SUNY CORTLAND Physical Education Department PED 285 - Gymnastics Activities

SUNY CORTLAND
Physical Education Department
PED 285 - Gymnastics Activities
Course Information
Credit Hours:
1
Semester/Yr:
Location:
Instructor Information
Instructor:
Phone:
Office:
Email:
Texts:
Required:
1. Malmberg, E. (2003) KiDnastics:A Child-Centered Approach to Teaching
Gymnastics, Champaign, IL: Human Kinetics.
2. Supplementary packet provided by the instructor
Course Description:
(A) This course is designed to provide students with developmentally-appropriate gymnastics. Students will experience
and acquire skills and knowledge of various gymnastic models appropriate for school settings. (1.0 cr.hr.)
Course Attendance Policy:
Because this is a professional course of study, students are not allowed to miss any classes. The instructor will
reconsider only those absences which are extenuating, rare, or personal provided the instructor is notified prior to the
start of class. Each absence (after the first) will accrue a 1/3 of a letter grade penalty upon the final grade total. The
instructor would appreciate advance notice regarding excused absences.
Lateness on homework or assignments receive a zero grade. Non-attendance on a test date receives a zero grade.
The instructor will reconsider only those absences which are extenuating, rare, or personal provided the instructor is
notified prior to the start of class.
Due to the safety information delivered in this course, students must attend 80% of the total class meetings in
order to pass the course.
Goals/Objectives of Course:
The student will be able to:
develop knowledge of the use of several different types of school appropriate gymnastics models for use in
elementary, middle, and secondary school settings. (cognitive) (NASPE 1.3; CF: knowledge base)
understand developmentally appropriate ways of increasing movement vocabulary in children K-middle school.
(cognitive) (NASPE 1.3; CF: knowledge base)
develop an understanding of how to adapt gymnastics environments to meet the needs of students with obesity or
visual impairments (cognitive) (NASPE 3.5, 3.6, 6.1; CF: diversity)
develop a broad range of skills in a variety of movement categories and gymnastics forms for the purpose of
modeling (demonstration) in school physical education settings. (psycho-motor) (NASPE 2.1; CF: knowledge base)
develop an awareness and appreciation of safety, spotting, and school appropriate environments (affective) (NASPE
4.5, 4.6; CF: knowledge base)
develop an appreciation for different forms of gymnastics as enjoyable and meaningful experiences (affective)
exhibit professional behaviors that reflect a commitment and respect for the profession. (NASPE 6; CF: professional
commitment)
Evaluation of Student Performance:
Psycho-motor
- 55% Students will demonstrate skills in both traditional & non-traditional
environments. Instructors will designate individual & group skill and
sequences worth 55 possible points.
Exit competencies will be designated by the instructor
(Students must meet the skill exit competencies to pass/exit course)
Performance levels of some skills will be handicapped by the instructor when appropriate to
provide for individual differences
Cognitive
-40% Written Final Exam (Students must attain a 50% to pass/exit course)
Affective
- 5%
Full Value Contract - as described by the teacher
Dress Policy
Activity courses are an important part of professional preparation in physical education and students should dress in a manner
that reflects positively on their professional aspirations. Clothing should be modest; permit unrestricted and safe movement;
be appropriate to the demands of the particular activity; and appear neat, clean and free of stains/tears. Footwear should
match the characteristics of the surface/activity. For more detail, refer to the Advisement Manual.
Exit Competencies:
NATIONAL STANDARDS FOR
BEGINNING PHYSICAL EDUCATION TEACHERS
Content Knowledge
Standard One: Performances - “The teacher demonstrates basic motor skills and physical
activities with competence”
Performance Exit Competency
Students must demonstrate five (5) basic traditional gymnastics routines at the end of the course; three out of these five must
be authentically demonstrated at an “adequate classroom demonstration level” (Level 3) as determined by the instructor in
order to pass the course. The following skill battery correlates highly with final skill grade success and will be assessed at
the mid-point of the course:
Inverted Static Balance-------> Headstand
________
4 hanging
------------> positions
________
Inverted Agility --------------> 3 switcheroos
________
--------------> Hand walk
________
------------> Cartwheel
________
Rotational Agility -------------> For/Back roll
_______
Supporting Agility ------------> 3 straddle travels
to rear dismt.
Upright Static/Dynamic
Balance -------------> Mod. Balance
Beam Seq.
Climbing Agility ------------->4-ft. Rope Climb
________
________
________
Psycho-Motor - 55%
Group/Cooperative Skill Assessments
Kidnastics sequence (Non-traditional).......................10 __________
Rhythmic Gymnastics sequence ............................. P/F __________
Acro Gymnastics sequence ..................................... 5 __________
Individual Skill Assessments *
*(students must pass at least 3 of 5 at “an adequate classroom demo level” in order to pass course)
Modified Floor Exercise ........................................
10 __________
Modified Pommel Horse & Parallel Bars................ 10 __________
Modified Balance Beam ........................................
10 __________
Modified Vault ..................................................
10 __________
Cognitive - 40%
Homework …………………………………….
5 _________
Written Final Exam
35 _________
Exit Competency - Must pass 50% of final to pass course
YES / NO
Notebook - Sectioned-off and completed notebook (5-pt penalty)
YES / NO
Affective - 5%
Full value contract ............................................. ...........
TOTAL POINTS
Class Attendance Penalties
5 __________
100 __________
(minus) -
FINAL GRADE POINT TOTAL =
__________
__________
Spring 2011
Course Schedule and Activities
TENTATIVE BLOCK PLAN - PED 285
(Based on 28 - forty minute classes as of Spring 2011)
DAY
1
_______
Course Intro./overview/syllabus, 3 mat types, folding panel mat exercise,
Homework (Read up to pg. 14)
2
_______
Review of Day 1 concepts and notebook to Pg. 14; Safety, duty to warn/extra
credit poster assignment; intro to Graham’s rubric w/ self & peer assess some exit
competencies
3
_______
Two Mini-Lessons: 1) Basic positions/direct & indirect styles, pp. 18; 2) Safety
Rolls, pp 20 & 21
MODEL #1 - KIDNASTICS (a variation of Educational Gymnastics)
4
_______
1) Practice Exit Competencies, 2) Sample Educational Gymnastics lesson:
“Rocking & Rolling”, 3) Intro to Kidnastics Model, 4) Hand-in pg.18,
5.
_______
1) “Rolling Environmentally”,discuss Kidnastics model and environmental
manipulation, ie. single skills--> sequences--->partners; Debrief the decision
making process
6
_______
1) Warmup, swithcheroos, counterbalancing, water skiier, roll thru hoops,
human basketball, 2)“Jumping & Landing: The Basic Jumps”3) ) The Jump
Series, pg 31-32
7
_______
1) Jump Series with partner in unison 2) Cooperative Jigsaw - Roll, Jump, Roll
8
_______
1) Static balances on diverse environments, scales pg.33, 2), 3)Shaping the
forward roll and backward roll w/ inclines & foam balls, 4) performance
standards for forward roll & backward roll pg. 27
9
_______
1) Warmup - “Intro to Vaulting” Pg 41 &42 as warmup, 2) Head balance
environmentally intro pg 37-39, 3) Backward roll perf. standards pg 27--->“A
traditional gymnastics sequence”
10
_______
1) Warm-up-leap frog & practice exit skills, 2) Focus : “Upright Dynamic
Balance” vaulting prerequisites,
11
_______
1) Cartwheeling environmentally Pg 71 & 72
12
_______
1) Spotting cartwheels, 2) rubrics for assessment of the cartwheel
11 & 12_______
13
_______
14
_______
1) Hang & Climb environments/tasks, 2) Practice exit competencies
Kidnastics partner work (Non-traditional env.)
Kidnastics assessments (V-tape, self, peer, instructor)
Exit competency skill assessments
(Exit Competencies Completed)
MODEL #2 - ACRO GYMNASTICS
15
_______
Shape Cards -Pg 82---->Introduce Acro Gymnastics; Begin Acro practice
16
_______
Acro practice
17
_______
Finish Acro practice; Videotape group Acro sequences
MODEL #3 - RHYTHMIC GYMNASTICS
18
_______
Introduce Rhythmic Gymnastics; Begin Rhythmic practice
MODEL #4 - MODIFIED TRADITIONAL-STYLE GYMNASTICS (Artistic Gymnastics)
19&20 _______
Sport Education Model Intro.; form teams; handstand intro.
Exit competencies continued if needed
21&22 _______
Warmup w/ parts of FX routine; Handstand for. roll intro., Cartwheel --->
Round-off-->Bal Beam Round-off dismt.--->, Modified Bal. Beam, Vaulting
intro (front vault-->Round-off vault), History of Traditional-style gymnastics
23&24 _______
FX, Pommel Horse, practice, etc.
25&26 _______
Modified Traditional Gymnastics practice
27&28 _______
Modified Traditional Gymnastics Meet finish
Fall 2010
Final Written Exam -TBA -
Teacher Education Candidacy:
If during your enrollment at SUNY Cortland you are convicted of a crime and/or have any judicial or academic
integrity violations, you must notify your School’s associate dean at once. Failure to do so may result in your
dismissal from the teacher education program. Failure to provide truthful information may result in your dismissal
from the teacher education program and may result in academic dishonesty charges (Source: SUNY Cortland
Teacher Education application).
Academic Integrity Statement:
"Students in this course are expected to abide by the guidelines on academic dishonesty that are found in chapter
340 of the SUNY Cortland College Handbook (http://www.cortland.edu/president/handbook.pdf). As stated in
these guidelines, any instance of plagiarism, cheating on examinations or other forms of academic dishonesty will
be punished, most likely by the receipt of a failing grade for this course and possible dismissal from the College.
The primary means for enforcing the course's policy on academic dishonesty will be a Web-based plagiarism
detection service to which you will be required to submit all of the papers you write for this course."
Disability Statement:
SUNY Cortland is committed to upholding and maintaining all aspects of the federal Americans with Disabilities
Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973. If you are a student with a disability and
wish to request accommodations, please contact the Office of Student Disability Services located in B-1 Van
Hoesen Hall or call 753-2066 for an appointment. Because many accommodations require early planning,
requests for accommodations should be made as soon as possible.
School of Professional Studies Deans’ Office
John Cottone, Interim Dean
(607) 753-2829
Professional Studies Building
Room 1175
Eileen Gravani, Associate Dean
(607) 753-2702
Professional Studies Building
Room 1175
Notebook Format
At the end of this course you will be responsible for handing in a notebook . It will be graded PASS/FAIL. Failure to pass
will penalize your final grade 5 points. Be sure to follow the following checklist when preparing your notebook for hand-in.
All students are required to purchase a text and also compile A notebook. BOTH THE TEXT AND NOTEBOOK WILL BE
CHECKED AT THE FINAL EXAM
Place a Check
Below Upon
Completing
_________
This sheet is inserted as Page One of the notebook
_________
This notebook is in a 3-ring binder which has a clear front cover sleeve on the outside
_________
I have printed my name in ink on the front of the Kidnastics,Too! packet front cover
and...
_________
…inserted it in the clear, front cover sleeve of this three ring notebook
_________
This 3-ring binder is sectioned-off with five plastic tabs, each tab labeled to the 5
sections below:
_________
_________
_________
_________
Front Section (goes directly behind this checklist)
- Course syllabus
- The Pre-Course Skill Assessment titled “Charting My Improvement-Day
One”
- “My Daily Outlines” as per the instructor’s directions
Section 1 - Model #1 : Kidnastics
Your instructor will check for your text at the final exam. You must purchase the text as part of the
Cognitive requirement of this course
________
Section 2 - Model #2 : Rhythmic Gymnastics
- Rhythmic gymnastics: The 4 basic movements)
_________
Section 3 - Model #3 : Acro Gymnastics
- Acro progressions and assessments
_________
Section 4 - Model #4 : Modified Sport (Artistic) Gymnastics
_________
Section 5 – Lesson Plans
Spring 2011
SUNY Cortland Department of Physical Education
Teacher Candidate Professional Dispositions Assessment
Teacher candidate______________________________________
Course_________________________________
Teacher education candidates are expected to develop and demonstrate the character, teaching, and professional
dispositions identified in national, state, and institutional standards.
As a reliable judge of the named teacher candidate, provide a rating for the listed dispositions according to the
following scale:
Target: the teacher candidate consistently and exceptionally demonstrates the disposition and is open to
learning or receiving guidance to improve his/her performance.
Acceptable: The teacher candidate frequently and satisfactorily demonstrates the disposition and is open
to learning or receiving guidance to improve his/her performance.
Unacceptable: The teacher candidate rarely demonstrates the disposition and has no interest in learning
or receiving guidance to improve his/her performance.
Not Applicable: There was insufficient opportunity for evaluation of the disposition.
The candidate’s demonstration of the disposition is assumed to be “acceptable” unless marked otherwise.
Dispositions
Target
Unacceptable
Not
Applicable
Passion for the subject
Honesty and Integrity (ethical, honorable, trustworthy)
Caring (empathetic, supportive, advocate)
Work Ethic (organized, time efficient)
Responsible and Accountable (reliable, leader, unbiased)
Sees children as capable learners (encourages, supports)
Maintains high standards (challenges self and others)
Creates safe and nurturing classroom (considerate, aware)
Respects diversity (accepting, fair, unbiased, promotes equity)
Attitude toward learning (participates, enthusiastic)
Punctuality (on time, stays for entire class)
Commitment (dedicated)
Respectful (respects instructor and peers)
Receptive (responds to new ideas and feedback)
Appearance (clean, groomed, appropriate)
Comments:
If a disposition is unacceptable, explain the strategies already used to address the concern:
Instructor’s signature______________________________________________ Date______________________
Teacher candidate’s signature_______________________________________ Date_______________________
12/14/05
The signed form is to be placed in the teacher candidate’s file in the Physical Education Department Office.
Full Value Contract
A vital component in the development, maintenance, and enhancement of constructive, meaningful interaction of
individuals and groups in PED 285 Gymnastics Activities is the establishment of a working agreement between all
participants regarding the ground rules in class. Adherence to the ground rules in class is expected behavior for the preservice professional and is expressed in the Full Value Contract (FVC).
The Full Value Contract (FVC) is a contractual agreement between the students and teacher and is the beginning
foundation upon which a safe, productive, positive, and worthwhile learning experience is based.
I,
1
2
3
4
5
, agree to fully honor the following provisions of the FVC:
I will demonstrate respectfulness at all times.
I will give feedback in a constructive and respectful manner.
I will be alert and aware of the safety of myself and others at all times by following the instructor’s
directions and by not participating in “off-task” behaviors.
My behavior will reflect that of a professional educator (dress, language, attentiveness).
I will be punctual, prepared, and attend every class.
* You will be assessed at 5% of your final grade according to the following rubric descriptors:
Exemplary/Target:
Student always honors the five provisions of the FVC.
Acceptable:
Student usually honors the five provisions of the FVC.
Needs Improvement:
Student sometimes honors the five provisions of the FVC.
Unacceptable:
Student rarely honors the five provisions of the FVC and behaviors have been
inconsistent with the FVC.
NAME__________________________________DATE_______________DAY/HR______________
“CHARTING MY IMPROVEMENT- Day One”
PRE-COURSE SKILL ASSESSMENT OF EXIT COMPETENCIES
Adapted from “Generic Levels of Skill Proficiency” (Graham, el al, 1993)
1
PRECONTROL
-looks awkward
-each rep. looks different
-adds extraneous &
inefficient movements
2
CONTROL
-reps are more correct
-reps are similar; can
replicate
-skill correctness/quality
decreases when
sequenced or w/partner
ASSESSMENT TYPE
(Self, Peer, Instructor)
*Inverted Static Balance
Headstand
3
UTILIZATION
-replicates with
“correctness”
-needs concentration to
succeed
-shows control in
unpredictable situation
ASSESSMENT ASSESSMENT
#1
#2
4
PROFICIENCY
-skill is automatic
-looks effortless
-refinement shown
-quality remains in
unplanned situations
COMMENTS
4 hanging positions
*Inverted Agility
3 switcheroos
Cartwheel
Handstand Walk - 4feet
*Rotational Agility
Forward roll
Backward roll
*Supporting Agility
3 straddle travels to rear
dismt.
*Upright Static/Dynamic
Balance
Mod. Balance
Beam Seq.
*Climbing Agility
Rope climb 5 feet
NATIONAL STANDARDS FOR
BEGINNING PHYSICAL EDUCATION TEACHERS
Standard 2: Skill and Fitness Based Competence*
Physical education teacher candidates are physically educated individuals with the knowledge and skills
necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the
NASPEK-12 Standards
Outcomes- teacher candidates will:
2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and
movements patterns.