TOOLS FOR LEARNING

EDUCATIONAL GYMNASTICS
ELEMENTARY GRADES K-5

A PUBLIC SERVICE OF
 This module includes activities that are designed to develop movement concepts
and body control. Educational gymnastics is not the same type of gymnastics
seen on TV during the Olympics. It focuses on teaching introductory skills and
concepts in a safe way related to traveling, balancing, rolling, and the transfer of
weight. High level skills that require advanced spotting techniques (e.g., back
handsprings) are not included as a part of this educational gymnastics module.
Our focus remains on safe movement exploration versus competitive gymnastics
proficiency. Activities in this module provide fun challenges to students of all
ability levels with safety always the priority.

RESOURCES PAGE
Module Overview 1
Required Materials List 5
Activity Plans PRIORITY OUTCOMES
Balance Tag Values Physical Activity 6
Balancing Act Demonstrates Responsible Behaviors 8
The Equalizer Demonstrates Fitness Knowledge 10
Leaps and Bounds Movement Skills & Concepts 12
Rocking and Rolling Movement Skills & Concepts 14
Step it Up Movement Skills & Concepts 16
Mix and Match Demonstrates Responsible Behaviors 18
Additional Instructional Resources
Sample Lesson Plan 1 Page
Academic Language Posters 34 Pages
Activity & Skill Cards 14 Pages
Universal Design Adaptations 1 Page
Safety Checklist 1 Page
Student Assessment Tools
Self-Assessment Worksheet 1 Page
Holistic Performance Rubric 1 Page
Holistic Dual Performance Rubric 1 Page
Academic Language Quiz 1 Page
Teacher Self-Evaluation & Reflection Guide 1 Page

NOTE: Alignment documents for state and national standards and outcomes are available
at https://openphysed.org/best-practices/priority-outcomes.

1
Each skill-building activity in this module is meant to be one part of a complete
lesson. The authors recommend the following formula for creating a 30-to-45-
minute lesson:
Instant Activity 5-10 minutes
Skill Activity with Debrief 20-30 minutes
Check for Understanding 5 minutes

Important: Suggestions are what they say they are – suggestions. All OPEN
materials are offered in MS Word format so that you can easily modify our
suggestions to meet the needs of your students.

Two types of assessments are provided as a part of this module. However, there
are many ways for teachers and students to assess and evaluate student learning
and skill development.

This simple self-assessment provides each student with a structure for reflecting
on current skill level, setting a goal for growth and development, and then
reassessing progress toward that goal.

The authors recommend that students complete this form as a pre-assessment on

the day that skills are first introduced. For example, at the end of the module’s first
lesson, students would complete the Pre and Goal columns. A post-assessment
for all skills would then be completed at the end of the module.

Introduce the self-assessment tool and process to K-1 students by completing the
worksheet as a class, rating the entire group’s performance. Next, set a group
goal for improvement and complete the post assessment together. Young
students will most likely need too much guidance to complete this type of
assessment independently. We recommend attempting an independent self-
assessment at the end of grade 1 and for grades 2-5.

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When evaluating a student’s performance in using the Self-Assessment
Worksheet, the student’s score should be based on the process and quality of
self-reflection, not the student’s ability to score a full column of smiles or stars.
Here is a sample rating scale for Self-Assessment evaluation:
• Well Below Competence (1): Was present but refused to complete Self-
Assessment.
• Lacks Competence (2): Completed each assessment with little effort.
Student pre- and post-assessments do not match teacher-observed skill
performance.
• Competent (3): Most skill assessments match the student’s skill level with
a goal for improvement and an accurate post-assessment. Evidence of
reflection is present.
• Proficient (4): All skill assessments match the student’s skill level with a
goal for improvement and an accurate post-assessment. Evidence of
reflection and a regard for quality of work is present.

NOTE: The evaluation scale suggested for the Self-Assessment is consistent with
the scale used for the Holistic Rubrics discussed below. This consistency allows
teachers to average several scores for the sake of a final evaluation or grade.

The Holistic Rubric can be used as both a formative and summative assessment
within the module. Providing students with the rubric’s criteria early in the module
will allow for discussion and formative evaluation throughout activities and
lessons.

Two rubrics are given for teachers to choose from based completely on
preference. The Single Holistic Rubric provides one set of criteria including both
skill and personal and social responsibility (PSR) characteristics. The Dual
Holistic Rubric separates skill and PSR characteristics providing two sets of
criteria to be evaluated separately. Either rubric can be completed in full on the
module’s last day, providing a final holistic evaluation of each student’s
performance.

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Lesson Activities Suggested Academic Language

Balance
Body Control
Symmetrical
• Balance Tag Asymmetrical
1
• Balancing Act Inverted
Upright
Center of Gravity
Base of Support
Counterbalance
Counter Tension
• High 5 Bank Account
2 Body Awareness
• The Equalizer
Muscle Tension
Muscular Strength & Endurance
Pathways
Relationships
• RPS Victory Lap Coordination
3
• Leaps and Bounds Levels
Galloping/Chasse’
Leaping
Rolling
Rotation
• First Things First
4 Curved
• Rocking and Rolling Straight
Flexibility
Weight transfer
Base of support
• Pass the Pose
5 Personal and General Space
• Step It Up Muscular Strength
Safety
Sequence
• Review of Rolling and Combination
6 Weight Transfers Flow
• Mix and Match Direction
Speed
Coordination
Balance
• Balance Tag
7 Transition
• Partner Mix and Match Creativity
Flow

4
QTY NAME CODE

Item #
8-10 ULTIMAT Gymnastics Mat (4x6 or 4x8) 7E 4x6 - 1257915
4x8 - 1041880
Item #
1 Whizzer Mat cleaner 7E
MU230201
Item #
1 Mat Cart 7E
1246155
Item #
2 12” Color My Class Game Cones (set of 6) 7E
1093452
Item #
2 Color My Class Spot Markers (set of 12) 7E
6058SPOT
Item #
2 Handleless Jump Ropes (7‘ set of 6) 7E
1172522
Item #
1 Floor Marking Tape 7E
FTAP16
Item #
3 5” Nylon Bean Bags (Color My Class set of 12) 7E
1293418
Item #
3 Juggling Scarves (Color My Class set of 12) 7E
1206258
Item #
3 Standard Hoops (30” Set of 12) 7E
1246070
Item #
2 Pencil Balance Beam 7E
20026318
Item #
1 Foam Create a Beams (Deluxe Set of 18) 7E
1251692
Item #
1 Foam Dice (3” or 6” set of 6) 7E 3” - 1135589
6” - 1197891
Item #
1 Swim Noodles (Set of 9) 7E
1457042

5
 BALANCE TAG

• Skill: I will keep my body still while balancing on different • Tight muscles when balancing
body parts for 5-10 seconds. • Move safely and quickly
• Cognitive: I will identify the cues for holding a balance for
5-10 seconds. • TEACHERS: Review Safety
• Fitness: I will continue moving during the tag game to Checklist
ensure an increase in my heart rate.
• Personal & Social Responsibility: I will demonstrate
respect for my classmates by showing good
sportsmanship if tagged.

Equipment:
• Cones for boundaries (minimum of 4)
• 4 Hoops
• 4 Dice
• 2-3 Noodles for taggers
Set-Up:
1. Place cones around the perimeter of the tag area and
place a hoop with a die inside on each of the four
corners.
2. Identify 2-3 taggers and have them hold a noodle
outside of the cones (you could also use a foam ball for
the taggers if needed). All other students spread out
inside the coned area.

Activity Procedures:
1. Today’s activity is called Balance Tag. This is a tag game that will help us also practice balancing. The
taggers will use noodles for tagging.
2. When I say “GO!” begin moving by walking or jogging inside the boundary cones. The taggers will
complete 5 jumping jacks outside the cones before they begin.
3. If you are tagged, you will go to one of the 4 hoops at the corners and roll the die. The number you roll is
how many body parts you will balance on for 5-10 seconds. For example, if you roll a 4 then you will
need to choose 4 different body parts to balance on for 5-10 seconds. After completing the balance, you
will return to the game.
4. We will switch out the taggers every few minutes, and I will identify a new locomotor skill each time we
identify new taggers.
Grade Level Progression:
K-1: Play the game without the hoops/dice at the corners and roll for the entire class before beginning.
2-3: Play the game as described above.
4-5: In addition to the number of body parts identified by rolling the die, students can create balances that
are also either symmetrical or asymmetrical. This can be chosen by the taggers or the teacher before each
new round of the game.

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 BALANCE TAG

• Allow students to work with a partner if needed.

• Allow students to modify or adapt the locomotor skill being used.
• Utilize visual demonstrations of a variety of balances by students or have pictures of
balances on the different number of body parts.

Balance, Control, Symmetrical, Asymmetrical, General Space

OPEN Priority Learning Outcomes for Physical Education:

(K) Maintains momentary stillness on different bases of support.
(1) Recognizes that challenges can lead to success.
(2) Performs locomotor skills using a mature pattern and in rhythm.
(3) Works independently and safely in physical activity settings.
(4) Identifies the components of health-related and skill-related fitness.
(5) Engages in physical activity with responsible interpersonal behavior (e.g., peer to
peer, student to teacher).

(K) What are some things that helped you when trying to hold still and balance for 5-10
seconds?
(1) It can sometimes be challenging to hold still when trying to balance. What were
some things that you thought were challenging, and how did you overcome those
challenges to complete the balance?
(2) When you were trying to avoid being tagged, was there a specific locomotor
movement that you thought helped you get away from the tagger more easily?
(3) What strategies did you use to stay safe while moving in general space during the
tag game?
(4) What are some of the health-related (e.g., cardiorespiratory) and skill-related (e.g.,
agility) fitness components that we worked on today?
(5) What are some ways you can show respect for your classmates during a tag game?
(e.g., honesty and sportsmanship when tagged)

7
 BALANCING ACT

• Skill: I will keep my muscles tight while trying a variety of • Tight muscles
different balances. • Control
• Cognitive: I will identify how to have a strong base of support • Respect Self-Space
when performing different types of balances.
• Fitness: I will work to improve my muscular strength and • TEACHERS: Review Safety
endurance during all the balancing activities and tasks. Checklist
• Personal & Social Responsibility: I will work cooperatively
and safely during class activities.

Equipment:
• Balancing Act Activity Card
• Gymnastics mats or yoga mats
• Variety of equipment for balance tasks (e.g., bean
bags, scarves)
• Balance beams, floor tape, chalk lines, etc.
Set-Up:
1. Place mats 2-3 feet apart in teaching space, with
scarves and bean bags spread around the
perimeter of the space. Set up beams or lines for
balancing in the center of the area.
2. Create groups of 2 to 3 students, each group at a
mat. If using gymnastics mats each section of the
mat can be a student’s self-space.
Activity Procedures:
1. This activity is called Balancing Act. We will be working both independently and with a partner or group
to make a variety of shapes and body positions. We will start as a large group and then you will work
with a partner(s) on your mat on some additional balancing challenges. I will begin by giving you a
shape, and you will be creative and show me how your body can make that shape.
2. Teachers: Use the Balancing Act Activity Card to move through the different individual and
partner/group balancing challenges.
3. Now we will try some balancing challenges while moving across or standing on a line or balance beam.
Using a line (or beam) around our space, try the following: 1) walk across the line, 2) balance on one
foot on the line, 3) jump or hop across the line, 4) stand on tip toes with one foot in front of the other and
perform a pivot turn to face the other direction (180-degree turn).
Grade Level Progression:
K-1: Complete only the following from the Balancing Act Activity Card: 1) letters and shapes, 2) wide and
narrow, 3) with partner/group and 4) with equipment.
2-3: Complete activity as described above.
4-5: In addition to activity above, have two different groups of students join their mats together and spell out
a letter/word or a double/triple digit number with the larger group (letter/word or number can be teacher
assigned or determined by students).

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 BALANCING ACT

• Allow students to work with a partner if needed.

• Allow students to modify or adapt the type of shapes being performed.
• Utilize visual demonstrations by students or have pictures of balances being
presented as examples.
• Allow students to modify or adapt the equipment being incorporated, or to perform
the balances without equipment.

Symmetrical, Asymmetrical, Inverted, Upright, Center of Gravity, Base of Support,

Curved, Straight, Wide, Narrow

OPEN Priority Learning Outcomes for Physical Education:

(K) Maintains momentary stillness on different bases of support.
(1) Discusses the reasons for participating in physical activity with friends.
(2) Recognizes the role of rules and etiquette in teacher-designed physical activities.
(3) Describes the positive social interactions that come when engaged with others in
physical activity.
(4) Exhibits responsible behavior in independent group situations.
(5) Identifies activities that require and/or improve the components of fitness.

• (K) What are some things that helped you keep control when trying the different
balances?
• (1) What are some things that made doing the balance challenges with your friends
more fun?
• (2) What were some of our rules today that helped keep us safe?
• (3) What were some of the differences between trying the balance challenges on
your own and trying them with a partner/group?
• (4) What are some examples of your behaviors, or your friends’ behaviors, that
showed responsibility today?
• (5) What health-related components of fitness did we work to improve on today?
(e.g., muscular strength/endurance, flexibility)

9
 THE EQUALIZER

• Skill: I will demonstrate a variety of counterbalance and • Push against for

counter tension activities both on my own and with a counterbalance
partner/group. • Pull away for counter tension
• Cognitive: I will be able to identify my center of gravity and
base of support for each balancing position. • TEACHERS: Review Safety
• Fitness: I will work to improve the health-related Checklist
components of fitness included in each activity.
• Personal & Social Responsibility: I will follow all safety
rules and act responsibly when working with a partner or
group.

Equipment:
• The Equalizer Activity Card
• Gymnastics mats or yoga mats
• Variety of equipment for balance tasks (e.g., hoops,
jump ropes, scarves)
Set-Up:
1. Spread out mats 2-3 feet apart in teaching space, with
hoops, jump ropes, and scarves spread around the
perimeter of the space.
2. Have students spread out on the mats, ideally with 2-3
students per mat. If using gymnastics mats each
section of the mat can be a student’s self-space.

Activity Procedures:
1. This activity is called The Equalizer. We will be working both independently and with a partner or group
to complete some counterbalance and counter tension challenges. We will start with individual positions
and then you will work with the partner(s) on your mat on some additional group challenges. I will begin
by giving you a type of shape, and you will be creative and show me an example of that shape.
2. Teachers: Use The Equalizer Activity Card to move through the different individual and partner/group
dice challenges (the first four rows on the card).
3. Now we will try some partner challenges that use different types of equipment. We will try
counterbalance and counter tension positions using hoops, scarves, or jump ropes. Your group can
choose which equipment you would like to use and how you integrate it into your balance. Teachers:
Use The Equalizer Activity Card to move through the “With Equipment” challenges.
Grade Level Progression:
K-1: Complete counterbalance activities only (not counter tension).
2-3: Complete activity as described above.
4-5: In addition to activity above, students will work together with their partner or group to transition from
holding a counterbalance and flow into a counter tension position while maintaining contact with their
partner and control of the movements at all times.

10
 THE EQUALIZER

• Allow students to work with a partner if needed.

• Allow students to modify or adapt the type of shapes being performed.
• Utilize visual demonstrations by students or have pictures of balances being
presented as examples.
• Allow students to modify or adapt the equipment being incorporated, or to perform
the balances without equipment.

Counterbalance, Counter Tension, Body Awareness, Muscle Tension, Muscular

Strength & Endurance

OPEN Priority Learning Outcomes for Physical Education:

(K) Acknowledges that some physical activities are challenging/difficult.
(1) Describes positive feelings that result from physical activity participation.
(2) Accepts responsibility for class protocols with personal and cooperative behavior as
well as performance actions.
(3) Works cooperatively with others.
(4) Describes and compares positive social interactions when engaged in partner, small-
group, and large-group physical activities.
(5) Critiques the etiquette involved in rules of various game activities.

(K) What were some of the counterbalance tasks that you felt were the most difficult
today? Were you able to still find a way to complete the task?
(1) What was your favorite part of completing the counterbalance challenges today?
(2) Why do you think we stayed on the mats when attempting the partner
counterbalance and counter tension tasks?
(3) If you and your partner wanted different types of equipment for the partner
challenges today, how did you end up deciding which equipment you would use?
(4) Who can share a positive interaction you had with someone you worked with as a
partner today? How does working with a partner compare to working with a larger
group?
(5) Why is it important to be respectful of your peers when making decisions while
working as a group or team?

11
 LEAPS AND BOUNDS

• Skill: I will use a variety of locomotor movements to travel • Soft landings

with balance at various speeds. • Maintain balance
• Cognitive: I will identify how to safely jump and land in both • Aware of surroundings
horizontal and vertical planes.
• Fitness: I will discuss that your heart is a muscle that beats • TEACHERS: Review Safety
faster and grows stronger with physical activity. Checklist
• Personal & Social Responsibility: I will identify physical
activities that are enjoyable.

Equipment:
• Cones for boundaries (minimum of 4)
• Variety of hoops, spot markers, floor tape, jump ropes, etc.
• Gymnastics mats (folded up) or similar equipment items for
students to jump on/off
Set-Up:
1. Place cones around the perimeter of teaching area and
have other equipment safely outside perimeter until
needed.
2. Students should spread out in general space inside the
cones.
Activity Procedures:
1. Today’s activity is called Leaps and Bounds. We are going to travel and move our bodies from one
place to another. Let’s start by reviewing different locomotor movements. When I say “GO!” move safely
in general space using the locomotor movement called (walk, jog, skip, gallop, hop, jump, leap).
2. Teachers: spread out hoops, spot markers, jump ropes, and tape lines on the floor within the cones.
I have now added a variety of objects into our space that you will need to avoid while you are traveling.
When I say “GO!” move using the locomotor movement called, but without touching any objects. You
can go around, over, etc. as you move through the space.
3. Locomotor movements are used a lot in gymnastics. For example, galloping is called a chasse’ in
gymnastics. Leaping is something performed on both floor and beam. Jumps are used in almost all
gymnastics events. Let’s practice jumping and leaping. Start with leaping (take off of one foot and land
on the other) over the objects in our space. Start with a leap off of your right foot and on to your left!
4. Next, lets practice jumping & landing. With a soft landing on bent knees, you can choose to jump onto
and off of a spot marker on the ground (lower level surface) or one of the mats that are folded up along
the outside of our space (higher level surface).
Grade Level Progression:
K-1: Complete movements to travel like a variety of different animals; Use only spot markers for jumping.
2-3: Complete activity as listed above.
4-5: Complete jumping and landing skills utilizing both a vertical (higher) and horizonal (longer/lower) plane,
as well as jumping tasks that require attempts at 180 and/or 360 degree turn while in the air.

12
 LEAPS AND BOUNDS

• Allow students to work with a partner if needed.

• Allow students to modify or adapt the locomotor skill being used.
• Utilize visual demonstrations of a variety of movements by students or have pictures
of the positions/movements.

Pathways, Relationships, Coordination, Levels, Galloping/Chasse’, Leaping

OPEN Priority Learning Outcomes for Physical Education:

(K) Performs locomotor skills with balance.
(1) Travels with balance using a variety of locomotor skills in dynamic environment.
(2) Controls force (strong and light) and speed (fast and slow) while moving in static and
dynamic environments.
(3) Performs locomotor skills with balance at various speeds.
(4) Combines traveling with balance and weight transfers.
(5) Compares the health benefits of available physical activity options.

(K) What are some things that helped you keep your balance while performing the
locomotor movements?
(1) Can you name the different locomotor skills we tried today?
(2) During which locomotor movements did you have to move faster? During which
ones did you have to use more force?
(3) How did you keep control and stay balanced when you were moving faster?
(4) What was a locomotor movement we tried, that is also used in gymnastics, that
requires you to transfer your weight from one foot to the other (e.g., leap, skip)?
(5) If you were interested in improving the muscular strength in your legs so you could
jump higher, what are some things you could do during physical education class and/or
at home to help achieve that goal?

13
 ROCKING AND ROLLING

• Skill: I will perform rolling actions in a variety of body positions. • Start each station when music
• Cognitive: I will follow the instructions on each station card in starts
order to stay actively engaged. • Clean station area and rotate
• Fitness: I will work to improve my muscular strength & when music stops
endurance for rolling actions to be performed safely and with
correct technique. • TEACHERS: Review Safety
• Personal & Social Responsibility: I will willingly try new Checklist
activities and skills.

Equipment:
• Cones to identify boundaries for each of the 5
stations.
• Rocking and Rolling Station Activity Cards (5)
• Gymnastics Cards
• Music and music player for stop/start signal.
• See station cards for equipment needs at each
station.
Set-Up:
1. Using low profile cones, set up a grid with 5
stations. Use 2-3 gymnastics mats per station.
Spread mats apart 3-4 feet. Note: some stations
require additional equipment.
2. Place a cone and task tent in each grid with the
station card for that station in one side of the task
tent, and any applicable gymnastics cards for that
station in the other side.
3. Group students evenly with 1 group per station.

Activity Procedures:
1. Today we are going to practice different types of rolling actions. We are going to focus on rolling in a
straight shape and in a curled shape. Once we review the different body positions and safety
considerations, we will split up into 5 stations to complete some challenges. Teacher: talk through
and/or demonstrate each station.
2. When the music starts, begin working to complete the challenges at your station. When it stops, you will
have 30 seconds to clean up any equipment used and rotate to the next station. Wait until the music
begins again before you start the activities at the new station.

Grade Level Progression:

K-1: Complete station challenges as a large group with teacher reading instructions to class.
2-3: Complete activity as described above.
4-5: Have note cards and pencils at each station for each group to add one student-created challenge for
that station before they rotate.

14
 ROCKING AND ROLLING

• Allow students to work with a partner if needed.

• Allow students to modify or adapt the activities at each station if necessary.
• Utilize visual demonstrations of a variety of movements by students or have pictures
of the positions/movements.

Rolling Action, Rotation, Curved, Straight, Flexibility

OPEN Priority Learning Outcomes for Physical Education:

(K) Shares equipment and space with others.
(1) Transfers weight from one body part to another in self-space.
(2) Combines balances and transfers in purposeful movement sequences.
(3) Discusses the challenge that comes from learning new physical activities.
(4) Rates the enjoyment of participating in challenging physical activities.
(5) Expresses the enjoyment and challenge of participating in a favorite physical activity.

(K) Why is it important for you to work together with your classmates to share the
equipment and the space?
(1) What are some of the things we need to focus on when transferring weight from one
body part to another?
(2) Can someone share the body positions and skills you chose to put together in your
sequence at station 5? What helped the sequence flow as you moved from one position
to the next?
(3) What was a challenge you experienced when trying some of the rolling action tasks
today?
(4) How would you rate your comfort level of trying something you had never tried
before versus something you have tried many times before?
(5) Who can share their favorite challenge from today? And what you enjoyed the most
about it?

15
 STEP IT UP

• Skill: I will transfer weight from one body part to another • Use strong muscles
safely. • Find your base of support
• Cognitive: I will discuss the different ways I can transfer
weight from one body part to another. • TEACHERS: Review Safety
• Fitness: I will demonstrate safe behaviors while being Checklist
physically active.
• Personal & Social Responsibility: I will discuss the positive
social interactions that occur when I am active with classmates.

Equipment:
• Step It Up Activity Card
• Gymnastics mats or yoga mats
• Hula Hoops

Set-Up:
1. Spread out mats 2-3 feet apart in teaching space.
2. Place a hoop or spot marker next to the mat (not
at either end of the mat but on the side) to
designate where students should stand when
waiting for their turn on the mat. See Safety
Checklist for additional information.
3. Students spread out on mats. If using gymnastics
mats each section of the mat can be a student’s
self-space.

Activity Procedures:
1. This activity is called Step It Up. We will be working on different ways to transfer weight from one body
part to another, by identifying our base of support and then using strong muscles to support ourselves.
2. I will begin by giving you some examples of ways to transfer weight from a variety of different body
parts. Remember to stand in the hoop when waiting for a turn on the mat to stay safe and not get kicked
by accident.
3. Teachers: Use the Step It Up Activity Card to move through the different challenges. Remember to give
students ample practice time for each challenge before moving to the next one on the card.
Grade Level Progression:
K-1: Focus on weight transfers that stay at a low level (e.g., rock and roll) versus more high-level weight
transfers from feet to hands (e.g., handstands). Students can focus on traveling actions such as bear walks
that transfer weight while staying at a low level.
2-3: Complete activity as described above.
4-5: If a wall is available in your teaching area, students can practice handstand holds by walking their feet
up the wall to build muscle endurance by holding a handstand. (Note: be sure a mat or soft surface is under
them for this activity).

16
 STEP IT UP

• Allow students to work with a partner if needed.

• Allow students to modify or adapt the type of weight transfers being performed.
• Utilize visual demonstrations by students or have pictures/videos of the weight
transfers to present as examples.

Weight Transfer, Base of Support, Personal Space, General Space, Muscular Strength,
Safety

OPEN Priority Learning Outcomes for Physical Education:

(K) Follows directions for safe participation and proper use of equipment with minimal
reminders.
(1) Follows directions for safe participation and proper use of equipment without
reminders.
(2) Describes physical activities for participation outside of physical education class.
(3) Combines balances and weight transfers with movement concepts.
(4) Combines traveling with balances and weight transfers.
(5) Identify activities that require and/or improve the components of fitness.

(K) Why do you think we focus so much on safety during our gymnastics activities?
(1) Who can give me an example of a safety rule we used today and why it helps keep
us safe?
(2) Can someone give me an example of a physical activity outside of school that you
currently participate in, or one that you would like to try?
(3) What were some of the weight transfers that we tried today that transferred weight
from our feet onto our hands?
(4) What was an example of a balance that flowed well into a weight transfer that you
tried today?
(5) When we transferred weight onto our hands, we needed to use strong muscles in
our arms. What are some of the muscles in our arms that helped us safely transfer
weight onto our hands?

17
 MIX AND MATCH

• Skill: I will combine traveling, balances, and weight transfers to • Be creative

create gymnastics sequences and combinations. • Smooth flow between positions
• Cognitive: I will discuss the ways to create sequences and and skills
combinations that flow and use creativity.
• Fitness: I will demonstrate safe behaviors while being • TEACHERS: Review Safety
physically active. Checklist
• Personal & Social Responsibility: I will discuss the benefits
of trying new physical activities.

Equipment:
• Mix and Match Activity Card
• Gymnastics mats or yoga mats
• Variety of equipment for sequences and
combinations (e.g., Ropes, scarves, foam balls)
Set-Up:
1. Combine mats in sets of 2 with Velcro
connections. Spread mats 2-3 feet apart, with
equipment around the perimeter of the space. If
mats do not combine, place them 2-3 feet apart.
2. Place hoops or spots on the sides of each mat to
designate where students stand while waiting.
See Safety Checklist for additional information.
3. Students spread out on mats with 4-6 students
per set of mats. If using gymnastics mats each
section of the mat can be a student’s self-space.

Activity Procedures:
1. This activity is called Mix and Match. We will work on different ways to combine traveling, balances, and
weight transfers to create sequences and combinations. Let’s review each skill that you can integrate
into your routine. (Review balancing, traveling, rolling and weight transfers.)
2. Teachers: Use the Mix and Match Activity Card to move students through the different sequences and
combinations. Students get to choose the skills put into each sequence or combination. For example, if
the sequence includes a rolling action, students could choose a safety roll, log roll, forward roll, etc.
Remember to give students ample time to practice before moving on.

Grade Level Progression:

K-1: Keep to no more than 3-skill individual sequences. For example: Balance + Roll + Balance; or Balance
+ Weight Transfer + Balance are appropriate options for K-1.
2-3: Complete activity as described above.
4-5: In addition to activity above, students from two different groups join together to create combinations in
larger groups.

18
 MIX AND MATCH

• Allow students to work with a partner if needed.

• Allow students to modify or adapt the type of weight transfers being performed.
• Utilize visual demonstrations by students or have pictures/videos of the weight
transfers to present as examples.
• Allow students to eliminate the integration of equipment into their sequence or
combination, or to modify the type of equipment being included.

Sequence, Combination, Flow, Direction, Speed

OPEN Priority Learning Outcomes for Physical Education:

(K) Shares equipment and space with others.
(1) Works independently and with others in a variety of class environments.
(2) Works independently and safely in physical education.
(3) Combines balances and weight transfers with movement concepts.
(4) Combines traveling with balances and weight transfers.
(5) Combines actions and traveling with movement concepts to create movement
sequences.

(K) What were some of the safety rules you had to use to safely share your mats today?
(1) Why is it important for you to be a good partner when we need to work together to
share space and equipment?
(2) What was a safety rule we used today that helped keep you safe?
(3) What were your favorite ways to combine balances and weight transfers today?
(4) What was an example of a balance that flowed well into a weight transfer?
(5) I saw some awesome creativity today in your combinations. What was your favorite
part of creating the combination with your group today?

19
• Boundary cones are set up, • What strategies did
with the 4 corner cones you use to stay
having a hoop and a die. safe while moving
Noodles for taggers are in general space
located outside of the Balance during the tag
coned area. Tag game?
• Students enter and spread • What are some
out in general space. things that helped
Teacher selects 2-3 you hold still when
taggers and gives each a balancing?
noodle.

• Mats are spread out 2-3 • What health-

feet apart with scarves and related
bean bags spread around components of
the perimeter. Balancing fitness did we work
• Students enter and sit 2-3 Act Activity to improve today?
students to each mat. Card • What was the
• Teacher reviews academic Challenges difference between
language. a symmetrical and
• Teacher uses the an asymmetrical
Balancing Act Activity Card shape?
for balancing challenges.

• Teacher should ensure • What were some

balance beams, tape lines strategies you used
or floor lines are visible to to try and stay on
students around the space. the balance beam
• Teacher challenges (or line) when
students to stand or move Balancing moving across it?
across the balance beams Act • Where did you try
or lines in a variety of ways to keep your center
as described in activity of gravity when
procedure #3 from moving over the
Balancing Act. balance beam?

• Educational Gymnastics Self-Assessment

• Assessment stations are set up on the perimeter of the space. Each includes 4
piles of worksheets and 4 boxes of crayons. When I say “GO” move to an
assessment station. Collect a worksheet and crayon. When finished filling out
the worksheet give it to me and then line up.

20
 ASYMMETRICAL
(adjective)

Any shape that does not make a

mirror image when divided in half.

Josie's balance is asymmetrical because she has

one arm up and one arm down.
 BALANCE
(noun)

The ability to adjust the

distribution of weight in order to
remain upright and steady.

Kurt was kept his balance by holding

his muscles tight and strong.
 BASE OF SUPPORT
(noun)

The area beneath a person

that includes all points of contact
the person makes with the
supporting surface.

Shawn created a wider base of support that would

feel more stable while holding a balance.
 BODY AWARENESS
(noun)

Knowing the body's position

in space and in relation to itself
and other objects.

Andrea demonstrated good body awareness when

she kept tucked position during a forward roll.
 BODY CONTROL
(noun)

The ability to start, stop, and

continue movement while safely
maintaining balance and form.

Nichole showed great body control

when leaping over the jump rope.
 CENTER OF GRAVITY
(noun)

A single point from which the entire

weight of an object acts and is
concentrated so that if it were the point
of support on a level surface, the object
would remain perfectly balanced.

Nick kept his center of gravity low so that it was

easier to stay balanced.
 COMBINATION
(noun)

The result of bringing two

or more things together to
create a sequence or a set.

Aaron created a combination of skills

that included a forward roll and a jump.
 COORDINATION
(noun)

The ability to synchronize,

or combine at the same time,
movements of several parts
of the body.

Brian demonstrated coordination and balance by

changing from one foot position to another.
 COUNTER TENSION
(noun)

A state of balanced pull between two

or more things.

Andi and Brigitte created counter tension

by holding hands and leaning apart from each
other until they found their balance.
 COUNTERBALANCE
(noun)

A state of balanced push between

two or more things.

José created counterbalance by pushing

against the wall and moving his feet out until
he found a balanced position.
 CREATIVITY
(noun)

The use of imagination and original

ideas in the making of something.

Elyse's group used their creativity to improve their

gymnastics sequence.
 DIRECTION
(noun)

The course along which

something moves.

Victoria decided to slide in a sideways direction

during the tag game.
 FLEXIBILITY
(noun)

The ability to bend and

move the joints through the
full range of motion.

Zoe improved her flexibility by stretching her

muscles every day.
 FLOW
(noun)

To move in a smooth
and continuous way.

Charlotte showed a continuous flow through the

skills in her gymastics routine.
GALLOP/CHASSÉ
(noun)

A sliding movement
in a forward direction.

Ms. Wilder taught us that a gallop in

gymnastics is called a chassé.
 GENERAL SPACE
(noun)

The area within a boundary in which

a person can move safely.

Henry moved safely in general space

during our game of tag.
 INVERTED
(adjective)

When something is upside down,

or when a person's head is lower
than their waist.

Chloe decided to balance in an inverted

position by doing a headstand.
 LEAP
(verb)

To perform a locomotor skill in

which you take off of one foot and
land on the opposite foot.

James decided to leap over the jump rope

during physical education class.
 LEVEL
(noun)

Position of the body or its parts in

relation to the floor, a person, or a
piece of equipment.

Will jumped from a low level to a high level.

MUSCLE TENSION
(noun)

The force generated by the

contraction of the muscle.

The students felt muscle tension in their

arms when holding plank position.
MUSCULAR ENDURANCE
(noun)

The ability of a muscle to continue

to perform without fatigue.

Crystal practiced a plank hold every day in order to

build up her muscular endurance.
MUSCULAR STRENGTH
(noun)

The maximum amount of force a

muscle can produce in a single effort.

Chris was able to jump really high during a straddle

jump because of the muscular strength in his legs.
 PATHWAY
(noun)

A course or track along which

a body or object moves as it travels
through general space.

Susan moved in a straight pathway

when performing a log roll.
 PERSONAL SPACE
(noun)

The area around a person in which

they feel comfortable but would
become uncomfortable if someone or
something enters.

Julie told Thomas that he was in her personal space

and politely asked him to give her some extra room.
 RELATIONSHIP
(noun)

The way that two or more concepts,

objects, or people are connected.

As the students played tag, they thought

about their relationship to the area boundaries
and to their classmates.
 ROLLING
(verb)

To move across a surface by

turning over and over on an axis.

The students enjoyed rolling in

different body positions.
 ROTATION
(noun)

One complete turn.

Joseph completed one rotation

during his forward roll.
 SAFETY
(noun)

The condition of being protected

against physical, social, and
emotional harm.

The students understood that safety

is very important and carefully followed
their teacher's instructions.
 SEQUENCE
(noun)

A set of related events,

movements or things that follow a
particular order.

Dan made sure that his sequence of

movements began and ended with
perfect balance.
 SPEED
(noun)

The ability to propel the body or a

part of the body quickly from one
point to another.

Shannon used a moderate speed to

travel through general space so she could
maintain control and balance.
 SYMMETRICAL
(Adjective)

Any shape that makes a mirror image

when divided in half.

Marcus chose to make the letter "T" with his body

as a way to create a symmetrical shape.
TRANSFER OF WEIGHT
(noun)

A change in the center of gravity

beyond its base of support in order
to create movement or generate
force.

Kristen demonstrated a transfer of weight from her

feet to her hands when she did a cartwheel.
 TRANSITION
(noun)

The process of changing from one

movement or position to another.

Isabella used a gallop as the transition between her

roll and her final balance position.
 UPRIGHT
(adverb)

When a person is in a
vertical position with their
head above their waist.

Michael was moving upright as he skipped through

general space.
 • Letter S
• Letter C
Letters and Shapes • Letter X
• Curved Shape
• Straight Shape
Symmetrical and • Symmetrical Shape
Asymmetrical • Asymmetrical Shape
• Upright Shape
• Inverted Shape
Inverted and Upright
• Upright and Curved Shape
• Inverted and Asymmetrical Shape
• Wide shape with a Straight body position
Wide and Narrow
• Narrow shape that is Symmetrical
• Create the letter O
• Create the letter T
With Partner/Group
• Create an Asymmetrical Shape
• Create a Narrow Shape in a Curved body position
• With bean bag or scarf balancing on head or shoulders:
• Balance on one foot. Shift to balance on the other foot.
• Sit and then stand again. If the beanbag or scarf falls, try
With Equipment again.
• In plank position with bean bag/scarf on back, slowly slide
your feet around in a circle.
• Walk around the activity area.
 THE EQUALIZER ACTIVITY CARD

• Using a wall, fence, or object:

INDIVIDUAL o Perform a counterbalance
(push until center of gravity is outside base of support)
CHALLENGES o Perform a counter tension
(pull object until center of gravity is outside base of support)
• Roll the die to determine whether you perform an individual
INDIVIDUAL DICE counterbalance or a counter tension position.
CHALLENGES o Even number = counterbalance
o Odd number = counter tension
• Upright counterbalance
PARTNER • Inverted counterbalance
CHALLENGES • Symmetrical counter tension
• Asymmetrical counter tension
• Roll the die to determine whether you perform a
PARTNER DICE counterbalance or a counter tension position with your
partner.
CHALLENGES o Even number = counterbalance
o Odd number = counter tension
• Your group should choose one of the following:
o Hoop, scarf, or jump rope
• Integrate the equipment you chose into:
WITH EQUIPMENT o An upright counter tension
o An inverted counterbalance
o A symmetrical counter tension
o An asymmetrical counterbalance
 ROCK AND ROLL STATION CARD 1

Station 1: Straight Body Rolling Actions

Individual • Log Roll
Challenges • Steamroller Log Roll (faster speed)
Partner • Simultaneous Log Rolls (students on two different
Challenge mats roll at exact same time)

Learning Cues:
• Keep arms and legs completely straight
• Keep shoes touching while rolling
• Squeeze abdominal muscles
• Stretch arms as tall as possible

Safety Considerations:
• Only one student should roll on the mat at a time
• Be considerate of your classmates by waiting patiently for your turn on the mat
 ROCK AND ROLL STATION CARD 2

Station 2: Curled Body Rolling Actions

• Rock and Roll
Individual • Egg Roll
Challenges • Forward Roll
• Backward Roll
Partner • Simultaneous Rolls (students on two different mats
Challenge perform same roll at exact same time)

Learning Cues:
• Begin in a squat position, then transfer weight as you begin the roll
• Keep body in a curled (or rounded) shape while rolling
• Try to keep your chin on your chest
• Eyes look towards your belly button

Safety Considerations:
• Only one student should roll on the mat at a time
• Be considerate of your classmates by waiting patiently for your turn on the mat
 ROCK AND ROLL STATION CARD 3

Station 3: Rolling Actions with Equipment

• Perform a roll with a scarf held between your shoes –
Individual don’t let it fall out!
Challenges • Perform a curled shape roll with a scarf held between
your chin and your chest
Partner • Have a partner hold a hula hoop upright at the end of
a mat, and you perform a forward roll through the
Challenge hoop

Learning Cues:
• Keep body in the correct shape while rolling (curled or straight)
• Try to keep your chin on your chest and look towards your belly button for a
curled shape roll

Safety Considerations:
• Only one student should roll on the mat at a time
• Be considerate of your classmates by waiting patiently for your turn on the mat
 ROCK AND ROLL STATION CARD 4

Station 4: Safety Roll Challenges

• Perform a safety roll and stand up on two feet
• Perform a safety roll and see if you can stand up on only one
Individual foot (try both right and left!)
Challenges • Perform a safety roll with a tuck jump as you stand up
• Perform a safety roll with a star (or straddle jump) as you stand
up
• Have a partner stand directly in front of you with a noodle
extended out in front of them. The person performing the
Partner Challenge safety roll grabs hold of the noodle as they stand up (this can
assist if you are still working towards being able to stand up on
two feet, or on one foot, by yourself)

Learning Cues:
• Keep body in a curled shape while on the mat during the safety roll
• Try to stand up without using your hands to push off the mat
• Transfer your weight onto your feet (or foot) as you stand up by leaning forward slightly

Safety Considerations:
• Only one student should roll on the mat at a time
 ROCK AND ROLL STATION CARD 5

Station 5: Rolling Action Sequences

Individual 1. Balance + Roll + Balance

2. Balance + Roll + Balance with equipment!
Sequence
3. Roll + Traveling Action + Balance
Challenges 4. Roll + Traveling Action + Balance with equipment!

Learning Cues:
• Try to be creative with the skills you put together in your sequence
• Make sure to hold your balances for at least 3 seconds
• Try to have the skills you have chosen flow together from one skill to the next

Safety Considerations:
• Only one student should perform a sequence at a time on the mat
• Remember the learning cues for curled shaped rolling actions so you protect
your head and neck
 STEP IT UP ACTIVITY CARD

• Rolling is an example of transferring weight from one body part to another. Let’s try the
following rolling actions:
Rolling o Log roll (from back to stomach)
o Rock and roll (from bottom to back)
o Safety roll (from feet to back)
• Another example is performing a tabletop and/or a bridge. Let’s try these challenges:
o Tabletop: Sit in a tuck position with your hands on the ground behind you and feet flat in
front. Lift up your hips to make a flat position from your shoulders to your knees.
Tabletop o Bridge: Lay on your back with your knees bent and feet flat on the floor, with your palms
flat on the ground next to your ears (elbows point up). Push your belly button towards
and Bridge the sky by pushing through your arms and legs to make a bridge position with your body.
o Additional challenge: push up into a tabletop or bridge position, and then lift one leg or
one arm up at a time.
• Now let’s transfer weight from our feet to our hands. Let’s try these challenges:
o Donkey Kicks (from two feet to two hands)
o Handstand Leg Switcheroo (begin in a squat with hands on the floor – then kick one leg
up at a time so they switch while in the air)
Step Like o Handstand (can begin in squat or from a stand, legs come together in the air)
o Cartwheel Jumps (begin in a squat with feet on the outside of one of your hands, then
Actions jump to the other side of your hands)
o Cartwheel (can begin in squat or from a stand – kicking one foot to the other side at a
time like a rainbow)
o Round off (similar to a cartwheel, except you land on two feet at the end)
• Now that we have practiced different types of weight transfers, can you work with the
Student partners on your mat to come up with a new one of your own?
o Come up with a creative way to transfer weight from one body part to another.
Challenge o Prepare to share what you created and the body parts you are transferring to/from.
 MIX AND MATCH ACTIVITY CARD

We are going to combine some of the gymnastics skills we learned into a

sequence. Let’s try the following:
3 Skill Sequences o Balance + Roll + Balance
(Individual) o Balance + Weight Transfer + Balance
o Balance + Traveling Action + Balance
o Challenge: Incorporate equipment into one of the sequences above.

Now we are going to create combinations of even more skills. Let’s try the
following:
4 Skill Combinations o Balance + Traveling Action + Roll + Balance
(Individual) o Balance + Weight Transfer + Traveling Action + Balance
o Balance + Roll + Weight Transfer + Balance
o Challenge: Incorporate equipment into one of the sequences above.

We are going to combine all of the different skills into one combination
now. Let’s try the following:
5 Skill Combinations o Balance + Roll + Traveling Action + Weight Transfer + Balance
(Individual) o Balance + Traveling Action + Roll + Weight Transfer + Balance
o Balance + Weight Transfer + Roll + Traveling Action + Balance
o Challenge: Incorporate equipment into one of the sequences above.

Now that we have practiced different types of combinations, can you work
with the partners on your mat to come up with a group combination?
Student Created o Come up with a creative and unique way to combine the following skills
Combinations into a combination that flows from one skill to the next:
▪ Balances, Rolling Actions, Traveling Actions, Weight
(Group/Partner) Transfers
▪ You can integrate equipment if your group chooses
 GYMNASTICS CARDS

Print, Cut, Laminate

Upright Inverted

Symmetrical Asymmetrical
 GYMNASTICS CARDS

Print, Cut, Laminate

Curled Straight

Safety Landing Tuck Jump

 GYMNASTICS CARDS

Print, Cut, Laminate

Star/Straddle Jump Log Roll

Rock and Roll Forward Roll

 GYMNASTICS CARDS

Print, Cut, Laminate

Backward Roll Headstand

Handstand Leg
Donkey Kick
Switcheroo
 GYMNASTICS CARDS

Print, Cut, Laminate

Cartwheel Over
Handstand
Mat/Object

Tip Up Squat Turn

Universal Design for Learning (UDL) is a strategy for eliminating instructional and environmental
barriers for every member of a learning community in order to meet the needs of all students across
the continuum of physical, intellectual, and emotional abilities. Although we acknowledge that it
would be impossible to build one curriculum to meet the needs of every single child, we strongly
believe that striving to maximize the active and meaningful participation for all students is a core
responsibility of every educator.
OPEN has embraced this responsibility by working to create suggested Universal Design
Adaptations intended to serve as baseline recommendations for modifying learning activities. The
text Strategies for Inclusion: A Handbook for Physical Educators by Lauren J. Lieberman and Cathy
Houston-Wilson provides the foundation for our work in this area.
The table below offers additional adaptations in an effort to move closer to the ideal of Universal
Design.

Potential Universal Design Adaptations for Educational Gymnastics

Equipment Rules Environment Instruction

• Provide activity • Allow students to • Provide visual • Provide ongoing
cards in large- work in pairs cues and safety verbal cues
print versions or • Allow students an reminders • Use peer tutors to
use an LCD opportunity to throughout assist with
projector choose activity areas instruction and
• Provide movements that • Set up activity participation
movement aids they feel stations in various • Use pictures
when possible comfortable with challenge levels and/or videos for
• Use video or live and provide and allow instruction
demonstrations of modifications that students to • Individualize
body positions are appropriate choose their level instruction with
and activities for all of challenge one-to-one
interactions

Lieberman, L.J., & Houston-Wilson, C. (2009). Strategies for Inclusion: A Handbook for Physical
Educators (2nd ed.). Champaign, IL: Human Kinetics.
Educational Gymnastics includes activities that are designed to develop movement concepts and
body control. Educational gymnastics is not the same type of gymnastics seen on TV during the
Olympics. It focuses on teaching introductory skills and concepts in a safe way related to traveling,
balancing, rolling, and the transfer of weight. High level skills that require advanced spotting
techniques (e.g., back handsprings) are not included as a part of this educational gymnastics
module. Our focus remains on safe movement exploration versus competitive gymnastics
proficiency. Activities in this module provide fun challenges to students of all ability levels with safety
always the priority.

The table below offers safety considerations that all teachers should review prior to beginning
instruction in educational gymnastics. This is not an all-inclusive list, as each teacher has different
opportunities and challenges based on their student population, equipment availability, and teaching
space. However, the checklist below provides a good start to the planning process to ensure safety
is addressed prior to instruction.

Safety Considerations Checklist for Educational Gymnastics

Equipment Planning Rolling/Inverted Instruction

Positions
• Use gymnastics • Ensure that • Review IEP’s • Focus on
or yoga mats that teacher comfort and/or 504 Plans movements and
provide a soft, level and maturity to ensure it is body positions not
safe surface for of students are medically safe for skill proficiency
skill exploration factored into students to • Use video or live
• Mats can planning process participate in demonstrations of
sometimes slide if for all activities rolling actions or body positions
any sand, dirt, and tasks inverted balance and activities
etc. is on the floor • Plan lessons that positions (this is when possible
under them. Work include especially • Allow for student
with custodial opportunities for important for choice during
staff to sweep or students to students with lessons if they are
blow off sand choose Down Syndrome) uncomfortable or
from teaching movements • Use incline mats feel unsafe with a
space each day during lessons/ when available to skill/task
• Provide visual activities that they introduce forward • Set up activity
cues and safety feel comfortable and backward stations in various
reminders with rolls challenge levels
throughout • Provide • Emphasize cues and allow
activity area modifications that of looking towards students to
are appropriate belly button and choose their level
for all students chin on chest to of challenge
protect head/neck
 Choose the level that describes your current skills and color that number of stars in
the space provided for your assessment. If this is your pre-assessment, choose
another level in the “Goal” column to show how much you’d like to improve your skills
after some practice and hard work.

Look at these faces to help you decide what to draw.

Level 1: Level 2: Level 3:

I’m in the Minor Leagues. I’m in the Major Leagues. I’m an All Star.
I wish I could do this better. Practice is helping and I will I can do this well. Practice
And so I will keep trying my keep trying my best to worked, and now I want to
best to improve. improve. keep learning more!

SKILL PRE GOAL POST

Balancing

Traveling,
Leaping &
Jumping

Rolling

Weight
Transfer

Creating
Sequences &
Combinations
 Consistently performs balancing, traveling, rolling, weight transfer and
combinations/sequences using critical cues. Executes each skill and
Proficient
combination/sequence with proficiency and is always open and willing to try new
4 educational gymnastics challenges. Conducts himself/herself safely and with
consideration of others.
Performs skills with occasional errors in form and outcome. Can perform 4 out of
Competent the 5 skills (balancing, traveling, rolling, weight transfer and
3 combinations/sequences) with competence. Conducts himself/herself safely
without disrupting the learning environment.
Performs skills with frequent errors in both form and outcome. Rarely displays
Lacks
competence in the educational gymnastics skills of balancing, traveling, rolling,
Competence
weight transfer and combinations/sequences. Occasionally creates unsafe
2 situations.
Well Below Displays unsatisfactory effort toward skill development and an unwillingness to
Competence attempt educational gymnastics tasks and challenges. Often breaks safety rules
1 and disrupts the learning environment.
Student Name Score Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
 Personal & Social
Skill
Responsibility (PSR)
Conducts herself/himself safely
Consistently performs balancing, traveling, rolling,
and with consideration for
Proficient weight transfer and combinations/sequences using
others and is always open and
4 critical cues. Executes each skill and
willing to try new educational
combination/sequence with proficiency.
gymnastics challenges.
Performs skills with occasional errors in form and
Conducts herself/himself safely
Competent outcome. Can perform 4 out of the 5 skills (balancing,
without disrupting the learning
3 traveling, rolling, weight transfer and
environment.
combinations/sequences) with competence.
Performs skills with frequent errors in both form and
Lacks
outcome. Rarely displays competence in the Occasionally creates unsafe
Competence
educational gymnastics skills of balancing, traveling, situations.
2
rolling, weight transfer and combinations/sequences.
Well Below Displays unsatisfactory effort toward skill development Often breaks safety rules and
Competence and an unwillingness to attempt educational disrupts the learning
1 gymnastics tasks and challenges. environment.
Student Name Skill PSR Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
 The ability to adjust the
distribution of weight in order to Any shape that makes a mirror
remain upright and steady. image when divided in half.
1 a. Coordination
2 a. Asymmetrical
b. Balance b. Body Control
c. Rotation c. Upright
d. Sequence d. Symmetrical

A change in the center of gravity

The maximum amount of force a beyond its base of support in order
muscle can produce in a single to create movement or generate
effort. force.
3 a. Muscular Strength
4 a. Transition
b. Muscular Endurance b. Transfer of Weight
c. Muscle Tension c. Rotation
d. Personal Space d. Relationship

Being protected against The ability to bend and move the

physical, social, and emotional joints through the full range of
harm. motion.
5 6 a. Flexibility
a. Speed
1 b. Level b. Leap
c. Safety c. Direction
d. Locomotor d. Flow

The area beneath a person that

includes all points of contact the
person makes with the In a vertical position with your head
supporting surface. above your waist.
7 a. Counterbalance
8 a. Inverted
b. Body Awareness b. Upright
c. Body Control c. Curved
d. Base of Support d. Straight
Teaching Dates of Module: School Year:
General Comments / Notes for Planning Next Year’s Module
✓ Comment 1
✓ Comment 2
✓ Comment 3…
Self-Reflection Across Danielson’s Four Domains of Teaching
Domain 1: Planning & Preparation
1a: Demonstrating Knowledge of Content/ 1d: Demonstrating Knowledge of Resources
Pedagogy
1b: Demonstrating Knowledge of Students 1e: Designing Coherent Instruction
1c: Selecting Instructional Outcomes 1f: Designing Student Assessments
✓ Reflection 1
✓ Reflection 2
✓ Reflection 3…

Domain 2: Classroom Environment

2a: Evidence of Respect and Rapport 2d: Managing Student Behavior
2b: Establishing a Culture for Learning 2e: Organizing Physical Space
2c: Managing Classroom Procedures
✓ Reflection 1
✓ Reflection 2
✓ Reflection 3…
Domain 3: Instruction
3a: Communicating with Students 3d: Using Assessment in Instruction
3b: Using Questioning and Discussion 3e: Demonstrating Flexibility and Responsiveness
Techniques
3c: Engaging Students in Learning
✓ Reflection 1
✓ Reflection 2
✓ Reflection 3…
Domain 4: Professional Responsibilities
4a: Reflecting on Teaching 4d: Participating in a Professional Community
4b: Maintaining Accurate Records 4e: Growing and Developing Professionally
4c: Communicating with Families 4f: Showing Professionalism
✓ Reflection 1
✓ Reflection 2
✓ Reflection 3…
Self-Rating with Rationale
Choose One:
Innovative (4); Proficient (3); Basic (2); Unsatisfactory (1)
Provide rationale:
✓ Evidence 1
✓ Evidence 2
✓ Evidence 3