacher starting, explain Class in large circle around playing are used stupid
mins that it is called “Circle Jerks” space
because we each get a turn to be a
“jerk” and make the whole class do
a skill.
- Explain that the skill must be
SAFE, and it should be something
that everyone can do (i.e. no back
handsprings!)
- The students must jog on the
spot until they receive a command
from the “circle jerk”.
- The movements can be simple,
and they can be silly (i.e. an injured
stork hop- jump up and down on
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one foot while acting hurt).
REVISE LANDINGS Make the students

15 – - Discuss the importance of Students are gathered , sitting in remember how to land on
20 landing correctly front of the teacher their own. Only prompt
mins - Landing is a controlled arrest of them with cues
the body’s descent
20 – INTRODUCTION TO
25 SPRINGING/JUMPING Students are gathered , sitting in
mins - Discuss springing and its safety front of the teacher
aspects
- Highlight the fact only mini
trampolines will be used for this
task, not large ones
Students should only
25 – STRAIGHT JUMP Students should be be jumping on the
30 - Take off is from slightly bend Students spread out over floor absorbing the landing with spot
mins knees. Trunk is upright area the bending of their knees
- The airborne phase of the jumps
has straight legs and pointed toes Small bench needed Do not move on until all
- Arms outstretched over head students can perform the
- Landing on the balls of the feet jump correctly
and slightly
- Next set up a small bench and
get students to jump off this
Mini Trampoline will be used for the The following jumps should be
following jumps attempted from a mini trampoline
Each student should get approximately
5 turns at each jump: Split class into the smallest groups
possible to maximise participation Ensure all students
Ensure students are understand they do
30 – TUCK JUMP Students who are not jumping landing correctly not land the jump in
Page 28 of 40
35 - Student starts with a few straight should watch and critically a tuck, they only
mins jumps on mini tramp. evaluate their peers tuck in flight then
- When ready the student straighten up to land
dismounts the tramp using a tuck Teacher should be wandering
jump around to each group to give
- During flight the knees are feedback
bought to the chest
- Land with the knees bent, arms
out in front and head up
Ensure all students
35 – STRADDLE JUMP understand they do
40 - Student starts with a few straight not land the jump in
mins jumps on mini trampoline a straddle position,
- When ready the student they only straddle in
dismounts the tramp using a flight then straighten
straddle jump up to land
- During flight the legs should be
spread open with toes pointed
- Arms reach out either side of the
body to touch the toes
- Land with knees bent, arms out
40 – in front and head up
45
mins STAR JUMP
- Student starts with a few straight
jumps on mini trampoline
- When ready the student
dismounts the tramp using a star
jump
- During flight legs should be
spread with arms reaching out and
up (looking like a star)
45 – - Land with knees bent, arms out
50 in front and head up
Page 29 of 40
mins
PIKE JUMP
- Student starts with a few straight
jumps on mini trampoline
- When ready the student
dismounts the tramp using a pike
jump
- Legs are piked in the air with the
toes pointing out If students are
50 – - Arms reach out for the toes Students should be attempting rolls and
65 - Land with knees bent, arms out Students split into pairs, spread encouraged to think about cartwheels ensure
mins in front and head up out evenly over the floor linking their skills and try they are well spaced
to incorporate all the skills out, otherwise omit
MIRROR IMAGING learned these skills from the
- Students get themselves into activity
partners and number themselves 1 Could include music with
and 2 this activity so students
- Partner 1 is the image, who gets have to move to the beat
to lead and partner 2 is the mirror,
who has to mirror their partner
- Partners should revise all the
Balances, Statics, Rolls, Falling,
Handstands, Cartwheels and
Jumps
65 – - After 7 mins the students switch If teacher feels the
75 roles Students are gathered , sitting in students will work better in
mins front of the teacher groups chosen by the
FLOOR ROUTINE PERFORMANCE teacher then this can be
INSTRUCTIONS Copy of Performance assessment done
- The purpose of this performance for each student
it to link all the skills that have been
learnt
- Hand each student a
Performance assessment sheet
Page 30 of 40
- Students need to break up into
groups of approximately four
- Students must create a routine to
perform in front of the class
- The routine must go for 10 mins
- The Performance must include:
o 3 Different
Statics/Balances
o Ball
o Hoop
o Forward Roll
o Backward Roll
o Handstand
o Cartwheel
o 2 Jumps from either the
ground or the mini
trampoline
- All students must at least attempt
all of the skills
- The routine must flow from skill If rolls and
75 – to skill Ensure all students are cartwheels are
90 - Extra marks will be given for Students spread out over floor contributing equally attempted ensure
mins creativity eg. Use of music or Teacher walking around groups the groups are
costume giving advice or feedback spaced out
adequately
FLOOR ROUTINE PRACTICE
- Students will get the rest of the
90 – lesson to create and practice their Ask students if they have
100 performance Students move back to sitting in any questions
mins front of the teacher
CLOSURE
Go through today’s lesson
Page 31 of 40

next class
Remind students they will be performing

their routine next lesson
Dismissal
Lesson Plan FIVE Date _______________
Lesson Topic Routine Performance and Practice________________________________________________________________________
Unit Topic Gymnastics ____________________________________________Venue Gymnasium Hall_________________________
Year Level 7 & 8_______ Lesson Duration 100 mins # Students _____M_____F Lesson # Five of Five__

Physical Activity
Physical Activity

Page 32 of 40
Take Attendance Roll
0–5 INTRODUCTION:
mins Discuss what will be included in the Class sitting on floor in front of Ask students to revise the
lesson. teacher safety considerations on
Revise safety considerations and the their own. Use only cues
criteria for the routine to jog their memory
Ensure students are
15 – ROUTINE PRACTICE adequately spread
40 Students have half and hour to practice Class spread out over the floor out
mins and perfect their routine
Mini Trampolines are available if
groups need
Non-performing
40 – ROUTINE PERFORMANCE students must be
90 Each group gets 10 mins to perform Students all sitting back except the sitting well back
mins their routine in front of the rest of the group who is performing
class
Teacher stand in a good viewing
Teacher grades students using the position
performance assessment sheet
90 – CLOSURE
100 Thank all the students for participating Class sitting on floor in front of Ask for any final questions
mins in the unit teacher or suggestions of ways to
improve the unit
Page 33 of 40
GYMNASTICS
PERFORMANCE ASSESSMENT
Student Name: ______________ Class: ____________ Date: ____________
Very
Poor Fair Good Good Excellent
1 2 3 4 5
Supports/Balances x 3
Ball
Hoop
Forward Roll
Backward Roll
Handstand
Cartwheel
Jumps x 2
Creativity
Mark: ____/ 45
Page 34 of 40
Comments:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Lesson Plan THEORY Date _______________
Lesson Topic Gymnastics Theory_____________________________________________________________________________________
Unit Topic Gymnastics___________________________________________ Venue Library_______________________________
Year Level 7 & 8_____ Lesson Duration 100 mins_______ # Students _____M_____F Lesson # ________ of_________

 Complete competing short, extended and group tasks within set timeframes, prioritising their available time, The Individual 5
utilising appropriate resources and demonstrating motivation Learner
 Students will develop a research task on a chosen gymnastics topic within a set time frame
0–5 INTRODUCTION
mins Explain this is a theory lesson and Students sitting at desks
therefore there will be no running or Teacher in front of class
tumbling etc.
Page 35 of 40
5– RESEARCH TASK
90 Students are required to research and Teaching wandering around class Ensure all students realise
mins write approximately 250 words on a ensure all students are on track the task is due in at the
chosen topic relating to Gymnastics. and not misbehaving end of the lesson
Ideas include:
- Famous gymnasts
- Gymnastic Events
- Different types of gymnastics
Students are allowed to use books or

the internet to research their chosen
topic
Research task must be handed in at the

end of the lesson
90 – CLOSURE
100 Collect all research tasks Students sitting at desks
mins Make sure all books and computers are
packed up adequately
Dismiss Class
Page 36 of 40
GYMNASTICS
The Fact File
History:
Gymnastics is one of the world's oldest physical activities and sports as well as one of the oldest Olympic sports and its can be traced back thousands
of years in one form or another, from the ancient Greek Olympics, to Roman ceremony, to today’s modern meets.
The name "gymnastics" comes from the ancient Greek word "gymnos" which literally translates to "naked exercise."
In ancient Greece, male athletes trained and competed in the nude because men choose to do this, women were excluded from the ancient games, not
just as competitors but also as spectators.
Gymnastics has existed as an organised and competitive sport for a little more than a century.
Gymnastics Olympic debut was in 1896 in Athens, Greece. The event included vaulting, parallel bars, pommel horse, and rings events for men only.
Women’s gymnastic events weren’t introduced into the Olympics until 1928 however it was discontinued as it was seen as controversy. In 1936
women's gymnastics was back in the Olympic Games and this time in all events except bars were included.
Also women’s events were performed in teams not as individuals; it wasn’t until 1952 the first individual Olympic competition for women took place.
DID YOU KNOW?

It is estimated that over 3.5 Most major gymnasts
million children participate in began their career at age 2
some form of gymnastics or 3 years old.
every single day! Page 37 of 40
Most male gymnasts are at Most female gymnasts

their best in their late teens to are best between the
Equipment: early twenties ages of 14 and 18
 Aerobic Floors
 Rhythmic Gymnastic Floors
 Balance Beams
(Spring Floors)
 Balance Benches
 Parallel Bars
 Beat boards
 Uneven Bars
 Safety Belts
 Rings and Trapeze Bars
 Climbing Ropes, Tracks & Attachments
 Trampolines
 Horizontal Bars - Single & Combination, Men’s & Women’s Rails
 Pommel Horse
 Mats
 Vault
 Padding Blocks
Profile of an Elite Performer:
Larissa Latynina, (Russia, born on December 27, 1934) is seen as the first international superstar. During Larissa schooling, her school PE program
included exercises with hoop and ball. By the age of 16, she became the national gymnastics champion of the schools division
Larissa Latynina was 21 year old when she competed in the Melbourne 1956 Olympics, and it was between then and her retirement in 1966 she won
more Olympic titles than anyone in else in any other sport.
At the end of her remarkable career in 1966, she had won nine Olympic gold medals, 5 silver medals and 4 bronze medals. Her total in Olympic, World
and European Championships is a still unequalled, she holds:
- 24 gold medals
- 15 silver medals and
- 5 bronze medals
Page 38 of 40
BIBLIOGRAPHY
Gymnastics Zone (2003) Gymnastics Ancient History. Retrieved May 2, 2007 from Gymnastics Zone website:
http://gymnasticszone.com/GymnasticsHistory.htm
Hopper. T. (2002) Lesson Plans. Retrieved April 30, 2007, from University of Victoria website:
http://www.educ.uvic.ca/Faculty/thopper/Pe352/2002/JeffEllenGym8/Lesson%20plans.html
Hopper. T. (2002) Assessment. Retrieved April 30, 2007, from University of Victoria website:
http://www.educ.uvic.ca/Faculty/thopper/Pe352/2002/JeffEllenGym8/Assessment%20Tools.htm
Hughes. M. (2005) Gymnastics History - A Brief Overview. Retrieved May 2, 2007 from Enzine Articles website:
http://ezinearticles.com/?Gymnastics-History---A-Brief-Overview&id=44546
Hultman. S. (2000) Women in Gymnastics. Retrieved May 2, 2007 from Women in Gymnastics website:
http://historypages.org/gymnastics/1928.html
Schembri. G. (1984) Gym Fun: Part One: Achievement Awards for Schools and Clubs. Morrabbin, VIC, Australia: Australian Gymnastics
Federation Incorporated
Schembri. G. (1984) Gym Fun: Part Two: Lesson Plan Program for Schools and Clubs. Morrabbin, VIC, Australia: Australian Gymnastics
Schembri. G. (1983) Introductory Gymnastics: A guide for coaches and teachers. Morrabbin, VIC, Australia: Australian Gymnastics
Page 39 of 40
The Ohio State University (2005) Gymnastics Assessment Strategies. Retrieved April 30, 2007, from Ohio State University website:
http://education.osu.edu/paes/pep/Files/Gymnastics_Assessment_Strat.doc
Victorian Curriculum and Assessment Authority (2007) Victorian Essential Learning Standards: Standards Publications. Retrieved May 1,
2007 from Victorian Essential Learning Standards website: http://vels.vcaa.vic.edu.au/links/standards.html#3
Page 40 of 40

Gymnastics Unit Plan: Maggie Smith - 2658123 Katlyn Marchbank - 2658403

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Unit Plan – pg. 3

Lesson Plan One – pg. 6

Lesson Plan Two – pg. 13

Lesson Plan Three – pg. 20

Lesson Plan Four – pg. 25

Lesson Plan Five – pg. 32

Performance Assessment – pg. 34

Lesson Plan Theory – pg. 35

Fact File – pg. 37

VELS Level Unit Outcomes for Students

Content Instructional Strategy

Resources - facilities Resources - equipment

Wet Weather Activities

Lesson Plan ONE Date _______________

Lesson Topic DMP’s, Balances/Supports ___________________________________________________________________________

Unit Topic Gymnastics_________________________________________ Venue Gymnasium Hall_________________________

How lesson links to VELS

Specific Lesson Outcomes for the students

 Students will develop a movement vocabulary

Time Activity Organisation/Equipment Cues/Questions Safety considerations

6 Dominant Movement Patterns are

These include: Get students to think of

Ensure students are

Centre of Gravity is the “weight centre” Don’t encourage

Introduction of all basic supports /

- Partner attempts to slide a hand

2. Sit in tuck position

*Class can work in pairs to perform

- Partners lift gymnasts (who must

- Partner applies gentle pressure

4. Front Support Ensure students have:

*Class can work in pairs to perform

- Partner attempts to part

Unit Topic Gymnastics__________________________________________ Venue Gymnastics Hall_______________________

How lesson links to VELS

Specific Lesson Outcomes for the students

 Students will develop a movement vocabulary

Time Activity Organisation/Equipment Cues/Questions Safety considerations

10 – “Pigs and Pigeons”

30 – 2nd Activity (Bounce Across, Bounce Up

35 – 3rd Activity (Throwing and Catching):

40 – 4th Activity (Gallop and Bounce):

45 – Hoops: Ensure students

50 – 2nd Activity (Step In and Out):

55 – 3rd Activity (Swing, Throw and Catch):

95 – Closure Students move back to sitting in

Lesson Plan THREE Date _______________

Lesson Topic Falling, Landing, Handstands, Cartwheels _____________________________________________________________

Unit Topic Gymnastics_____________________________________________ Venue Gymnasium Hall_________________________

How lesson links to VELS

Specific Lesson Outcomes for the students

 Students will develop a movement vocabulary

Time Activity Organisation/Equipment Cues/Questions Safety considerations

Take attendance roll

45 – BUNNY HOPS Ensure students are

50 – WALKING UP AND DOWN THE WALL Students need to be

55 – HALF HANDSTAND Students must be

60 – FULL HANDSTAND Students must be

Unit Topic Gymnastics_________________ Venue Gymnasium Hall_

Unit Topic Gymnastics____________________ Venue Gymnastics Hall_

Unit Topic Gymnastics_____________________ Venue Gymnasium Hall_

Unit Topic Gymnastics_____________________ Venue Gymnasium Hall_

Unit Topic Gymnastics ____________________Venue Gymnasium Hall_

Student Name: __ Class: Date:

Unit Topic Gymnastics_____________ Venue Library_