Es1 Get Into Gym
Es1 Get Into Gym
Es1 Get Into Gym
Early Stage 1
Lesson planner
Week
Equipment needed
1 and 2
Focus/
Syllabus content
Balance
Balance
Non- locomotor - static balance on large body parts; bending; twisting; curling; stretching
Locomotor running; skipping; hopping
Elements of movement - spatial awareness: position, focus
3 and 4
5 and 6
Markers
Class set of braids
Travelling
7 and 8
Jumping and
landing
Rocking and
rolling
9 and 10
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
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Outcomes
Learning experience
Week 1 and 2
Getting started
Stuck in the mud. Select two students to be the taggers. Students move randomly in the
defined space. If tagged, students are stuck until another player crawls under their legs to
release them.
MOES1.4 Demonstrates a
general awareness of how basic
movement skills apply in play and
other introductory movement
experiences.
In pairs, students create and demonstrate their own balance. Their partner then has to copy
it. Give the students opportunity to explore various balances on mats as well as the floor. Ask
students such as:
- How many body parts were you balancing on?
- Why might some positions be easier than others?
Allocate a beanbag to one student in each pair. One student places the beanbag on their
head and walks towards their partner. The stationary partner holds up a number of fingers.
The other person calls out how many fingers are being shown. Swap roles several times.
Students stand with one foot directly in front of the other (heel touching toes). Students walk a
short distance maintaining flat feet.
Change walking actions. Students walk on the balls of their feet, on their heels then flat
footed. Ask students questions like:
- Which way of walking was easier? Why?
- What were some things that helped you keep your balance. Why was this the case?
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
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Outcomes
Learning experience
Finishing off
Whats the time Mr/Mrs Wolf. One student is selected to be the wolf. The wolf stands with
their back to the rest of the group. The group calls out Whats the time Mr/Mrs Wolf? The
wolf responds with a time and the students have to move forward that number of
steps/hops/skips towards the wolf. When the wolf turns around, the children have to freeze
practising their balancing skills. When the wolf calls lunch time, he or she chases the rest of
the group trying to tag another student. The tagged student becomes the wolf.
Shadow chase. In pairs, students have to try and stand on their partners shadow as many
times as they can, whilst their partner tries to do the same.
GYES1.10 Performs basic
movement patterns to show
actions of the whole body.
MOES1.4 Demonstrates a
general awareness of how basic
movement skills apply in play and
other introductory movement
experiences.
Week 3 and 4
Getting started Huff and puff
Shapes. Students move randomly in the designated space to music. When jump is called,
students jump in the air making different movements with their body e.g. clapping in the air,
star jumps, leap etc. The game can be varied by asking students to move using specific
locomotor movements such as skipping, side galloping, running etc.
Revise previous lesson about balancing.
Ask students questions like:
- Why is important to learn to balance?
- When do we need to balance? (examples include when playing games, when on a
balance beam, using playground equipment)
Skill development - Developing the static balance
Introduce and demonstrate the skill components of the static balance. Use the Get Skilled
Get Active static balance video to demonstrate to students what a static balance looks like.
Explain the specific elements of a static balance (you are not expecting them to remember
them).
Skill components:
1. Support leg still, foot flat on the ground.
2. Non-support leg bent, not touching the
support leg.
3. Head stable, eyes focused forward.
4. Trunk stable and upright.
5. No excessive arm movements.
(Introductory components marked in bold)
Students perform a static balance, swapping legs so they experience balancing on both legs.
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
http://www.curriculumsupport.nsw.edu.au/
Outcomes
Learning experience
Once students have practised the static balance, shrink the base of support so that they are
balancing on the ball of their foot or heel.
Ask students questions such as:
- Was it harder to balance on the ball of your foot?
- Why do you think it was harder?
Ask students to move vigorously around the designated area demonstrating a nominated
locomotor movement e.g. run, skip, hop until the teacher signals them to freeze (see teachers
note). On this signal, students are to perform a static balance. On the next signal, students
can move again. Encourage the children to swap legs to hop and balance on.
Following this activity, ask students questions such as:
- Do you have a specific leg you prefer to balance and hop on?
- Why do you think this is the case?
Students demonstrate different shapes that they can make with their bodies e.g. circle, star,
square, triangle. Ask students questions such as:
- Can you make the same shape in a different way balancing on different body parts? How?
- Can you show me how to change from one shape to another?
- Would it be easier or harder to perform these shapes with a partner? Why?
Finishing off
Statues. Students move around the designated area using locomotor movements such as
skip, hop and run. On the signal, students move quickly to a mat. Call a number of body parts
to balance on. Students hold the balance for three to five seconds.
GYES1.10 Performs basic
movement patterns to show
actions of the whole body.
Week 5 and 6
Getting started Huff and puff activities
Tail tag. Students tuck a braid tail into a pocket or into the side of their uniform. Students
chase each other around the designated area trying to collect as many tails as possible. If a
student has their tail stolen, they keep playing to try and steal another persons tail.
Skill development - Developing patterns of movement - travelling
Students stand in two lines at one end of the designated playing area. Students will explore
patterns of movement and the skills of travel by moving in different ways across the
designated area using the following:
- walking forwards
- walking backwards (ensure students dont run)
- long wide walks like a giant
- walking in a zig zag pattern on tip toes
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
http://www.curriculumsupport.nsw.edu.au/
Outcomes
MOES1.4 Demonstrates a
general awareness of how basic
movement skills apply in play and
other introductory movement
experiences.
Learning experience
-
two feet jumping (small jumps with feet together and arms by side)
two feet springing like a kangaroo
one leg hopping, changing legs regularly.
Students stand in a circle. It may help to use an area that is already marked out.
In the circle, students move in the same direction. Call out a change of direction and different
speeds of moving e.g. walking, jogging, running, sprinting. Repeat the activity using other
locomotor movements such as skip, hop, jump, and walk. Allow students to create their own
ways of travelling around the circle.
Travelling on different body parts. Students stand in two horizontal lines at one end of the
designated playing area. Students make their way from one end of the designated area to the
other using the following movements:
- crawling
- running
- skipping
- galloping
- jumping.
Ask students questions such as:
- Which was the easiest way to move?
- Which was the hardest way to move?
- Why do you think this?
- How did these activities make your body feel?
Finishing off
Follow the leader tag. One student is designated the leader and given a braid to wear. The
leader chooses a method of moving such as running, hopping, skipping, galloping etc. This
movement is adopted by the free players. When a free player is tagged, a new method of
travelling is introduced.
GYES1.10 Performs basic
movement patterns to show
actions of the whole body.
demonstrates
Week 7 and 8
Getting started Huff and Puff activities
Fishing. In a large space, six students are selected to form a circle (the net) by holding hands.
The rest of the students (the fish) move randomly about the playing space. The net moves
around and tries to tag or snare the fish. If a fish is tagged or snared, this player joins the net,
thus making the net larger. This game is a version of chain tag.
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
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Outcomes
can participate.
participates in different
games and activities
MOES1.4 Demonstrates a
general awareness of how basic
movement skills apply in play and
other introductory movement
experiences.
Learning experience
Question students on what happens for each technique and why. Questions might include:
- Which jump was the easiest to perform?
- How do your arms help you jump?
- Why do you have to bend your knees?
Students perform the following different jumps.
- using two feet jump towards the teacher
- jumping backwards
- jumping to the left and to the right
- small jumps with hands by your side
- big jumps over the puddle (hoop, marker, skipping rope) in front of you using your arms
Explain to students they have been practicing jumps by taking off from two feet and landing
on two feet. Students practise other basic jumps including:
Take off Land on
- two feet one foot
- one foot two feet
- one foot same foot
- one foot other foot
Question students about the jumping action of a frog. Ask about the other body parts involved
in this type of a jump. Divide the class into two horizontal lines and position them at one end
of the designated playing area. Students experiment with the jumping action of a frog moving
towards the other end of the playing area one row at a time.
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
http://www.curriculumsupport.nsw.edu.au/
Outcomes
Learning experience
Skill development - Developing correct jumping and landing techniques for the vertical
jump
Demonstrate a vertical jump to the students and outline the following key components.
1. Eyes focused forward or
upward throughout the jump
2. Crouch with knees bent and
arms behind the body
3. Forceful forward and upward
swing of the arms
4. Legs straighten in the air
5. Lands on balls of the feet and
bends knees to absorb landing
6. Controlled landing with no more than one step in any direction (in motor bike
position).
Teaching cues to use when students are learning to jump include:
- look up
- focus your eyes on where you want to go
- get ready to explode up high,; get ready for take off
- swing your arms back and up
- straighten your legs in the air
- bend your knees when landing
- balance yourself when landing
- land with your feet a shoulder width apart
Assessment strategy
The teacher:
Land on a motorbike. Introduce, demonstrate and explain the motor bike landing to students.
Ask students to explore the actions of a motorbike landing. Use the following cues:
- pretend you are sitting on a motorbike
- arms should be out straight as if holding onto the handle bars
- legs should be bent, back straight
Ask students why it is important to bend your knees when you land from a jump. (So that
shock can be absorbed safely and you dont hurt yourself)
Initially have students jump and land on the floor, from the floor. Instruct students to land with
their feet close together and then try with their feet shoulder width apart.
Ask student:
- Which landing was easier?
- Why is it harder to land and balance if your feet are too close together?
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
http://www.curriculumsupport.nsw.edu.au/
Outcomes
Learning experience
-
In their own space, ask students to perform five vertical jumps from the floor,
landing in a motorbike position. Ask students to count how many times they
land without having to take any steps.
Reinforce that landings should be held for a count of five.
Remind students that the motorbike landing should be used for all landing
actions. Review all cues to reinforce with students as a wrap up to the
lesson.
Finishing off
Hot coals. Students move around in a designated area using a nominated locomotor
movement. When they hear the call of hot coals, students have to move around the area
springing as if the floor is very hot. On the call of normal, students move around the area
using the nominated locomotor movement. Change the locomotor movements often e.g. skip,
hop, side gallop, walk, run. As a variation to the game, call out animal names.
Week 9 and 10
GYES1.10 Performs basic
movement patterns to show
actions of the whole body.
identifies and
demonstrates ways in
which their body can
travel and form shapes
shows a number of
different ways to move
to express an idea
ALES1.6 Develops a repertoire of
physical activities in which they
can participate.
Students spread out along three lines on mats so they are standing facing the teacher.
Ensure there is adequate room between students. On the teachers call, students
demonstrate the following movements.
- loose neck and arms
- loose legs
- loose body
- tight upright body
- loose body while laying on the floor
- tight body while laying on the floor.
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
http://www.curriculumsupport.nsw.edu.au/
Outcomes
at a low level
Learning experience
Reinforce to students that a tight controlled body is essential to perform rolls safely.
While lying on the floor, ask students to make the shape of a log (or pencil) with their body.
Select any students who perform the correct body position for the log roll to demonstrate to
the rest of the class.
Use the following key teaching cues:
- lie on your back on the floor
- arms stretched tight above your head, next to your ears
- legs together ankles touching.
Ask all students to demonstrate this correct body position. Explain to students that if they
keep their body straight and tight they will be able to roll along the mat.
Students perform a log roll to their left so that they all roll in the
same direction. Have students try and roll back to their right
where they started. Reinforce to students they need to roll their
entire body at the same time.
Variation: A wedged mat can be used to help students
perform rolls. A wedged mat is another mat rolled or folded
under the end of a mat can make a wedged mat. If students are having difficulty rolling.
Extension: Have those students who have mastered the body position and roll technique
perform multiple log rolls along two connecting mats.
Once students have had adequate practice of the log roll, inform them they are going on to
practise another rolling technique called the egg roll.
On the mats, students make an egg shape with their bodies. Choose a student who is
performing the closest body position for an egg roll to demonstrate to the
rest of the class.
Use the following teaching points while the student demonstrates.
- tuck chin into chest (emphasise this point so students are aware it is
important to look after their neck)
- pull arms and legs into body
- grasp your legs near your knees
- roll side ways, like an egg.
Students take turns performing egg rolls in the nominated direction on the mats.
Variation: A wedged mat can be used to help students perform rolls.
Extension: Have those students who have mastered the body position and roll technique
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
http://www.curriculumsupport.nsw.edu.au/
Outcomes
Learning experience
an egg roll.
State of New South Wales through the NSW Department of Education and Communities, 2012. All rights reserved.
http://www.curriculumsupport.nsw.edu.au/