Physical Education 3

Rhythmic
Course Packet
Gymnastics

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 PHYSICAL EDUCATION 3
Rhythmic Gymnastics
RAFAEL MATUTINAO, Ed. D. - CTU Main Campus

JAN VINCENT ONIPA, LPT - CTU Argao Campus

MARY GRACE C. FLORES, LPT - CTU Barili Campus

HONEYLETH CORDOVA, LPT - CTU Argao Campus

KINT C. VILLARTA, LPT - CTU Main Campus

DELEAINE LOIUX C. PEPITO, MAEd- CTU Moalboal Campus

EMERITO R. CUSTODIO, MAEd-PE - CTU Moalboal Campus

MARY JANE V. TABASA, MAT-HK - CTU Main Campus

MARIE PAZ P. CUYOS, BSE-PE - CTU Daanbantayan Campus

CRISLIPHEL N. SARDA, MAT-HK - CTU Argao Campus

ISABELITA A. KINTANAR, LPT - CTU Argao Campus

HANNAH JANE BALONDO - CTU Main Campus

RICKY DERECHO - CTU Daanbantayan Campus

ARCHELIS VALENCIA SERANO - CTU Main Campus

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 PREFACE

The purpose of creating this instructional material (IM) is to aid the students either
synchronous or asynchronous mode of learning system and facilitate self-pace learning or focused
group performance.

This course deals with the theories and practices performed on Physical Education 3 –
Rhythmic Gymnastics.

Chapter 1 takes history of gymnastics, gymnastics as a sport and an aesthetic expression,

fitness benefits and safety protocol.

Chapter 2 presents the different elements of rhythm, elements of space, and movement
qualities.

Chapter 3 executes the different basic gymnastics positions (arm, hand, standing, sitting,
kneeling, lying, and arm support positions and also the calisthenics movements).

Chapter 4 performs on the different apparatuses and routines in rhythmic gymnastics.

Finally, to assess learning outcomes of the students, the arrangement of the lessons
learned motivates the learners to possess three level of learning categories. These are
knowledge, skills, and attitudes or affection towards teaching Physical Education 3 – Rhythmic
Gymnastics to the students.

The Authors

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 ACKNOWLEDGEMENT

This workbook/course packet was made possible through the contributions of the many
individuals, whom the authors would like to thank for.

In particular, we would like to express our profound gratitude to the following:

The different sources from where the authors gather some of the videos and pictures and
other necessary materials for the completion of this;

Dr. Israeli S. Caminos, Dr. Ingersol Ed C. Guias and Mr. Eleven B. Lorca for their constant
guidance, time and effort to monitor our progress of our work; and

The panel of reviewers for the valuable comments and suggestions are most sincerely
appreciated.

DEDICATION

This work is dedicated to all outstanding and very cooperative PE3 – Rhythmic Gymnastics

Instructors that devoted their time and effort to make this module into reality.

To PE3 students who will move forward in this field of education. This is a stepping stone

for you to excel in the next chapter of life.

Don’t stop learning. Let’s make this online class be filled with wonderful

experiences.

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 TABLE OF CONTENT
Preface 3
Acknowledgment 4
Dedication 4
Orientation: VMGO and Course Orientation 6-8
CHAPTER I: INTRODUCTION TO GYMNASTICS 9-5

CHAPTER II: RHYTHMIC FUNDAMENTALS 16-21

CHAPTER III: BASIC GYMNASTICS POSITIONS 22-29

CHAPTER IV: RHYTHMIC GYMNASTICS 30-36

REFERENCES

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 ORIENTATION: VMGO and Course Orientation
Intended Learning Outcome:
1. Present ways to accomplish the University VMGO in the current socio-economic,
political, and environmental conditions of the society; and
2. Discuss agreements between students and teacher for online etiquettes.

Introduction:
Orientation is valuable in every endeavor because it serves as foundation for everyone in
the class. Students’ first impressions are important, hence proper class orientation is required as
basis for everything that follows. Without it, sometimes, students may become uncomfortable that
would take teachers longer to attain the full potential of the students and the course intended
learning outcomes.

Preliminary Questions:
 What is CTU’s vision, mission, goals, and objectives?
 What do students can do to accomplish these?
 What does this PEH-M 228 in store in us in the entire semester?
 What should I do to attain my goal as a student and eventually pass the course?

I. PREPARATION
The class will sing the CTU Hymn.
Link: https://www.youtube.com/watch?v=fIC_d_A86XQ

Say: What does the hymn wanted to tell us? What does our university wanted us
to be as implied in the song?

II. PRESENTATION
Activity 1: Provide the students with soft copies or use PowerPoint.
a. Provide independent reading on the Vision, Mission, Goals of the university,
on the Program Outcomes, and Course description.
b. Let the students answer the following questions after reading.

Guide Questions for discussions:

1. What do you understand about the vision?
2. Can you tell ways in attaining the mission?
3. What does the university wanted you to become today and in the next generation?
4. How does this course may shape us into becoming effective and efficient teachers in the
elementary?

Vision of the University

A premier, multidisciplinary-technological university

Mission of the University

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 The University shall primarily provide advanced professional and technical instruction for
special purposes, advanced studies in industrial trade, agriculture, fishery, forestry, aeronautics
and land-based programs, arts and sciences, health sciences, information technology and other
relevant fields of study. It shall also undertake research and extension services, and provide
progressive leadership in its areas of specialization.

Goals of the University

The University shall produce scientifically and technologically oriented human capital
equipped with appropriate knowledge, skills, and attitudes. It shall likewise pursue relevant
research, strengthen linkages with the industry, community and other institutions and maintain
sustainable technology for the preservation of the environment.

Program Outcomes (From CMO No. 74 s. 2017)

The graduates shall be able to:
1. Articulate and discuss the latest developments in the specific field of practice;
2. Communicate effectively through oral and in written forms using both English and Filipino;
3. Work effectively and independently in multi-disciplinary and multi-cultural teams;
4. Act in recognition of professional, social, and ethical responsibilities; and
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).

Course Description
This course deals with the educational foundations of Music as these apply to teaching and
learning in the elementary grades. Various teaching strategies and assessment appropriate for
each area shall be given emphasis in this course.

Activity 2: Share on screen the syllabus and the online etiquettes. Let the
students get a copy of it.

1. The teacher presents the course outline, course requirements, the grading
system.
2. The class discuss and agree on the online class etiquettes, during the
synchronous and asynchronous modes.

III. PRACTICE
Monitor students’ active participation during the discussion of the contents.

IV. PERFORMANCE
Activity: Project-based assessment
1. The students will make a poster (digital is optional) about CTU in the
New Normal featuring its vision, mission, and objectives of its graduates.

Criteria:
Coverage of the topic – 50%
Use of graphics - 10%
Organization - 20%
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 Lay-out and Design - 10%
Mechanics - 10%

Link for Poster Rubric: https://tinyurl.com/5epo7va5

V. ASSIGNMENT

Please have an advance study about the following:

 History of Gymnastics
 Gymnastics as a Sport
 Gymnastics as an Aesthetic Expression
 Fitness Benefits
 Safety Protocol

REFERENCES:

 Student Manual
 University Code

CHAPTER 1 – INTRODUCTION TO GYMNASTICS

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 Intended Learning Outcome:
1. Demonstrate knowledge of the nature of gymnastics; (CLO 1)
2. Link gymnastics with cognitive health and overall wellness; (CLO 1) and
2. Show appreciation of gymnastics as an art and a sport. (CLO 1)

Introduction:
Gуmnаѕtісѕ іѕ а ѕроrt оf thе future, whісh, nоnеthеlеѕѕ, еnјоуѕ а lоng hеrіtаgе аnd
рrеѕеrvеѕ аn аnсіеnt trаdіtіоn оf dеmоnѕtrаtіng ехасtlу whаt а реrѕоn іѕ сараblе оf. Gуmnаѕtісѕ
іnvоlvеѕ thе реrfоrmаnсе оf ехеrсіѕеѕ, оn оr wіth аn арраrаtuѕ, оr а раrtnеr, rеquіrіng рhуѕісаl
ѕtrеngth, flехіbіlіtу, сооrdіnаtіоn, роwеr, аgіlіtу, grасе, bаlаnсе аnd соntrоl. Gуmnаѕtісѕ іѕ оnе оf
thе оldеѕt Оlуmріс ѕроrtѕ аnd оnе оf thе Wоrld’ѕ mоѕt рорulаr ѕроrtѕ. Моrеоvеr, іt іѕ оnе оf thе
mоѕt іnсluѕіvе ѕроrtѕ whеrе mаlе оr fеmаlе, уоung оr оld, аblе-bоdіеd оr dіѕаblеd саn tаkе раrt.
Source: https://www.stk-sport.co.uk/gymnastics-introduction.html

Preliminary Questions:
1. What is your concept about gymnastics?
2. Why history in gymnastics important to a physical education teacher?
3. Why there is a need to understand the universal philosophy of gymnastics?

I.PREPARATION
The teacher will present a Short Video Clip or will send a link of the Short Video Clip and let
the students watch it;

Source: https://www.youtube.com/watch?v=PPFiC3nAuxQ

Afterwards, let the students share their thoughts by writing a Reflective Paper.

II. PRESENTATION

A. HISTORY OF GYMNASTICS
 Gymnastics is one of the world oldest physical activities and sports, and its origin
can be traced back thousands of years.
 Gymnastics was most likely first depicted in Egyptian artifacts through heiroglyphics.
The earliest known physical evidence of gymnastics can be found in the art of
ancient Egypt, where female acrobats performed for the pharaohs and the Egyptians
nobility.
 Record shows that during the ancient time, the Chinese and the Egyptians were the
first to practice various gymnastics routines for fitness and entertainment. But the
Greeks were the first to develop the competitive aspects of gymnastics,
which originally meant all forms of athletics. It was first practiced at the ancient
Olympic Games at Mt. Olympus. All these sprang from their belief in the ideal of A
SOUND MIND IN A SOUND BODY.

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  By 800 BC, Greece, China, Persia and India were using gymnastics for military
training. Gymnastics as practiced from early times appears to have spread from
Egypt to Greece and Rome.
 In 776 BC, the Greeks held the first Olympics Games, which was a festival dedicated
to their god – Zeus. Gymnastics was added in the ancient Olympics Games.
Gymnastics involved boxing, wrestling, throwing, jumping, track and field, and
weightlifting, which later in history became separate sports.
 The name of the sports “Gymnastics” is derived from the ancient Greek word
“Gymnos” which literally translated means “Naked Art”.
- In ancient Greece, male athletes trained and competed in the nude.
Because of this, women were excluded from the ancient games, not
just as competitors but also as spectators.
 The Greeks built elaborate complexes known as “Gymnasia” for their physical
education training around 6th century BCE.
- There were three types of teachers in the gymnasium:
1. GRAMMATISTES, who taught reading, writing, and other scholarly
pursuits;
2. KITHARISTES, who taught music; and
3. PAIDOTRIBES, who were physical fitness teachers.
 Gymnastics, is a sport basic to all sports and is recognized for its vital role in the
development of the total fitness of the individual. It is an Artistic expression of a
graceful yet demanding and difficult movement both for fitness or competition
purposes. That’s why gymnastics spreads around the world.
Source: Bucher, Charles A. Foundations of Physical Education. The C.V. Mosby
Co., St. Louis. 2005 | Revision Reference Book of Jaluage, Jucel. Gymnastics &
Combative Sports BPE-SPE 105. Lucky Four | 2016

THE EDUCATORS AND CONTRIBUTORS IN THE DEVELOPMENT OF

GYMNASTICS

JOHANN BERNHARD BASEDOW (1723-1790)

German
- introduced gymnastics in school curriculum.

JOHANN GUTS MUTHS (1759-1839)

German
- known as the great grandfather of gymnastics who wrote a book entitled
gymnastics for the youth.
- invented the outdoor apparatuses like the see-saw, horizontal ladder, the
oblique wooden ladder, climbing rope, balance beam, and the rope ladder.

FRIEDRICH LUDWIG JAHNN (1778-1852)

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 German

- considered as the father of modern gymnastics.

- started the turnverein movement (tumbling clubs) which is generally for
young men in Germany.

PEHR HENRIK LING (1776-1839)

Swedish
- introduced gymnastics in European school. He invented the bars and the
vaulting box or Swedish box.

ADOLF SPIESS (1810-1858)

Swiss
- introduced marching and freehand exercise performed with music.

Dr. DUDLEY SARGENT (1849-1924)

American
- the first American to include gymnastics in their school curriculum

CANDIDO BARTOLOME
Filipino
- a UP professor who secured support for gymnastic competitions at the
university, and he helped other organizations in the Philippines develop their own
programs.

FRANCISCA REYES AQUINO (1899-1983)

Filipino
- Mother of Philippine Folk Dance
- a member of the Bureau of Public Schools and a folk and rhythm dance
educator, contributed to the early training of gymnasts at the university. Specifically, she
infused gymnastics routines with dance moves unique to the culture.
Source: Bucher, Charles A. Foundations of Physical Education. The C.V. Mosby
Co., St. Louis. 2005 and Andin, Carmen Tabije. Teaching Physical Education in
Philippine Schools, Rex Bookstore, 1998 | Revision Reference Book of Jaluage,
Jucel. Gymnastics & Combative Sports BPE-SPE 105. Lucky Four | 2016

The History of Philippine Gymnastics

The sport of gymnastics has deep and broad historical roots 2. Countries known for advancing the
sport, such as the United States, Rome and Russia, have produced numerous Olympic medalists.
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The sport of gymnastics has deep and broad historical roots. Countries known for advancing the
sport, such as the United States, Rome and Russia, have produced numerous Olympic medalists.
The Republic of the Philippines has not fared as well in gymnastics, and at the Olympics, Filipino
competitors do better in the sport of boxing. Still, the nation has done much to support the sport
of gymnastics.

B. GYMNASTICS AS A SPORT AND AS AN AESTHETIC EXPRESSION

Gymnastics as a sport:
 involving the performance of sequences of movements or routines requiring physical
strength, flexibility, and kinesthetic awareness.
 a competitive sport in which individuals perform optional and prescribed acrobatic
feats either on the floor or on special apparatus in order to demonstrate strength, balance,
and body control.

Gymnastics as an aesthetic expression:

 an exercise in intellectual or artistic dexterity.
 physical exercises for developing skills, strength, and control in the use of the body
or a sport in which such exercises are performed.
 self-motivating activity where one can manipulate the different parts of the body into
varied positions or movements.
 physical exercises designed to develop and display strength, balance, and agility,
especially those positions performed on or with specialized apparatus.
Source: Revision Reference Book of Jaluage, Jucel. Gymnastics & Combative
Sports BPE-SPE 105. Lucky Four | 2016

C. BENEFITS OF LEARNING GYMNASTICS

Physical
 An increase in muscular strength, flexibility, and endurance.
 The ability to relax
 Correct body alignment while walking, standing, jumping, and etc.
 The knowledge of how to fall and roll safely.
 Increased agility and coordination.

Cognitive
 Awareness of the body.
 Awareness of space and where the body is in it.
 Awareness of relationships; body parts to each other and the apparatus.
 Awareness of relationship with others.

Psychological
 The joy of movement mastery.
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  Discipline and self-control.
 The exercise habit as a pleasurable daily occurrence.
 A confident self-image and a positive attitude towards their bodies.
 Trust in ones own abilities; move from a world of “I Can’t” to “I can”.
Source: Andin, Carmen Tabije. Teaching Physical Education in Philippine Schools,
Rex Bookstore, 1998 | Revision Reference Book of Jaluage, Jucel. Gymnastics &
Combative Sports BPE-SPE 105. Lucky Four, 2016

D. SAFETY PROTOCOLS/MEASURES IN GYMNASTICS

To stay safe while practicing and competing, gymnasts/students should:

 Get a sports physical before starting any new sport.

 Always warm up and stretch before doing gymnastics.
 Only practice on padded floors, never on a hard surface. Mats should be
placed under the equipment and properly secured at all times.
 Have a coach or program director who is qualified and is at every practice. A
qualified coach will be up to date on the latest safety recommendations.
 Have a coach spotting for all new or difficult stunts.
 Let the coach know if they're uncomfortable with a gymnastic move. If the
coach isn't supportive, tell a parent or an administrator.
 Never try a stunt at a game or competition that they haven't practiced many
times.
 After doing gymnastics routines, don’t forget to have cool down exercise to
avoid body fatigues.
Source: https://kidshealth.org/en/teens/safety-gymnastics.html

III. PRACTICE
Quiz/formative test
Direction: Circle the letter of the correct and best answer.

1. In what year does the Greeks built elaborate complexes which is known as Gymnasia for
their physical education training?
a. 800 BC c. 600 BC
b. 8th century BCE d. 6th century BCE
2. Gymnastics is a competitive sport in which individuals perform optional and prescribed
acrobatic feats either on the floor or on special apparatus in order to demonstrate strength,
balance, and body control. What classification of gymnastics is this?
a. Rhythmic gymnastics c. MAG/WAG
b. Gymnastics as a sport d. Gymnastics as an aesthetic expression

3. Who is this ?

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 a. Pehr Henrik Ling c. Adolf Spiess
b. Johann Guts Muths d. Friedrich Ludwig Jahnn
4. Who were the first people to develop the competitive aspects of gymnastics?
a. Egyptian c. Persia
b. Chinese d. Greeks
5. Gymnos is literally translated as _________? What is it?
a. Gymnasia c. Palestra
b. Naked Art d. Game

6. Who is this ?

a. Dudley Sargent c. Adolf Spiess

b. Johann Bernhard Basedow d. Pehr Henrik Ling
7. An educator and contributor who introduced gymnastics in school. Who is this person?
a. Candido Bartolome c. Johann Bernhard Basedow
b. Johann Guts Muths d. Francisca Reyes Aquino
8. Below are the safety protocols/measures during in a gymnastics, except.
a. Always warm up and stretch before doing gymnastics.
b. Only practice on padded floors, and on a hard surface.
c. Have a coach spotting for all new or difficult stunts.
d. After doing gymnastics routines, don’t forget to have cool down exercise to avoid
body fatigues.
9. They were called as physical fitness teachers in the gymnasium during Greeks civilization
in implementing gymnastic as their physical training. What type of teacher is this?
a. Kitharistes c. Gymnastes
b. Paidotribes d. Grammatistes
10. Gymnastics was most likely first depicted in what country?
a. Greece c. Persia
b. Egypt d. China

11. Who is this ?

a. Candido T. Bartolome c. Francisco Candido Bartolome

b. Candido Bartolome d. Candido Jose Bartolome

12. Who is this ?

a. Johann Guts Muths c. Friedrich Ludwig Jahnn

b. Johann Bernhard Basedow d. Adolf Spiess
13. Gymnastics is an exercise in intellectual or artistic dexterity. What classification of
gymnastics is this?
a. Rhythmic gymnastics c. MAG/WAG
b. Gymnastics as a sport d. Gymnastics as an aesthetic expression
14. The following are the fitness benefits that you can get if you indulge yourself in a
gymnastics, except.
a. Physiological c. Psychological
b. Cognitive d. Physical

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 15. Greeks held the first Olympics Games on which a festival dedicated to Zeus. In what
year it was happen?
a. 800 BC c. 776 BC
b. Early Greeks d. 6th century BCE

IV. PERFORMANCE
Activity: TIMELINE OF EVENTS (History of Gymnastics)

The students will make a timeline of events on the history of gymnastics with their
own creativity. And they are graded through rubrics.

TIMELINE OF EVENTS RUBRIC

CRITERIA
4 3 2 1
Facts were accurate Facts were accurate Facts were accurate Facts were often
for all events for at least 80% of all for at least 60% of inaccurate for
CONTENTS/FACTS reported on the events reported on the events reported events reported on _____
timeline the timeline on the timeline. the timeline

All dates indicated At least 1 of the At least 2 of the At least 3 of the

on timeline are dates or sequences is dates or sequences dates or sequences
DATES correct and are not in the proper are are not in the _____
sequenced in the order not in the proper proper order
proper order order
The student can The student can The student can The student cannot
LEARNING OF accurately describe accurately describe describe any event use the timeline
CONTENT 75% or more of the 50% of the events on on the timeline if effectively to
events on the the timeline without allowed to refer to it describe events or
timeline without referring to it and and can determine to compare events. _____
referring to it and can quickly which of two events
quickly determine determine which of occurred first
which of two the two events
events came first occurred first
The timeline The timeline The timeline The timeline
RESOURCES contained at least 9 contained at least 7 contained at least contained less than
events related to events related to the 5 events related to 5 events related to _____
the topic topic the topic the topic
CREATIVITY It is very attractive, It is attractive, very There is just a little The plotting or
very unique, and unique, and very effort in plotting or presenting the
very creative in creative in plotting or presenting. timeline is just
plotting or presenting. plain.
presenting.
Total
_____

REFERENCES:

Internet Sources:

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  https://kidshealth.org/en/teens/safety-gymnastics.html
 https://www.stk-sport.co.uk/gymnastics-introduction.html
 https://www.youtube.com/watch?v=PPFiC3nAuxQ

Books/Journals:

 Andin, Carmen Tabije. Teaching Physical Education in Philippine Schools, Rex Bookstore,
1998
 Bucher, Charles A. Foundations of Physical Education. The C.V. Mosby Co., St. Louis.
2005
 Jaluage, Jucel. Gymnastics & Combative Sports BPE-SPE 105. Lucky Four, 2016

CHAPTER 2 – RHYTHMIC FUNDAMENTALS

Intended Learning Outcome:
1. perform the different rhythmic fundamentals. (CLO 2)

Introduction:
The general purpose of a programme of fundamental rhythm is to provide a variety
of basic movement experiences. This will make students move effectively, efficiently and develop
a sense of rhythms. Fundamental rhythms include walking, running, skipping, and other
fundamental movements.
Source: https://classhall.com/lesson/rhythmic-activities-fundamental-rhythms-dramatic-rhythms-
creative-rhythms/

I.PREPARATION
Direction: The class will be task to answer the word search below:

Follow-up Questions:

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 1. What are the familiar words you have found?
2. Can you give a brief description of the words you found?
3. Generally, what are the words about?

II. PRESENTATION

RHYTHM
 signifies the beat/count/value/ and pulse of the music
 “any regular recurring motion, symmetry” is a “ movement marked by the regulated
succession of strong and weak elements, or of opposite or different conditions.”

RHYTHMIC ACTIVITIES
- the physical manifestations of the mental and emotional response of the
individual to rhythm refer to those bodily responses made to any of rhythmic
accompaniment.

A. ELEMENTS OF RHYTHM
(Terms)
BEAT- the underlying pulse of a rhythm
BAR - in music, a vertical line across a staff dividing it into equal measure of time
TEMPO - rate of speed of a movement
COUNT - a pulse beat a time limit
MEASURE - a group of pulse beats
STEP PATTERN - refers to a movement/s done for each of the dance
MEASURE SIGNATURE- also known as TIME SIGNATURE

B. ELEMENTS OF SPACE
1. Direction
- is the line of movement taken which may be forward, backward, sideward,
diagonal, upward, or a combination of those mentioned.
Movement Experiences:
Walk in place, forward, backward, sideward.
Walk turning around.
Walk with changes in direction from forward to backward, sideward and turning
around while continuing in the same direction.
Run in place, forward, backward.
Run facing forward to backward while continuing in the same direction.
Jump turning around.
Jump with half and full turns while in air.
Hop forward, backward, sideward.
Hop turning around.

2. Level
- is movement through space that may be done at a high, low or medium level.
Movement Experiences:
Walk on tiptoe, with knees half-bent, fully bent.
Run crouching low.
Run with greater elevation from floor.
Jump with knees fully bent, knees half-bent.
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 3. Range
- refers to the area covered as the body moves. It may be small as when the
movement is done one’s place; or large when movement covers a wide area
as when getting away from one’s place.
Movement Experiences:
Walk with steps shorter than natural.
Walk with steps longer than natural.
Run with steps shorter than natural.
Run with steps longer than natural.

4. Floor Pattern
- the path or design on floor that is made while moving in space is what is
termed as floor pattern. It may take a form of a square, circle, straight line,
or zigzag.
Movement Experiences:
Take 4 walking steps each forward; sideward R; backward; sideward L to original
place.
Move forward with 4 long strides and with arms raised overhead; 4 short strides
diagonally forward L and with arms raised; 4 short strides diagonally forward
L with arms still raised sideward; 4 long strides with arms overhead moving
backward.
Move forward in a circle clockwise with R arm raised at side and L hand on waist in 8
counts; turn about and move counterclockwise in a circle with reverse
arm/hand position in 8 counts.
Slide with R foot leading obliquely forward R in 4 counts and hands on waist; slide
with L obliquely L forward; continue making a zigzag floor pattern across the
room.

C. MOVEMENT QUALITIES
Movement expression is attained through the elements of time, force, and space.

Time Qualities:
1. Movement which is fast.
2. Movement which is slow.

Force Qualities:
1. Soft light movement
2. Strong, heavy movement
3. Strong, jerky movement
4. smooth, sustained movement

Space Qualities:
1. Movement up and down
2. Movement across back and forth, or around
3. Movement which is low
4. Movement which is high

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 III. PRACTICE
ORAL PARTICIPATION – Quiz Type
Directions: The teacher will ask questions to the students for the oral participation. The
students are graded based on the given rubric.
RUBRIC
Criteria 1 2 3 4
Student is able
Generally looks to present the
Student at the project looking
Student reads
occasionally audience, but at the
Eye Contact with no eye
uses eye generally to audience and
contact.
contact. the teacher. making them
feel included.
Non-Verbal Occasionally
Stands up
sways or
Skills fidgets, but
straight and
still with both
Sways or stands up
Slumps or feet on the
fidgets during straight with
Posture leans during ground, and
much of both feet on
presentation. moves the
presentation. the ground
hands for
most of the
emphasis.
time.
Student’s voice
is low- Student’s voice
medium, but is clear, and Student uses a
Student part of the most of the clear voice,
mumbles, very audience still audience rhythm and
low voice and has some members can tone, so that
Elocution do not use any difficulty easily hear the all audience
tonal hearing presentation. members can
differences. presentation. The tone used hear
Oral Skills Tonality barely changes. presentation.
changes.
Student
pronounces Pronunciation Student
Student does
incorrectly is good, but pronounces
not do any
some terms, some mostly
Pronunciation effort
mostly constructions everything
regarding
vocabulary of and terms are clearly and
pronunciation.
the unit. incorrect. correctly.
Student has a
Students good hook and
Audience Audience has
presents presents
cannot some difficulty
information in information in
understand the following
a logical logical,
presentation presentation
sequence interesting
Organization because there because
which sequence
is no sequence student jumps
audience can which
of information. around.
follow. audience can
Contents easily follow.
Student is at Student
Student is
Student does ease with demonstrates
comfortable
not appear to information full knowledge
with
have a grasp and answers and can
Subject information,
of information; questions answer and
but is only able
Knowledge cannot answer
to answer
satisfactorily, elaborate on
questions but most/all
simple
about subject. fails to questions
questions.
elaborate. asked

19
 The images
The Visual aid
used changed The audience
presentation showing effort
from blurry to could read the
had small fonts and creativity
high- slides and the
Presentation Visual and blurry
resolution. images were
is used thus
pictures. It has improving
Text varied generally
been difficult overall
depending on good.
to follow. presentation.
parts.

IV. PERFORMANCE
Activity: MOVEMENT EXPERIENCES
Directions: The student will choose only one of every theme given and after choosing it
the student will create a movement on it. And the student is given only one minute to
perform in the class.

Theme #1: Nature Imitation

The Clouds - With very slow and light steps, move around with
both arms sometimes moving sideways R and L;
sometimes moving in circles. Bend body slightly
forward as the arms are swayed.
The Swaying Trees - Sway the head and body with sideward
movements accompanied by a rhythmical up-and-
down movement of the arms. This maybe a
vigorous activity.

Theme #2: Animal Imitation

Birds - Run lightly on the toes with arms stretched at
the sides. The arms may wave up and down.
Ducks - Bend the knees deeply with the hips well down
on the heels. Place the hands under the arms with
the elbows pointing backwards to represent wings.
Then hold the head up and keep the back straight.

Theme #3: Character Imitation

Clowns - The clumsy clown capers along, turning
somersaults, cartwheels, and playing leap with
other clowns. Everyone moves around in an
informal grouping toward the same direction.
Dwarfs - With knees or trunk bent to feel small, take very
tiny and light running steps around, sometimes
skipping, sometimes rolling on the grass as if
playing with the other dwarfs.

Theme #4: Mechanical Imitation

Airplane - Bend the knees deeply and raise arms sideward
to represent the wings. Move forward, gradually
rising higher and higher, gliding into a smooth run.
A humming sound maybe made.
The Walking Doll - The jointed doll walks with jerky movements. As
the spring begins to run down, it gradually walks

20
 slower until in the last measure of the music, it
topples over on the floor.

Theme #5: Activity Imitation

Seesaw - Bend knees deeply and keep back straight. Stand
erect with arms outstretched and bend from side
to side.
Rowing - Sit on the floor and go through the motion of
rowing a boat.

CRITERIA FOR THE PERFORMANCE TASK

Clarity of Movement - 10%
Interpretation - 40%
Performance - 25%
Rhythm
(Ability of the students that he/she goes to the rhythm) - 25%
Total: 100%

REFERENCES:

Internet Source:
 https://classhall.com/lesson/rhythmic-activities-fundamental-rhythms-dramatic-rhythms-
creative-rhythms/

Books/Journals:

 Balke, B. The fitness handbook (2nd ed.). St. Loius, MO: Wellness Bookshelf. 1995
 Catapang, J. P. Manual on physical fitness. Quezon City, Philippines: SPTCRC Publications.
2000
 Corbin, C. B., et al. Concepts of fitness and wellness. New York: McGraw-Hill. 2006
 Corbin, C.B., & Lindsey, R. Fitness for life (4th ed.). London: Human Kinetics. 2002
 Dinoso, C. P. Gymnastics book. Manila, Philippines: Rex Bookstore. 1990
 Editors of Time-Life Books. Soft workouts: Low impact exercise. London: Caxton Publishing
Group. 1989
 Hall, S. J. Basic biomechanics (4th ed.). New York: McGraw-Hill. 2004
 Kornspan, A. S. Fundamentals of sports and exercise psychology. USA: Human Kinetics.
 Powers, S.K., & Howley, E. T. (2009). Exercise physiology: Theory and application to fitness
and performance. New York: McGraw-Hill. 2009
 Tulio, D. D. Basic physical education for college. Mandaluyong City, Philippines: National
Bookstore. 2008

21
CHAPTER 3 – BASIC GYMNASTICS POSITIONS
Intended Learning Outcome:
1. demonstrate accuracy, consistency, and clarity of movement; (CLO 2, 3, 4) and
2. execute a sequence of rhythmic movements that manifests knowledge of aesthetic
standards. (CLO 2, 3, 4)

Introduction:
Gymnastics is a self-motivating activity where one can manipulate the different parts
of the body into varied positions or movement. One can do a pike, a tuck, a layout, an arch, a
split, and can roll, twist, rotate, etc. The attainment of skills in gymnastics can only be done
through proper body preparations especially on strength and flexibility.

The changes in today’s gymnastics are the emphasis on flowing movements and the
inclusions of dance and locomotor skills in the creation of routines. Grace, poise, and dignity of
movements are emphasized. The masculine and rigid movements are now changed to more
relaxed and easy movements.
Source: Gymnastics Book by Dinoso, C.P.

I.PREPARATION
Direction: The class will be given a link for a video clip:
The BEST of Rhythmic Gymnastics at Tokyo 2020!

Source: https://www.youtube.com/watch?v=9xuA2olBewI&t=140s

Follow-up Questions:
1. What is the video generally all about?
2. Enumerate the skill related and health related components of the gymnasts you
have noticed.
3. What are the different gymnastics positions/movements shown?

22
II. PRESENTATION
A. ARM POSITIONS

23
B. HAND POSITIONS

C. STANDING POSITIONS

24
D. SITTING POSITIONS

25
E. KNEELING POSITIONS

F. LYING POSITIONS

26
 G. ARM SUPPORT POSITIONS

Video for Gymnastics positions

https://drive.google.com/file/d/1-LU10Km1nj1ermJVQq3XLaRtExj5vFiF/view?
usp=sharing

H. CALISTHENICS
Calisthenics might be the word your grandfather used for physical exercise.
This type of workout started cropping up in grade schools in the late 19th and early 20th
centuries. These low-resistance exercises use your body weight rather than other
equipment.
You do many repetitions of each move to help build muscle while improving how
long you can keep the exercise going. Calisthenics can be a warm-up or cool-down for
another fitness routine or sport. Or it can be its own workout.
Calisthenics are making a big comeback in workouts around the world. There are
lots of ways these moves can benefit you.

Types of Calisthenics
Calisthenic exercises are relatively quick and involve moving most or all of your
body. You repeat each exercise at least 10-12 times. You do more if you like, depending on
your fitness level.
Some examples of calisthenic exercises include:
 Jumping jacks
 Trunk twists
 Push-ups
 Pull-ups
 Chin-ups
 Sit-ups
 Planks
 Lunges

27
 III. PRACTICE

After the discussion, the students will practice the basic gymnastics position. The students
will be given allotted time to practice and master the positions. In the next meeting, the students
will perform/present the said basic gymnastics position.

IV. PERFORMANCE
Activity: BASIC GYMNASTICS POSITIONS | Performance Task
Directions: After the students mastered the positions, they will be divided into 5 groups.
Each group will submit a video presentation of a routine of the basic
gymnastic position. The teacher will rate them with the given rubric.
BASIC POSITIONS IN GYMNASTICS
Quantitative Rating
Scale (Peer Evaluation)
Name: ___________________________ Year/Section: _________ Date; _________

Numerical Rating 4 3 2 1
Descriptive Rating Excellent Very Good Satisfactory Fair
A. Standing Positions
1. Feet Parallel
2. Stride Position
3. Lunge Position
4. Half-knee Bend
5. Squat Position

B. Sitting Position
1. Long Sitting
2. Hook Sitting
3. Long Sitting Rest
4. Tuck Sitting
5. Stride Sitting
6. Side Sitting
7. Hurdle Sitting
8. Heels Sit
9. Cross Sitting
10. Frog Sitting

C. Kneeling Positions
1. Kneeling
2. Stride Kneeling
3. Half-kneeling
4. Kneeling position one leg

D. Lying Positions
1. Supine
2. Prone
3. Side Lying
4. Hook Lying
5. Tuck Lying

E. Hand Positions
1. Hands on Waist
2. Hands on Chest
3. Hands on Shoulder
4. Hands on Neck
28
 5. Hands on Hips

F. Arm Positions
1. Arms Forward
2. Arms Sideward
3. Arms Upward
4. Arms Oblique
5. Arms in T-Positions

REFERENCES:

Internet Source:

 https://www.youtube.com/watch?v=9xuA2olBewI&t=140s

Books/Journals:

 Balke, B. The fitness handbook (2nd ed.). St. Loius, MO: Wellness Bookshelf. 1995
 Catapang, J. P. Manual on physical fitness. Quezon City, Philippines: SPTCRC Publications.
2000
 Corbin, C. B., et al. Concepts of fitness and wellness. New York: McGraw-Hill. 2006
 Corbin, C.B., & Lindsey, R. Fitness for life (4th ed.). London: Human Kinetics. 2002
 Dinoso, C. P. Gymnastics book. Manila, Philippines: Rex Bookstore. 1990
 Editors of Time-Life Books. Soft workouts: Low impact exercise. London: Caxton Publishing
Group. 1989
 Hall, S. J. Basic biomechanics (4th ed.). New York: McGraw-Hill. 2004
 Kornspan, A. S. Fundamentals of sports and exercise psychology. USA: Human Kinetics.
 Powers, S.K., & Howley, E. T. (2009). Exercise physiology: Theory and application to fitness
and performance. New York: McGraw-Hill. 2009
 Tulio, D. D. Basic physical education for college. Mandaluyong City, Philippines: National
Bookstore. 2008

29
CHAPTER 4 – RHYTHMIC GYMNASTICS
Intended Learning Outcome:
1. show a variety of ways to rhythmically manipulate the different light apparatus;
(CLO 2, 3)
2. perform control of muscular tension and body poise; (CLO 2, 3) and
3. demonstrate objectivity and competence in the use of light apparatus to evaluate
rhythmic performance. (CLO 4)

Introduction:
Rhythmic gymnastics is a sport that combines elements of ballet, gymnastics, dance,
and apparatus manipulation. Individuals or teams of competitors (from 2 to 6 people) manipulate
one or two pieces of apparatus: rope, clubs, hoop, ball, ribbon and Free (no apparatus, so called
"floor routine").

It became an Olympic sport in 1984, with an individual all-around event. The group
all-around competition was added to the Olympics in 1996. At the international level,
rhythmic gymnastics is a women-only sport.
Rhythmic Gymnastics brings young girls quest for fun and creative outlet into the gym, in an
environment where girls can develop in a social environment with their friends.

Rhythmic Gymnastics is a fantastic sport to build a child's coordination, in addition to

developing poise, balance, agility and posture.

The sport provides the opportunity for gymnasts to express their own personality
and expression, whilst learning new skills along the way, keeping them interested and active.

Rhythmic gymnastics is a women-only event in which gymnasts perform on a floor

with a rope, hoop, ball, clubs or ribbon accompanied by music, in individual or group events. It
evolved from a host of related disciplines. It incorporates elements from classical ballet, such as
pliés and arabesques, as well as the German system of emphasizing apparatus work for muscle
development and the Swedish method of using free exercise to develop rhythm.
Source: http://www.gymnsw.org.au/NSW/Members/Rhythmic_Gymnastics
https://www.olympic.org/rhythmic-gymnastics-equipment-and-history
https://www.specialolympics.org/our-work/sports/rhythmic-gymnastics

I.PREPARATION
Audio Visual Presentation
Title: All about Rhythmic Gymnastics - We are Gymnastics!

Source: https://www.youtube.com/watch?v=ilUTe1xaJZw
Guide questions:
30
 1. What is/are the most familiar gymnastic apparatus?
2. Did it ever came in to your mind that these equipment can be used in
gymnastics?
3. If you are to choose among the different apparatus, which one will you choose
and why?
4. What do you think the most essential skill when using these apparatus?

II. PRESENTATION

A. Warm-up/Cool down Exercises

1. Importance of Warm-up Exercises -The main goal of warm up is to avoid injuries.
Warming up your body is particularly important in preparation for gymnastic activities since
this type of activity is physically demanding. Below are tips on how to do a good warm up
exercise:

a. Jog in Place - start with a jog in place (approximately 5 mins) in your floor space.
This the most simple cardio method of increasing your heart rate and
therefore increasing blood circulation to your muscles.
b. Proper Stretching- Make sure to target the body’s major joints:
 Ankles - start on your hands and knees and extend out into a planche position,
rolling your ankles one at a time in a small circle ground. Stretch out the
Achilles tendon by stepping into lunge position, keeping your toes facing
forward in front and behind your body.
 Wrists - in a kneeling position, flip your hands under (alternately palms up,
palms down) and use your body weight to stretch them out, leaning forward
and to the sides to cover a range motion.
 Neck - tilt your head from side to side (ear to shoulder), tilt your chin up and
down (chin to chest/sky), look from side to side (turning the entire head), and
roll your head clockwise and counterclockwise. Make sure not to rotate your
neck beyond your normal range of motion.
 Shoulders - bring one arm across your chest and gently pull using your other
hand until you feel a stretch in your shoulder and repeat on with the other arm,
stretch your triceps by raising your arms above your head, bending one arm
and grasping the elbow with the other hand, pulling the bent arm towards your
back (scapula) until you feel the stretch in the arm, and repeat with the other
arm.
 Hips - Sit with the feet together in front of their body and pull their feet
towards their body to open and stretch their hips.
 Back - Standing or sitting in a straddle position, reach down between your legs
until you feel a deep stretch (also stretching the hips), also reach toward each
leg stretching your sides. Stretch your back by performing a bridge (also
stretches your shoulder and hips).
 Legs (calves and thighs) - sitting or standing in pike position (feet and legs
together), bending at the hips to reach your hands towards your toes, keeping
your head down towards your knees, you should experience a stretch in the
biceps femoris and gastrocnemius.

31
 2. Importance of Cool Down Exercises - After being active in a gymnastics session, your
muscles are still engaged, but fatigued and in need of recovery. Cool down exercises can
help aid, recovery, and maintain good health after intensive training.

a. Gentle Exercise - A slow jog in place for 5-10 minutes to slowly regulate heart and
breathing rate.
b. Stretching - static stretching for 5-10 minutes can help decrease body
temperature, mechanically force waste products (formed in the muscles
during exercise) from the sarcomeres of the muscle to the blood due to
high tension they generate, and increase the range of motion at the
muscle. Pay special attention to stretching the muscles that were specifically
strained during exercises, stretching them longer.
c. Nourishment - nourish your body with plenty of water before, during and after
participating in gymnastics activities. Consuming an appropriate amount of
carbohydrates will replenish your glycogen stores that have been depleted
during the physical activity and supply your muscles with amino acids to
speed up the rebuilding of the muscle over the following days.

B. Exercises with the Ball

The ball is an apparatus used in rhythmic gymnastics. It is made of either rubber or
synthetic material. Fundamental elements of a ball routine including throwing, bouncing or
rolling. (Please watch the video)

Source: https://www.youtube.com/watch?v=YyEaYnJEJGQ

C. Exercises with the Wand

It is made of hard wood or rattan about 36 to 39 inches long and 1-½ inches in
diameter. To add more attraction and interest in the movements, the wand should be
painted with different colors. Exercises with the wand are excellent for their flexibility value
especially in the arms and the shoulder girdle. (Please watch the video)

Source: https://www.youtube.com/watch?v=yvoCqQZBT1o

D. Exercise with the dumbells

Power and strength are needed when you execute rhythmic gymnastics. Dumbbells
to be used for muscle training during the performing of physical exercises are known. To
be normally used for training the body, and particularly the arms, and the dumbbells
consist of a handle with a comparatively small diameter and a pair of weight balls or weight
discs of a larger diameter attached to the ends of the handle.

E. Exercise with Ribbons

The stick has a 1 cm diameter and a length from 50 to 60 centimetres. It is usually
made of wood, bamboo, plastic or fibre-glass. Most often the ribbon is made of satin or a
similar material without starch. Its maximum weight is 35 grams, its width from 4 to 6
32
centimetres, and its length 6 meters at the minimum.This flexible, long, and light apparatus
shapes patterns in space. Its aerial movements carve forms and images. The elements
are performed in various amplitudes and rhythms. Snakes, spirals and throws represent the
main elements in the use of the ribbon. (Please watch the video)

Source: https://www.youtube.com/watch?v=InGvLLB7L6k

F. Exercises with the Hoops

The hoop may be of wood or plastic. Its interior diameter is from 80 to 90
centimeters; its minimum weight is 300 grams. It must be rigid enough to retain its
shape. The hoop carves a space that must be fully used by the gymnast, as when she
passes through the hoop or when the apparatus rotates around any part of her body. The
frequent grip changes in the handling of the apparatus require strong coordination
skills. The shape of the hoop is ideal for rolling and rotating the apparatus on the floor or
on different parts of the body as well as for passing over or through it. (Please watch the
video)

Source: https://www.youtube.com/watch?v=NtouCkzWDPo

G. Exercises with the Ropes

The rope may be of hemp or synthetic material. Its length is in proportion to the
size of the gymnast. Instead of a handle, each end of the rope terminates in a knot. The
technical elements can be performed with the rope open or folded, held with one or both
hands, with or without the rope changing hands. The relationship between the apparatus
and the gymnast may evoke an aggressive image, as when the rope takes hold of the
gymnast and wraps itself around her. But flexibility, agility, and gracefulness will
always transcend this moment of “fury”. (Please watch the video)

Source: https://www.youtube.com/watch?v=h9Aii-orrp0

H. Rhythmic Gymnastics Routine

Rhythmic gymnastics routines also combines’ ballet, body skills and creative
movements with music, while working with ribbons, balls, hoops, ropes and clubs in a
choreographed dance-and-tumble routine. There are two different disciplines, individual
and groups.
An individual gymnast competes with four different routines, using a different piece
of apparatus and music for each of them.
Groups are made up of 5 gymnasts (+2 reserves) and they perform 2 routines. As
for individual gymnasts it will depend on the Competition Criteria on which pieces of
apparatus they use in their performances. (Please watch the videos)

33
 Source: Individual routine | https://www.youtube.com/watch?v=-OT9WDMtT8M

Source: Group routine | https://www.youtube.com/watch?v=H45SADZKshw

III. PRACTICE
Lecture-Demonstration
The teacher will have an Audio Visual Presentation(AVP) in which the different
Rhythmic Gymnastics Exercises are linked in a YouTube video.
Below are the links that the students will access to see the videos of the different
Rhythmic Gymnastics Exercises.

Rhythmic Gymnastics Workout - Ball

https://www.youtube.com/watch?v=YyEaYnJEJGQ
BASIC CLUBS APPARATUS HANDLING FOR RHYTHMIC GYMNASTICS: follow-along tutorial
https://www.youtube.com/watch?v=yvoCqQZBT1o
BASIC RIBBON HANDLING FOR RHYTHMIC GYMNASTS: FOLLOW-ALONG TUTORIAL
https://www.youtube.com/watch?v=InGvLLB7L6k
BASIC RIBBON HANDLING FOR RHYTHMIC GYMNASTS: FOLLOW-ALONG TUTORIAL
https://www.youtube.com/watch?v=InGvLLB7L6k
How to: Basics with the hoop | Rhythmic Gymnastics
https://www.youtube.com/watch?v=NtouCkzWDPo
Basic Rope Handling Skills | Rhythmic Gymmastics
https://www.youtube.com/watch?v=h9Aii-orrp0
Individual routine
https://www.youtube.com/watch?v=-OT9WDMtT8M
Group routine
https://www.youtube.com/watch?v=H45SADZKshw

IV. PERFORMANCE

34
 1. Each student must create a creative routine video performance by combining all
exercises using the different apparatus. Students can have their music
accompaniment of their own choice.
2. The routine must at least have 2 minutes time duration.
3. Performances will be evaluated using the provided criteria.

RUBRIC

CRITERIA 3 2 1
Demonstrates
excellent Demonstrates Demonstrates
knowledge of knowledge of some knowledge _____
Knowledge of
choreography and movement and of movement,
Choreography/Mastery
performs performs with few and performance
movement free of errors. has many errors.
errors.
Student has only
Student has
one component Student does not
smooth transitions
Smooth Transitions either smooth have smooth _____
throughout the
and Clear Beginning transitions transitions or a
sequence and a
and End throughout the clear beginning
clear beginning and
sequence or a clear and end.
end.
beginning and end.
Choreography is Choreography
Choreography is performed with shows no
performed with little attention to attention to
attention to details details of details of
Technique
and shows movement, and movement and _____
proficiency of student is not demonstrates
dance style. proficient is dance little knowledge
style. of dance style.
Demonstrates Demonstrates
unusual physical above average
strength and physical strength Demonstrates _____
flexibility. and flexibility. below average
Body Awareness
Demonstrates Demonstrates physical strength
unusually advanced above average and flexibility.
balance and balance and
physical control. physical control.
Student’s sequence Student has only Student does not
Creativity and Control is creative and one component show creativity or
Bonus shows overall (creativity or control during
control control) their sequence.
Total
_____ / 15+85=______

REFERENCES:

Internet Sources:
35
  BASIC CLUBS APPARATUS HANDLING FOR RHYTHMIC GYMNASTICS: follow-along tutorial

https://www.youtube.com/watch?v=yvoCqQZBT1o
 BASIC RIBBON HANDLING FOR RHYTHMIC GYMNASTS: FOLLOW-ALONG TUTORIAL

https://www.youtube.com/watch?v=InGvLLB7L6k
 BASIC RIBBON HANDLING FOR RHYTHMIC GYMNASTS: FOLLOW-ALONG TUTORIAL

https://www.youtube.com/watch?v=InGvLLB7L6k
 Basic Rope Handling Skills | Rhythmic Gymmastics https://www.youtube.com/watch?v=h9Aii-orrp0

 Group routine https://www.youtube.com/watch?v=H45SADZKshw

 How to: Basics with the hoop | Rhythmic Gymnastics https://www.youtube.com/watch?

v=NtouCkzWDPo
 http://www.gymnsw.org.au/NSW/Members/Rhythmic_Gymnastics
 https://www.olympic.org/rhythmic-gymnastics-equipment-and-history
 https://www.specialolympics.org/our-work/sports/rhythmic-gymnastics
 Individual routine https://www.youtube.com/watch?v=-OT9WDMtT8M

 Rhythmic Gymnastics Workout – Ball https://www.youtube.com/watch?v=YyEaYnJEJGQ

ADDITIONAL RUBRICS TO USE:

36
 CATEGORY GOOD FAIR POOR TOTAL
3 points 2 points 1 point
Ability to understand Fully implemented all Understood the Understood a few
and implement the guidelines. majority of the guidelines and does
activity. guidelines and knows not know where to
where to implement it. implement it.

Use of creative Used a large of ideas Used several ideas and Rarely used ideas to
thinking strategies in and strategies to solve strategies to solve the solve the challenges.
the exercise. the exercise challenge. exercise challenge.

Group/partner All team members Majority of the team Fewer of the team
teamwork. contributed equally to members contributed members contributed
the activity’s objective. equally to the activity’s equally to the
objective. activity’s objective.
Performance result. All of the 60 % of the 40% or below were
performances were performances were not achieved.
accomplished. accomplished.

37