Appropriate
Teaching Methods
for Educational Gymnastics / Developmental Gymnastics.
What are the teaching styles / approaches
associated with educational / developmental gymnastics, in order to best
accommodate varied levels of interest and experience, as well as various body
types and levels of physical fitness?
In educational / developmental gymnastics
the styles of teaching and approaches vary to suit each individuals differences,
committed to the unique way each child moves and learns. Each gymnast is
challenge to solve problems, develop skills and create movements at an
appropriate level and to progress at their own rate. In educational gymnastics
it’s believed it holds the capacity of all children to achieve excellence, it
should encourage students to create movements and develop individualized
sequences. In development gymnastics it uses both direct and indirect
approaches.
The practice, reciprocal and inclusion
styles assist the progression of the skill being practiced. In reciprocal it
uses a direct style helping the child to develop and refine specific gymnastics
skills, by the teacher setting out a task card to indicate the important ways to
the skill being practiced. The teacher or child may determine the learning
environment in which the individual practices the skill, whether it’s on the mat
or bench for example. The inclusion style of teaching gives children the chance
to choose the skills that they want to practice. Each selection would vary in
difficulty to relate to each person.
The Olympic style of teaching gymnastics relies on a convergent
teaching style. In this there is a specific way to perform skills. Therefore
this is inappropriate for students of varied skill levels and body types within
a general phyiscal education class. Olympic gymnastics requires handstand,
weight transferred to hands, whereas conversely the educational gymnastics
relies on divergent style of teaching. Here there are many ways for learners to
respond to movement and problems.
The teacher has to take in account, each skill being practiced
should relate to the learner or practitioner level of fitness and ability at
their own pace to avoid injury and to gain full potential and
performance.
Teaching Methods
for Educational Gymnastics / Developmental Gymnastics.
What are the teaching styles / approaches
associated with educational / developmental gymnastics, in order to best
accommodate varied levels of interest and experience, as well as various body
types and levels of physical fitness?
In educational / developmental gymnastics
the styles of teaching and approaches vary to suit each individuals differences,
committed to the unique way each child moves and learns. Each gymnast is
challenge to solve problems, develop skills and create movements at an
appropriate level and to progress at their own rate. In educational gymnastics
it’s believed it holds the capacity of all children to achieve excellence, it
should encourage students to create movements and develop individualized
sequences. In development gymnastics it uses both direct and indirect
approaches.
The practice, reciprocal and inclusion
styles assist the progression of the skill being practiced. In reciprocal it
uses a direct style helping the child to develop and refine specific gymnastics
skills, by the teacher setting out a task card to indicate the important ways to
the skill being practiced. The teacher or child may determine the learning
environment in which the individual practices the skill, whether it’s on the mat
or bench for example. The inclusion style of teaching gives children the chance
to choose the skills that they want to practice. Each selection would vary in
difficulty to relate to each person.
The Olympic style of teaching gymnastics relies on a convergent
teaching style. In this there is a specific way to perform skills. Therefore
this is inappropriate for students of varied skill levels and body types within
a general phyiscal education class. Olympic gymnastics requires handstand,
weight transferred to hands, whereas conversely the educational gymnastics
relies on divergent style of teaching. Here there are many ways for learners to
respond to movement and problems.
The teacher has to take in account, each skill being practiced
should relate to the learner or practitioner level of fitness and ability at
their own pace to avoid injury and to gain full potential and
performance.