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Excerpts
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Defining Developmentally Appropriate Gymnastics
Gymnastics may be globally defined as any physical exercise on the floor or apparatus that promotes endurance, strength, flexibility, agility, coordination, and body control.
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How Gymnastics Should Be Taught
If you want children to become skilled gymnasts with positive attitudes toward managing their bodies well, you must adhere to the following practices.
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Learning Experiences
Earlier in this chapter we compared the skill themes of gymnastics to sets of actions. Each of the skill themes can be taught alone as a separate set, or they may be taught in combination so they overlap and interact with one another.
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Traveling Transformers
As a result of participating in this learning experience, children will improve their ability to travel in a variety of locomotor patterns changing pathways.
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Dimensions
As a result of participating in this learning experience, children will improve their ability to balance while using different dimensions of the body—small, big, wide, narrow.
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Let’s Make a Connection
As a result of participating in this learning experience, children will improve their ability to balance in a variety of upright and inverted positions, move smoothly into a roll, and end in a balance
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©2014
Teaching Children Gymnastics 3rd Edition eBook
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You can read Human Kinetics e-books on desktop, laptop, and various mobile devices, as long as you have authorized the device or e-reader app to read e-books protected by Adobe’s digital rights management (DRM).
Formats available: PDF, ePUB  
Learn about e-book access.
© 2012
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eBook
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ISBN-13: 9781450420235
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This third edition of Teaching Children Gymnastics will help you tailor a gymnastics program to your teaching situation while combining the best facets of developmental skills, health-related fitness, and conceptual learning based on process characteristics of body, space, effort, and relationships. Internationally renowned author and educator Peter Werner and coauthors Lori Williams and Tina Hall guide you through the process of teaching gymnastics skills and then linking those skills into sequences.
Having conducted workshops at all levels, the three authors combine decades’ worth of gymnastics knowledge and teaching experience. In this book, they offer updated and new material, including
- a chapter on designing gymnastics sequences;
- sections on behavior management, inclusion, and advocacy;
- information on scope and sequence for grades K to 5;
- information based on revised national standards, assessment, and designing of gymnastics sequences; and
- additional learning experiences, plus ideas for creating more learning experiences.
You will find real-life scenarios that will help you apply the material, and you will learn how to create a positive learning environment for your students. Chapter objectives, summaries, and reflection questions enhance the learning experience.
Part I of Teaching Children Gymnastics provides an overview of developmentally appropriate gymnastics, exploring why it should be part of a high-quality elementary physical education program and how the instructional approach used in the book differs from the traditional approach used in physical education. The material in part I will help you plan your program, incorporate it into your curriculum, and assess your students.
Part II provides great learning experiences for the skill themes of traveling, statics, and rotation. Each skill theme is broken into categories that help children acquire the skills they need to learn. It’s in this portion that they develop sequences that integrate all the skills they have learned. The authors also supply an appendix with forms and handouts, cutting down your preparation time.
Teaching Children Gymnastics is a great tool for novice and experienced teachers alike. More than that, it’s the perfect resource for opening up the fun and exciting world of gymnastics to youngsters who are always looking for an excuse to perform just the types of skills that they will learn—and design sequences for—through this book.
Part I Developmentally Appropriate Gymnastics
Chapter 1 Why Is It Important to Teach Children Gymnastics?
- Defining Developmentally Appropriate Gymnastics
- Brief History of Gymnastics
- Gymnastics Today
- National Standards for Physical Education
- How Gymnastics Should Be Taught
- Where Are We Now?
- A Look to the Future
- Summary
- Questions for Reflection
Chapter 2 Tailoring Gymnastics to Fit Your Teaching Situation
- Planning
- Developing a Positive Learning Environment
- Summary
- Questions for Reflection
Chapter 3 Incorporating Gymnastics Into Your Program
- Scope and Sequence
- Stages of Gymnastics
- Task Development in Gymnastics
- Direct and Indirect Teaching Styles
- When to Encourage Student Demonstrations
- Accountability: The Gymnastics Work Ethic
- Stressing Good Body Mechanics and Aesthetics
- Skill Themes for Gymnastics
- Process Variables
- Learning Experiences
- What Makes a Learning Experience Developmentally Appropriate?
- Summary
- Questions for Reflection
Chapter 4 Assessing Children’s Progress in Gymnastics
- New Ways to Assess
- What to Assess
- How to Assess
- Psychomotor Assessment
- Cognitive Assessment
- Affective Assessment
- Reporting What Has Been Assessed
- Summary
- Questions for Reflection
Part II Teaching Developmentally Appropriate Learning Experiences in Gymnastics
Chapter 5 Learning Experiences for Traveling
- Mini-Index
- And Away We Go
- Landing Pad
- Traveling Transformers
- Bunny Hop
- Ready for Takeoff
- Rock and Roll
- Fantasy Flight
- Cross at the Intersection
- Clock Face
- Beam Me Up
- Me and My Shadow
- Additional Ideas for Learning Experiences
Chapter 6 Learning Experiences for Statics
- Mini-Index
- Patches and Points
- Push and Pull
- Same, Different
- Shoulder Stand
- Copycat
- Dimensions
- Statues
- Bottoms Up
- Twins
- See What I Can Do
- Lean on Me
- Additional Ideas for Learning Experiences
Chapter 7 Learning Experiences for Rotation
- Mini-Index
- Balls, Eggs, and Pencils
- You’ve Got It All Backward
- Sit-Spins
- Roll, Roll, Roll Your Body
- Taking a Spin
- The String Challenge
- A Roll by Any Other Name . . .
- Let’s Make a Connection
- Hip Circles
- Partner Task Cards
- Feet, Hands, Feet
- Additional Ideas for Learning Experiences
Chapter 8 Designing Gymnastics Sequences
- What Makes a Good Gymnastics Sequence
- Sample Gymnastics Sequences
Appendix Forms and Handouts
References
Suggested Readings
Text for students learning to teach gymnastics. Reference for K-5 physical educators and for community gymnastics instructors.
Peter Werner, PED, is a retired distinguished professor emeritus from the department of physical education at the University of South Carolina. His area of expertise is physical education for children, including gymnastics, dance, and interdisciplinary learning. Dr. Werner has presented at numerous national conferences for the American Alliance for Health, Physical Education, Recreation and Dance and for the National Association for Sport and Physical Education. He has presented a session on educational gymnastics at an international conference as well. Dr. Werner served as senior editor for Teaching Elementary Physical Education and has served in editorial roles for many other physical education publications. He has been recognized numerous times for his contributions to physical education, including receiving the Ada B. Thomas Outstanding Faculty Advisor Award in 2001 from the University of South Carolina, the Margie Hanson Service Award in 2002 from the Council on Physical Education for Children, and the Hall of Fame Joy of Effort Award from the National Association for Sport and Physical Education in 2008. He is a coauthor of Interdisciplinary Teaching Through Physical Education (2009), Seminar in Physical Education (2008), and Geocaching for Schools and Communities (2010), all with Human Kinetics. He has also written hundreds of articles. Dr. Werner and his wife make their home in Black Mountain, North Carolina, where he enjoys whitewater canoeing, running, biking, and hand-crafting brooms. Lori H. Williams, PhD, is an assistant professor at the Citadel in Charleston, South Carolina. She has taught physical education at the elementary, middle school, and college levels. Her 25 years of teaching experience include 14 years in public schools. Gymnastics has always been part of her curriculum. She coauthored Schoolwide Physical Activity (2010) and several articles for refereed publications. Williams has presented at numerous state, regional, and national conferences, many of which included a focus on gymnastics. She has been an active participant in collecting and analyzing assessment data at the state level with the South Carolina Physical Education Assessment Program, and she has been a member of the NASPE Assessment Task Force. Tina J. Hall, PhD, is an associate professor in the department of health and human performance at Middle Tennessee State University. She has taught since 1985, spending 18 of those years at the elementary and middle school levels. Her experience in gymnastics includes teaching gymnastics as an integral part of her elementary and middle school physical education curriculum, conducting an afterschool gymnastics club, and teaching educational gymnastics to future physical educators at the college level. Hall has conducted numerous workshops and in-services focusing on gymnastics. She is a coauthor of Schoolwide Physical Activity (2010) and several articles for refereed publications.
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