Gymnastic Activities

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 1 study.

The aims of the modules are to:

• Develop students’ knowledge and understanding of the nature of gymnastic activities.
• Develop students’ understanding of technical and aesthetic principles, and their ability to perform in a variety of gymnastic contexts.
• Develop students’ understanding of compositional principles and their ability to compose in a variety of gymnastic contexts.
• Develop students’ ability to evaluate aspects of performance and composition.

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 1, by the end of the module students should be able to:

1. Demonstrate, through their performance, composition and appreciation awareness of the key features of gymnastic activities.
2. Demonstrate correct technique when performing individual actions, phrases and sequences in a variety of gymnastic contexts.
3. Demonstrate effective use of compositional principles in a variety of gymnastic contexts.
4. Identify and evaluate aspects of gymnastic performance and composition.

Risk assessment is covered in detail at the start of the module and relates to the principles and policies of The University of Brighton, and BAALPE’s Safe Practice in Physical Education and School Sport – (2004). Safe practice is then applied and reinforced throughout the course of the module and students are instructed to follow all principles and policies in non-contact time.

• Distinct nature of gymnastic activities
• Breadth of gymnastic activities.
• Principles of warming up and cooling down in a gymnastic context.
• Categories of gymnastic action (balance, flight, rotation and travel).
• Technique of foundation gymnastic skills.
• Progression from simple – complex gymnastic actions, phrases and sequences.
• Progression from floor to apparatus.
• Progression from solo to pair to group work.
• Criteria for evaluating gymnastic performance and composition.

Contact time:

• Staff led lectures.
• Student led practical presentations.
• Discussions – pair, groups, whole group.
• Practical exploration – individual, pair, group.
• Practical demonstrations.
• Observation, analysis and feedback of live performances.
• Video observation analysis and feedback.
• ICT to enhance learning and performance.

Non-contact time:

• Guided reading and note taking
• Video observation and analysis
• Practice and refine gymnastic performance
• Exploration and creation and structuring of gymnastic material
• Library/internet research

Books:

BAALPE (2004) Safe Practice in PE and School Sport,

Worcester, Coachwise Solutions.

Casbon C & Spackman L (2007) Assessment for Learning in Physical Education. Worcester, BAALPE: Coachwise Solutions.

Fraser F, Cradock A, Fountain, D & Andrews, K (2007) Every Child Matters: Measuring Moments of Progress & Inclusive Assessment Coachwise Ltd (afPE) Leeds

Maude P, Benn B & Benn T (2007) A Practical Guide To Teaching Gymnastics Coachwise Ltd (afPE) Leeds

Maude, P & Whitehead M (2006) Observing & Analysing Learners’ Movement, Worcester,Tacklesport (consultancy) Ltd.

Mace R & Benn B (1982) Gymnastic Skills London, Batsford

Mitchell D, Lopez R & Davie B (2007) Teaching FUNdamental Gymnastics Skills Leeds, Human Kinetics.

Sabin V (2004) School Gymnastics Vol 1 and 2 for 11 – 16yrs Northampton, V. Sabin Publications.

Williams, A (1997) National curriculum Gymnastics London,  Hodder & Stoughton.

Journals:

British Journal of Teaching Physical Education (now PE Matters)

Electronic sources:

British Gymnastics Official Website: www.british-gymnastics.org/ (accessed August 2007)