Creativity and Gymnastics

CREATIVITY AND
GYMNASTICS
Presented By: G-ann Calderon

Values and Principles
Developing a rationale for gymnastics teaching
The teaching of Gymnastic activities at primary level poses a particular set of

challenges to the average primary school practitioner.
This set of dilemmas can and does continue into secondary schooling, where
evidence would suggest that similar issues exist with regard to teacher
confidence levels, knowledge and expertise in teaching gymnastics.
Indeed, the lack of reference in con-secutive Ofsted reports to gymnastics

teaching indicates that the amount of teaching that is going on in this area is
on the decline. This may be traced back to the ITT syllabus or might reflect a
more diverse PE curriculum that is now in play.
In addition to this impressive array of potential physical learning benefits, the

contribution that work in the area makes to learning in other PE areas, like
dance and games, is an added consideration to be kept in mind when
justifying the importance of gymnastics activities.
• Why? To service the need for children to become increasingly controlled and skillful in their
physical movements and competences. Gymnastics in the school setting is primarily concerned
with both gross and fine motor development and contributes markedly to gradual and
progressive improvement in coordination, balance, flexibility, strength and stamina (specifically
improving cardiovascular efficiency).
• What? To broaden and extend the repertoire of children's abilities in jumping and landing skills,
rolling actions and taking weight on different body parts, and to promote a range of different
travelling actions.
• Where? The ability to display the broadening range of skills on the floor, initially on simple
apparatus constructs, and increasingly on the varied surfaces offered by a full provision of
gymnastic apparatus, including apparatus that provides opportunities to work on various levels
and at increased heights,
• How? Through a full range of teaching methods and an approach that promotes children
succeeding at their own level using teaching methods that focus on promoting the individual
child's learning and success in physical activity.
• When? Consistently through well-thought-through, planned units of work over concentrated

periods of time, consolidating what has gone before and extending the children's repertoire of
skillful body actions.
National Curriculum physical education
– gymnastic activities
Gymnastic activities feature prominently in PE National

Curriculum documentation (DfEE 1999) as an earmarked area
of activity and learning that promotes knowledge, skills and
understanding. The importance of PE is hallmarked in NC
documentation by the statement that the subject 'promotes
physical skillfulness, physical development.
References: The
Early Years
Foundation
Stage Statutory
Framework
(DFES 2007).
move with
confidence,
imagination and in
safety... move with
control and
coordination... travel
around, under, over
and through
balancing and
climbing
equipment... show
awareness of space,
of themselves and of
others'.
Key note:
Teachers teaching
at primary level
Teaching strategies for gymnastic activities – help
and hindrances to progressive learning
As a starting premise, teachers who work with the youngest of children acknowledge that
children are naturally inclined to be active and, if they are provided with the right type of
opportunity and encouragement along the way, will physically develop naturally, and
pick up much incidental learning as part of the whole process. If adequate time, space
and apparatus are provided for gymnastic work, children will develop their skill,
confidence and versatility just by being given such opportunities.
• Ensure the aims, intended learning outcomes and the

theme of each lesson is clear
• Do not get in the way of the children practicing and
developing their ideas by too much teacher intervention The curriculum that
• Too little intervention, on the other hand, allows bad habits focus of work in this
to develop and does not facilitate the correction of such
area, therefore;
faults
• Do not expect the same response from all the children to
set tasks
• Too much, or too little, emphasis on activity rather than
quality in the work can be a hindrance
First gymnastics lesson with new classes
The nature of teaching primary-aged children brings with it the challenge of meeting a
different set of children each year. This clearly operates in secondary school provision too,
albeit with many different classes across year groups as opposed to teaching one class
the whole curriculum.
This is where gymnastics teaching and learning can greatly assist you in establishing
empathy and class bonding, so crucial if expectations for the year are to have a good lift-
off.
The knock-on effect to classroom practice will also benefit relationships and the early
establishment of a report conductive to maximizing the learning potential of the class
generally.
The first two lessons of the year with a new class could focus, therefore, on floor work,
followed by another on simple apparatus set-ups, possibly with another on a more
complex format.
• Progression
• Demonstration
Links with other work
Cross-curricular perspective are an
essential consideration when you are
planning for gymnastics teaching.
Consolidation of knowledge and

understanding should be at the
forefront of thinking and delivery here,
utilizing the concept of educating the
‘whole’ child through different means.
Extracurricular work – the school gym club
Extracurricular opportunities for children can be provided by motivated

(and enthused!) teachers at any practioner level who wish to offer
extra provision to move individuals' learning and performance levels
forward. This is very much the case at primary level and is practice to
be commended.
The British Gymnastics Association provides excellent support materials

to help this work, including proficiency awards that can bolster interest
and performance standards. These should be seen as having potential
for use in both curriculum time provision as well as in the gym club and
can act as an extra tool for motivating children to raise their overall
achievement and enjoyment in gymnastics.
• Floor work
Use a variety of warm-up/cool-
down activities, sometimes
reflective of the main theme of
a lesson, sometimes a complete
contrast.
Assessment criteria – applicable at Key
Stages 2 and 3
Bibliography;
Coates, B. (2005) Inspirational Gymnastics for Key Stage 2 (CD-ROM). Hayling Island: Brian Coates.
DIEE (1999) Physical Education in the National Curriculum. London: Department for Education and
Employment/Qualifications and Curriculum Authority.
DIES (2007) The Early Years Foundation Stage. London: Department for Education and Skills. Hall, J. (1996)
Gymnastic Activities for Juniors. London: A&C Black.
Malmberg, E. (2003), Kidnastics: A Child Centered Approach to Teaching Gymnastics, Leeds: Human
Kinetics.
Mitchell, D., Davis, B. and Lopes, R. (2002) Teaching Fundamental Gymnastics Skills, Leeds: Human Kinetics.
Pickup, I. and Price, L. (2007) Teaching Physical Education in the Primary School A Developmental
Approach. London: Continuum.
Price, L. (2003) Primary School Gymnastics - Teaching Movement Skills Successfully. London:
David Fulton.

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CREATIVITY AND

Presented By: G-ann Calderon

The teaching of Gymnastic activities at primary level poses a particular set of

Indeed, the lack of reference in con-secutive Ofsted reports to gymnastics

In addition to this impressive array of potential physical learning benefits, the

• When? Consistently through well-thought-through, planned units of work over concentrated

Gymnastic activities feature prominently in PE National

• Ensure the aims, intended learning outcomes and the

Consolidation of knowledge and

Extracurricular opportunities for children can be provided by motivated

The British Gymnastics Association provides excellent support materials

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