Course
Discontinued
No
Course Code
SPSC 5397
Descriptive
Teaching Developmental Gymnastics
Department
Sport Science
Faculty
Science & Technology
Credits
3.00
Start Date
End Term
201810
PLAR
Yes
Semester Length
2 weeks
Max Class Size
25
Contact Hours
Classroom 15 hours
Practical/lab 15 hours
Method(s) Of Instruction
Lab
Seminar
Learning Activities
- Lecture
- Practical application
- Video observation
Course Description
In this practical course, teachers will learn to plan and implement gymnastics lessons drawing on the safest and most developmentally appropriate aspects of the various gymnastics activities. By utilizing the Dominant Movement Pattern approach to gymnastics activities and integrating relevant aspects of Rhythmic and Acrobatic gymnastics, teachers will gain the confidence and competence to teach this core PE subject in a school setting.
Course Content
- Lesson and unit planning for developmental gymnastics
- safety considerations (see section 2 below)
- learning outcomes
- curriculum considerations (BC PE IRP K-7)
- student considerations
- motor learning stages
- behavioural considerations
- equipment needs
- planned activities
- developmentally appropriate progressions
- allowing for individual difference
- space and time utilization
- feedback, assessment and evaluation strategies
- Risk Management
- safe landing methods
- handling and setting equipment
- spotting and non-spotting approach to gymnastics
- warm up and cool down
- flexibility
- supervision
- Applied movement patterns and fundamental skills of gymnastics
Analysis and application of the following movement themes and skills of gymnastics will take place in the practical sessions of the course. The course will emphasize innovative ways for students to develop gymnastics skills in the most safe and developmentally appropriate way. - take off and landings
- locomotions/travels
- flights
- rotations
- static positions/balances
- swings
- springs
- Rhythmic Gymnastics
The following topics will be introduced and a sample will be selected for integration by students and the instructor for demonstrations, lesson plans, and student-led teaching. - ribbon
- rope
- scarf
- ball
- hoops
- Artistic gymnastics
A selection of the following topics will be introduced and a sample will be selected for integration by students and the instructor for demonstrations, lesson plans, and student-led teaching. Note: many of these traditional gymnastics forms are no longer supported in school settings due to safety concerns and insufficient equipment. These issues will be explored and only techniques supporting safe developmental gymnastics will be covered in the course. - supportive exercises:
- floor exercise
- tumbling
- balancing exercise
- box
- bars
- balance beam
- Hanging exercises:
- rings
- high bar
- pole climbing
- rope climbing
Learning Outcomes
After having completed the course as outlined below, students will be able to demonstrate:
- understanding of gymnastics classification systems and their application to the teaching of gymnastics in elementary physical education,
- teaching progressions from beginner to advanced for selected gymnastics skills,
- effective teaching strategies and evaluation procedures for developmental gymnastics taught in elementary physical education,
- theoretical and practical knowledge of risk management and safety issues, including warm-up, cool down, safe-landing methods, and standards of care in supervision and equipment selection,
- effective lesson planning and/or unit planning for teaching of developmental gymnastics in elementary physical education, and
- identify a number of gymnastics resources available to aid in the teaching of developmental gymnastics.
Means of Assessment
The selection of evaluation tools for this course is based on:
- Adherence to college evaluation policy regarding number and weighing of evaluations, for example a course of three credits or more should have at least three separate evaluations.
- A developmental approach to evaluation that is sequenced and progressive.
- Evaluation is used as a teaching tool for both students and instructors.
- Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/instructor evaluation.
The following is presented as an example assessment format for this course:
| Practice teaching – mini lessons | 30% |
| Unit plan or Resource Binder Project | 30% |
| Quizzes | 20% |
| Preparation and participation | 20% |
Textbook Materials
Textbooks and Materials to be Purchased by Students
A list of recommended textbooks and materials is provided on the Instructor's Course Outline, which is available to students at the beginning of each semester.
Which Prerequisite