Edmund Cronn

Tumbling

Performance Objectives:

1. 1. Students will understand the safe and proper technique for performing four different tumbling techniques.

Organization:

1. 1. Students will be standing in front of instructor as each technique is explained and demonstrated using student volunteers.

Equipment and Space Needed:

1. 1. Large level surface with soft mats.

Breakdown of Skills: Dromedary Walk

1. Stance:

One student gets in position down on hands and knees.

Second student sits on the support facing the opposite direction.

In this position the second student fixes their legs around the first students chest.

The second student leans forward and grips around student one’s ankles.

Action:

The first student then walks forward alternating movements with legs and

arms with the second student’s assistance.

Demonstration:

Two student volunteers will be asked to show the class the correct stance and movement prior to the class working on the technique as a whole.

Spotters should be positioned on each side in the event of lost balance by the second student.

Cues/Keywords:

Stay strong in the stance

Work together to achieve movement

Breakdown of Skills: Centipede

1. Stance:

One strong student gets down on hands and knees to be the bottom base.

Second student faces the same direction and places hands approx 2 feet in

Front of supports, then places the legs and body on top of support.

Same action continues for two more students

2. Action:

After all the students are in place the centipede walks with the base moving both hands and feet, and the other three students moving arms only.

Demonstration:

Four students will be asked to demonstrate to the class prior to the class

broken down into halves so that there can be four participates and two to

three spotters in case of loss of balance.

Cues/Keywords:

Movement should be done as a group

Top students lock heels together

Call out left and right

Breakdown of Skills: Double Wheelbarrow

1. Stance:

Two students assume the position as done in the centipede

The back student is to extend legs out and spread apart

Third student stands between the second student’s legs and picks the student’s legs and grips both ankles.

2. Action:

The two students in the down position work together walking with arms as the third student moves with the walking students

Demonstration:

Three students will be asked to demonstrate to the class prior to being

split into groups for practice.

Spotters should be on both sides to assist if needed.

Cues/Keywords:

Call out left and right

Work together as a unit

Breakdown of Skills: Knee-Shoulder Balance/Table

1. Stance:

Student one assumes a crab position.

Student two assumes the same position only on top of the first student.

The final part is both students facing heads up toward the ceiling.

3. Action:

Student two should brace themselves on student one in the crab position

by placing their hands on the first student’s shoulders, and their feet on the first student’s knees.

Seats are to be lifted by both students so that backs are straight

Demonstration:

Two students will be asked to demonstrate before class is split into groups

for practice.

Spotters on each side to assist if balance is lost.

Cues/Keywords:

Each in crab position

Hands on shoulders

Feet on knees

Backs straight

Review Questions:

1. What body part or parts does the base in the centipede use for movement?

Arms and Legs

2. Where should the standing student grip the down student in the double wheelbarrow? Ankles

3. What is the hand and feet placement for the top student in the knee shoulder balance table? Feet on knees, hands on shoulders.

4. When should spotters be used during the movements? All the time for all movements.

The Technologies used in this lesson plan are Webquest, Video Camera, and Imovie.

Objectives of Technology:

Webquest: Teacher will create a webquest that involves overall fitness and means to achieve it through exercise. Groups will be created and each group will be broken down into various roles to investigate the various means of exercise that have been covered in class. Once the groups have chosen their activities their objective will be to create an exercise video using skills learned in class.

Video Camera: The groups from the webquest will be use the video camera to create an exercise video of skills learned in class and to be shown to the rest of the class.

Imovie: Students will use Imovie to edit and create their videos from the shot raw footage using the video camera. Once the videos are complete students will share them with the other groups and students in class.

Software/Hardware Requirements:

Computer with access to internet browser and Imovie software

Video Camera with cords to download onto computer

Skills Required:

Teacher: Will need to have working knowledge of video camera and how to get footage from cam to computer. Then the teacher must have knowledge and experience with Imovie and how to download completed movies. Finally the teacher must create a webquest on the given topic and explain to students how to work from and within the webquest.

Students: Students must have a lesson on video camera use and be efficient in computer use for both the webquest and the Imovie software. The also will need a lesson on Imovie software use enough to give them a working knowledge and reduce questions.

Reflection on Technology:

In theory the idea of the fitness video appears to be a good idea. Anything that can potentially get students excited about exercise is a good thing. I believe that with the right tweaking the fitness video could work especially if integrated with another class so that time is not taken away from physical activity to teach the in and outs of video camera use and Imovie. I would want the unit to be relatively short because in PE we should be moving not sitting in front of computers doing webquests or editing video in Imovie. So a short lesson with a video component if used correctly could be good. The webquest could be a good thing also if it incorporated the students performing a physical activity and not just simply sitting at the computer.

References:

Pangrazi, Robert P. (2001) Dynamic Physical Education for Elementary School Children. Pg. 502-503. Allyn and Bacon.

Schmottlach, Neil, & McManama, Jerre. (2005) Physical Education Activity Handbook. Pg. 187-209. Human Kinetics.

Gymnastics and Tumbling Skills and Abilities for Cheerleading, April 6, 2008. http://cheerleading.about.com/od/skillsandabilities/Gymnastics_and_Tumbling_Skills_and_Abilities_for_Cheerleading.htm

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