Lesson Plans
Title of the session: Teaching gymnastics to St. Edward's
National School pupils - Exploring balancing
Lesson Plan Layout:
Lesson
Aim: To explore and practice the skill of
balancing.
Teaching Cues:
-Arms out by sides.
Feet apart to
provide a wide base of
support.
- Body facing forward and
aligned.
- Head
up.
- Shoulders
back.
- Knees bent
slightly.
Equipment:
Landing mats, steps, cones, vinyl spots and a
ladder.
Warm
Up: Fun dance to energetic dance song
suitable for 11-12 year old children.
Self-Discovery:
Allowing the participants to show examples of how they can balance and
prompting them to explore some other ways.
Body Awareness:
Participants enjoy becoming more aware of how their body can
balance.
Questions Asked:
-What did they do to balance?
- What was their
favourite balancing position?
- What was the
hardest balancing position?
- What did they do
with their arms?
- What happened
when they changed position?
Space Awareness:
Participants enjoy becoming more aware of the use of space
available as they balance.
Questions Asked:
-How would you balance on one
foot?
- Can you balance
on one foot?
- Can you balance
on a line?
- Can you balance
on your tippy toes?
Qualities:
Participants begin to think about the qualities involved in
balancing.
Questions Asked:
-Can you balance low down
balancing?
- Can you balance
up tall balancing?
- Can you balance
on one foot/two feet?
- Can you balance
with your arms out/by your sides?
- Can you balance
on your tippy toes on one foot/two feet?
- Which was the
most difficult/easiest?
- What did you
change to make it easier to balance?
- Was it easier to
balance on one foot/two feet?
Relationships:
Participants discover ways they could balance in groups and
pairs.
Questions Asked:
-Can you balance on one foot holding hands in
pairs?
- Can you balance
on the other foot holding hands in pairs?
- Can you balance
in a straight line holding hands in a group on one
foot?
- Can you balance
in a straight line holding hands in a group on the other
foot?
- Can you balance
on your bottom without any other part of your body touching the
ground?
Cool Down Activity:
The aim of this activity was to return the participants to a pre
exercise state, returning their heart rate and breathing to a normal
level.
Teaching Points:
Movement concepts.
Body
awareness (i.e. what the body can do):
-Different shapes a body can make (e.g. stretched, curled,
twisted, wide, and narrow).
-Balancing on different parts of the body (e.g. one foot for a
stork balance).
-Transfer of weight from one part of the body to another (e.g.
walking).
Space
awareness (i.e. where the body moves):
-Personal (i.e. intimate space around an individual) and general
space (i.e. total available space).
Direction of movement (e.g. forwards, backwards, upwards,
downwards) and pathways or patterns (e.g. circle or
zigzag).
-Level or location of body or body parts while moving (e.g.
high, medium or low).
Qualities
(i.e. how the body moves):
-Speed of moving (e.g. fast, slow, sudden,
sustained).
-Force/effort of moving (e.g. strong or light).
-Flow of moving (e.g. free or
bound).
·
Relationships
(i.e. to whom or what the body
relates):
- To people (e.g. mirroring, matching, shadowing, together,
pairs or groups).
- To objects (e.g. under, over, in out, between, in front of,
above or below).
Issues of relevance when planning the lesson:
* Ensuring a lesson is fun and engages the attention of the
participants.
* Ensuring the lesson is functional (i.e. has a
purpose)
* Ensuring the lesson is dynamic (i.e. there is always something
happening).
* Highlighting - gave example of someone doing something
right. Notice when someone is
doing something well, encouraging this to continue by giving them
praise.
* Mastery - everyone trying to achieve something and improving
the task all the time is the key, not trying to be better than anyone else -
competition?
Issues of importance to remember when
teaching:
* Having authority and taking
control.
* Getting attention - ask can they all hear?
Can they all understand?
* Continuously monitoring and assessing, walking around to
ensure that all participants are
visible.
* Aim of the warm up activity - involved the desired effect of
increasing respiration, body temperature and heart rate delivering blood to the
muscles intended to be used within the main phase of an activity session. This reduces the possibility of injury
as the increased blood flow prepares the muscles for use by warming them
up.
* Grouping -group size one means working as
individuals.
* Creating an environment for participation and learning - A
secure and supportive environment that focuses on participation, enjoyment and
learning of movement skills will produce positive outcomes.
To achieve this, consideration should be given to the
following:
Establish
a positive atmosphere in which interaction in a supportive and enthusiastic way
can be achieved where positive reinforcement and praise
dominate.
·
Maximise
participation by:
-allowing enough time to practice.
-having small groups with access to
equipment.
-ensuring that all children get the opportunity to use the
equipment.
-avoiding elimination games and try to keep all participants
active at all times.
-catering for different needs and
abilities.
Modify
the activity by making it harder or easier so that all children can achieve
success. The rules, equipment,
grouping, area and demands of the task to assist this to be
possible.
Ensure
children's safety both physically and emotionally.
Lesson Plan 13th march
Age: 7-9 year olds
Theme: rolling
Body shape
Space range of movement
Relationships
Today in class we set up our equipment safely which were mats, cones, incline mat and Styrofoam shapes. We got all the children in our group to come around us so we could explain effectively what was going to happen in this class. Firstly we asked the children what they knew about rolling and all the different ways that they could roll. Then me and a member from my group did different rolls on the mat for examples. Then we got the children to stand behind the mats and get in a row behind and instructed them to do an egg roll. We done many different rolls with the children and some of them were not confident while on the mats and held back a bit I thought. We then introduced different Styrofoam shapes that they had to go under and over which I thought the children enjoyed the most. We then asked them what their favourite roll was and what the easiest one was and got them to do whichever ones they wanted. After everyone had a turn we asked them different questions to see if they had learned from the class. They then moved on to another station.
Feedback:
While the children were performing the different rolls some of the children did not listen to the instructions given at the start so we had to take them aside and tell them again. When they did the roll correct we were able to congratulate them. For the pencil roll some of the children did not tuck in their arms and legs so we told them that the roll would not work properly if they did not tense their arms and legs. We told the children that when they are using their hands that they should be flatly placed on the mat just like slapping down pizzas, then we got them all to give an example of this and I thought they were able to roll better after this and they enjoyed it a bit more. When I saw one of the children looking too loose while doing a roll I told them to keep muscle tight and to be sure to move with control.
Performance:
I thought that I performed very well as a part of the group. At the start of the lesson we were a bit all over the place because I think most of us was nervous but once we got the first introduced out of the way I thought we worked well. When I was doing my part of the lesson I thought that my first teaching delivery was quiet poor because most of the children were not doing the rolls properly but then someone from my team addressed me on this and told me the correct way of teaching them. I then stopped the children from what they were doing and gave them the exact teaching points and the lesson went a lot smoother. I thought that the group performed very well and we all knew what we were doing and we were all able to correct each other and help each other out when it was needed. The group interacted very well with the children and I thought that they had a very enjoyable lesson from their expressions. I thought they all learned what we intended to teach them. I thought that at the end of the lesson when we were asking them to do their own type of roll that there was a bit of confusion amongst the group as to who was taking the last part of the lesson but this was all cleared up very fast and the lesson was delivered effectively. I was very pleased by the outcome of the rolling lesson because everyone of the children were able to do everything we asked them to do after giving them feedback and correct teaching points. I thought that I could improve with my voice projection and eye contact; I thought that the rest of my group were very vocal and that all the children could hear them with ease.
Reference List:
[www.sportnz.orgnz/en-nz/young-people/Aged5-12/Developing-Fundamental-skills/]
Accessed 29th February 2013.
National School pupils - Exploring balancing
Lesson Plan Layout:
Lesson
Aim: To explore and practice the skill of
balancing.
Teaching Cues:
-Arms out by sides.
Feet apart to
provide a wide base of
support.
- Body facing forward and
aligned.
- Head
up.
- Shoulders
back.
- Knees bent
slightly.
Equipment:
Landing mats, steps, cones, vinyl spots and a
ladder.
Warm
Up: Fun dance to energetic dance song
suitable for 11-12 year old children.
Self-Discovery:
Allowing the participants to show examples of how they can balance and
prompting them to explore some other ways.
Body Awareness:
Participants enjoy becoming more aware of how their body can
balance.
Questions Asked:
-What did they do to balance?
- What was their
favourite balancing position?
- What was the
hardest balancing position?
- What did they do
with their arms?
- What happened
when they changed position?
Space Awareness:
Participants enjoy becoming more aware of the use of space
available as they balance.
Questions Asked:
-How would you balance on one
foot?
- Can you balance
on one foot?
- Can you balance
on a line?
- Can you balance
on your tippy toes?
Qualities:
Participants begin to think about the qualities involved in
balancing.
Questions Asked:
-Can you balance low down
balancing?
- Can you balance
up tall balancing?
- Can you balance
on one foot/two feet?
- Can you balance
with your arms out/by your sides?
- Can you balance
on your tippy toes on one foot/two feet?
- Which was the
most difficult/easiest?
- What did you
change to make it easier to balance?
- Was it easier to
balance on one foot/two feet?
Relationships:
Participants discover ways they could balance in groups and
pairs.
Questions Asked:
-Can you balance on one foot holding hands in
pairs?
- Can you balance
on the other foot holding hands in pairs?
- Can you balance
in a straight line holding hands in a group on one
foot?
- Can you balance
in a straight line holding hands in a group on the other
foot?
- Can you balance
on your bottom without any other part of your body touching the
ground?
Cool Down Activity:
The aim of this activity was to return the participants to a pre
exercise state, returning their heart rate and breathing to a normal
level.
Teaching Points:
Movement concepts.
Body
awareness (i.e. what the body can do):
-Different shapes a body can make (e.g. stretched, curled,
twisted, wide, and narrow).
-Balancing on different parts of the body (e.g. one foot for a
stork balance).
-Transfer of weight from one part of the body to another (e.g.
walking).
Space
awareness (i.e. where the body moves):
-Personal (i.e. intimate space around an individual) and general
space (i.e. total available space).
Direction of movement (e.g. forwards, backwards, upwards,
downwards) and pathways or patterns (e.g. circle or
zigzag).
-Level or location of body or body parts while moving (e.g.
high, medium or low).
Qualities
(i.e. how the body moves):
-Speed of moving (e.g. fast, slow, sudden,
sustained).
-Force/effort of moving (e.g. strong or light).
-Flow of moving (e.g. free or
bound).
·
Relationships
(i.e. to whom or what the body
relates):
- To people (e.g. mirroring, matching, shadowing, together,
pairs or groups).
- To objects (e.g. under, over, in out, between, in front of,
above or below).
Issues of relevance when planning the lesson:
* Ensuring a lesson is fun and engages the attention of the
participants.
* Ensuring the lesson is functional (i.e. has a
purpose)
* Ensuring the lesson is dynamic (i.e. there is always something
happening).
* Highlighting - gave example of someone doing something
right. Notice when someone is
doing something well, encouraging this to continue by giving them
praise.
* Mastery - everyone trying to achieve something and improving
the task all the time is the key, not trying to be better than anyone else -
competition?
Issues of importance to remember when
teaching:
* Having authority and taking
control.
* Getting attention - ask can they all hear?
Can they all understand?
* Continuously monitoring and assessing, walking around to
ensure that all participants are
visible.
* Aim of the warm up activity - involved the desired effect of
increasing respiration, body temperature and heart rate delivering blood to the
muscles intended to be used within the main phase of an activity session. This reduces the possibility of injury
as the increased blood flow prepares the muscles for use by warming them
up.
* Grouping -group size one means working as
individuals.
* Creating an environment for participation and learning - A
secure and supportive environment that focuses on participation, enjoyment and
learning of movement skills will produce positive outcomes.
To achieve this, consideration should be given to the
following:
Establish
a positive atmosphere in which interaction in a supportive and enthusiastic way
can be achieved where positive reinforcement and praise
dominate.
·
Maximise
participation by:
-allowing enough time to practice.
-having small groups with access to
equipment.
-ensuring that all children get the opportunity to use the
equipment.
-avoiding elimination games and try to keep all participants
active at all times.
-catering for different needs and
abilities.
Modify
the activity by making it harder or easier so that all children can achieve
success. The rules, equipment,
grouping, area and demands of the task to assist this to be
possible.
Ensure
children's safety both physically and emotionally.
Lesson Plan 13th march
Age: 7-9 year olds
Theme: rolling
Body shape
Space range of movement
Relationships
Today in class we set up our equipment safely which were mats, cones, incline mat and Styrofoam shapes. We got all the children in our group to come around us so we could explain effectively what was going to happen in this class. Firstly we asked the children what they knew about rolling and all the different ways that they could roll. Then me and a member from my group did different rolls on the mat for examples. Then we got the children to stand behind the mats and get in a row behind and instructed them to do an egg roll. We done many different rolls with the children and some of them were not confident while on the mats and held back a bit I thought. We then introduced different Styrofoam shapes that they had to go under and over which I thought the children enjoyed the most. We then asked them what their favourite roll was and what the easiest one was and got them to do whichever ones they wanted. After everyone had a turn we asked them different questions to see if they had learned from the class. They then moved on to another station.
Feedback:
While the children were performing the different rolls some of the children did not listen to the instructions given at the start so we had to take them aside and tell them again. When they did the roll correct we were able to congratulate them. For the pencil roll some of the children did not tuck in their arms and legs so we told them that the roll would not work properly if they did not tense their arms and legs. We told the children that when they are using their hands that they should be flatly placed on the mat just like slapping down pizzas, then we got them all to give an example of this and I thought they were able to roll better after this and they enjoyed it a bit more. When I saw one of the children looking too loose while doing a roll I told them to keep muscle tight and to be sure to move with control.
Performance:
I thought that I performed very well as a part of the group. At the start of the lesson we were a bit all over the place because I think most of us was nervous but once we got the first introduced out of the way I thought we worked well. When I was doing my part of the lesson I thought that my first teaching delivery was quiet poor because most of the children were not doing the rolls properly but then someone from my team addressed me on this and told me the correct way of teaching them. I then stopped the children from what they were doing and gave them the exact teaching points and the lesson went a lot smoother. I thought that the group performed very well and we all knew what we were doing and we were all able to correct each other and help each other out when it was needed. The group interacted very well with the children and I thought that they had a very enjoyable lesson from their expressions. I thought they all learned what we intended to teach them. I thought that at the end of the lesson when we were asking them to do their own type of roll that there was a bit of confusion amongst the group as to who was taking the last part of the lesson but this was all cleared up very fast and the lesson was delivered effectively. I was very pleased by the outcome of the rolling lesson because everyone of the children were able to do everything we asked them to do after giving them feedback and correct teaching points. I thought that I could improve with my voice projection and eye contact; I thought that the rest of my group were very vocal and that all the children could hear them with ease.
Reference List:
[www.sportnz.orgnz/en-nz/young-people/Aged5-12/Developing-Fundamental-skills/]
Accessed 29th February 2013.