International study at the University of Brighton

Gymnastics Performance

Level: 1
Credit rating: 10
Module type: Taught
Semester offered: 2
Pre-requisites: None
Aims:

The aims for this module are set into the context of the QAA Framework for higher Education Qualifications and they relate to SEEC level descriptors for level 2.

This module aims to develop students’ practical and theoretical understanding of gymnastics performance, composition and appreciation.
Learning outcomes:

In relation to the QAA Framework for Higher Education Qualifications under SEEC level descriptors for level 2 study.

By the end of the module the students should be able to:

  1. Demonstrate a range of gymnastic skills at an intermediate – advanced level, on floor and apparatus alone and with a partner.
  2. Use a variety of compositional strategies in the creation of longer and more complex sequences alone and with others on floor and combined apparatus.
Content:
  • The nature and purpose of gymnastics.
  • Gymnastics warm-up and cool-downs.
  • Observation and analysis of gymnastic actions and skills.
  • Basic mechanical principles of gymnastic actions and skills.
  • Progressions of gymnastic actions, skills and movement phrases.
  • Solo and pair skills using floor and apparatus.
  • Compositional principles for pair work (matching / mirroring, cannon / unison, counter tension / balance).
  • Exploration of various gymnastic forms e.g. sports acrobatics.
  • Performance and video analysis.
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  (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.
Learning and teaching strategies:

Contact time:

  • Tutor led practical work
  • Question and answer sessions
  • Problem solving – individual and pair work
  • Guided reading and note taking
  • Practical demonstrations
  • Observation, analysis and feedback of live performances
  • Video observation analysis and feedback
  • Use of a range of ICT to enhance learning and performance

Non Contact time:

  • Practicing and refining of skills and agilities
  • Compositional tasks
  • Video observation and analysis
  • Directed reading
Learning support:

Books:

BAALPE (2004) Safe Practice in PE and School Sport Coachwise Solutions, University College, Worcester

Benn B, Benn T and Maude P (2007) A Practical Guide to Teaching Gymnastics. Leeds, Coachwise

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

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

Underwood, M. (1991) AGILE (Aspects of Gymnastics and Independent Learning Experience). Walton-on-Thames, Thomas Nelson and Sons Ltd.

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

Websites

www.bag.co.uk/ (last accessed 11.9.07)

Videos:

Level two – PA240 - Pair compositional assessment performances held in AV centre (from 1998 - present).

Journals:

BJPE (now AfPe) 

School home:

Chelsea School of Sport