In addition to the considerations for planning the class programme outlined on pp. 34-9, the following outline is useful in planning the structure of a gymnastics lesson or series of lessons.
The principles of movement which are required by children in the gymnastics lesson can be grouped under the following headings:
- what the body can do
balancing, rolling, turning, etc. - how the body moves
how much effort and speed is employed: moving strongly, lightly, quickly, slowly etc. - where the body moves (space)
at different levels, following different pathways, etc. - with whom or with what the movement is taking place (relationships)
with a partner or group, with a bench or hoop, etc.
A thematic approach based on the ‘language of movement’ outlined above is recommended when planning a gymnastics programme. A theme is a category of movement within which the child is asked to explore specificmovements. For instance, the child may be asked to explore hopping or jumping movements as part of the theme ‘travelling’. The ‘language of movement’ is illustrated in Fig. 4.
Fig. 4. The language of movement
The themes chosen provide a basis for all work in gymnastics. The exploration of a movement theme (e.g. travelling) can be done by asking the child to focus on different aspects over a series of lessons. These aspects may include directions, levels, space, speed, effort, body parts, the use of apparatus and the basic actions as illustrated in Fig. 4.
Integrating a thematic approach with the teaching of specific skills
Specific skills are taught in the context of different themes, rather than in isolation. For instance, when treating the theme ‘supporting weight/balance’ at fourth-class level, various balances can be explored, including the handstand, where the child has developed the necessary arm strength.
Developing themes through floorwork and work on apparatus
All themes should be explored initially on the floor. The range of movement can be extended and the quality of movement enhanced when children work on the floor and then transfer work onto apparatus. Work on the floor can be transferred onto apparatus and practised using gymnastic benches, climbing- frames and bar boxes.
A plentiful supply of mats is necessary to undertake floorwork ensuring maximum participation. One mat for every two to four children is recommended. The apparatus must always be used with a plentiful supply of mats for safety purposes. Any jumping from a height should be onto a mat or mats. Mats should form the base for all climbing apparatus. Instruction on the best methods of lifting and carrying apparatus safely will be necessary when children begin to use it, and selection should be related to the age of children, adjusting apparatus where necessary.
The following guide will aid the planning process:
- select a theme (e.g. travelling) or themes which may be developed over a number of lessons, forming a unit of work
- consider the specific skills (if any) which are appropriate for teaching within this unit of work
- review the apparatus required
- decide what aspects of the theme(s) will be explored in each lesson. For instance:
- Lesson 1: focus on travelling on feet, exploring space, directions and speed
- Lesson 2: develop travelling on feet, exploring levels and effort
- Lesson 3: focus on travelling using apparatus
- plan for the understanding and appreciation of gymnastics to be developed while exploring this theme.
Exemplar 12 illustrates a unit of work developing a number of themes: travelling, supporting weight and raising parts of the body high. It is planned for implementation over ten lessons at infant level.
The travelling theme focuses first on travel on the feet, then on hands and feet and finally travel by rocking and rolling. The floorwork is expanded using hoops. The theme ‘supporting weight’ is developed first on the floor and then using apparatus: hoops, mats and benches. The theme ‘raising parts of the body high’ is developed in the same way; initial work is on the floor and then work is transferred onto apparatus.
Exemplar 13 represents a unit of work for third or fourth class and focuses on the themes of travelling and weightbearing, with an emphasis on creating sequences. It is planned for implementation over eight lessons.
Exemplar 14 represents a unit of work for fifth and sixth classes. It develops the theme of ‘symmetry and asymmetry’ and is planned for delivery over five lessons. Work on ‘symmetry and asymmetry’ is part of the mathematics programme for third and fourth classes; these lessons can consolidate the work undertaken in mathematics.
EXEMPLAR 12 - A unit of work in gymnastics (senior infants)
EXEMPLAR 13 - A unit of work in gymnastics (third and fourth classes)
EXEMPLAR 14 - A unit of work in gymnastics (fifth and sixth classes)