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25 Cards in this Set

  • Front
  • Back
climate for gymnastics
-climate of acceptance
-positive motivation
what happens when one expects children to perform activities they are not able to
-physical injury
box horse
-no higher than student shoulder height
-no spring board + box horse
DMP (Dominant Movement Pattern)
-teach progressive steps
-teach how to land safely
-ensure mats and equipment are at appropriate hieght
-level 1 workshops or courses
challenging practice
=practice that is not too easy but leads to attainable goals
practice conditions (article)
-maximum practice with very little waiting, lots of space and equipment
-choices and alternatives
-successful practice for personal best
which broad skill areas are included in gymnastics
-other weight transferences at floor or small equipment
climber, bars, horizontal ladder
ladder- chest hieght, no travel on top
hanging- no higher than 1.5m only use hands
rhythmic gymnastics (basics)
-small hand-held equipment, using music and rhythm
a. no aerial somersaults
b. no extended dive rolls
c. no handsprings
d. no stocking feet
e. no trampolines
utility mats
-under all designated landing areas
-check for wear and tear
is spotting encouraged at elementary level?
-no, b.c it states dependence
artistic gymnastics (basic)
-olympic or traditional skills
-tumbling and large apparatus
-all elevated inversions require constant visual supervision
what provides the basis for teacher planning in gymnastics
-teacher observation of student's abilities
educational gymnastics (basic)
-process orientated (problem solving)
-floor, small/large apparatus
what should be the learning environment?
-supportive and non-competitive
-utility mats under full swing path
spring board
-used alone and mats
-utility mats for landing
school gymnastic activities should:
-be non-competitive
-allow for individual differences in ability
-teach skill devpt
-provide for process
-blend various forms of gymnastics
instructional guidelines (safety guidelines)
a. teacher aware of physical limitations
b. discipline and control
c. if hesitation, direct a less advanced skill
d. no force
e. progression from simple to complex
f. mat precedes apparatus
g. warm-up precedes
h. note absentees
i. promote self discovery
how is maximum practice time achieved?
-sufficient floor spce and mats are provided with very little waiting and watching
practice conditions critical to teaching body management skills for all children include
-maximum practice
-appropriate practice
-high levels of student success
climate (article)
-positive accepting and flexibility of different skill level
-cooperative and non-competitive
-challenge for individuals
how to account for individual differences
-provide easy ways to do the task
-provide challenging ways to do the task
-if closed task (one correct way) show progressional steps
-allow students to have open task