chad ballee ess 303 teaching gymnastics and rhythmic...

Chad Ballee ESS 303 Teaching Gymnastics and Rhythmic Activities

March 15, 2011 Gymnastic Movements

Grades K-3

Introductory Activities 1) Countdown (Pangrazi, Dynamic Physical Education for Elementary School Children,

2004, p. 22) a) Standing with arms stretched overhead, the students count down from 10 to 1

gradually moving lower into a crouch position as they get to 1. Once they finish counting, the teacher says “Blast off” and the students perform a locomotor movement around the gym until I say stop. You can do this many times with different locomotor skills.

2) Magic Number Challenges (Pangrazi, Dynamic Physical Education for Elementary School Children, 2004, p. 30) a) Students put together a series of movements based on the magic numbers

given. Hold up three cards with a number on each card. Students respond to the card by performing locomotor movements around the gym the specific number of times.

3) Popcorn (Pangrazi, Dynamic Physical Education for Elementary School Children, 2004, p. 41) a) Students pair up with one person on the floor in push-up position and the other

standing ready to move. On signal, the standing students move over and under the people on the floor. The person on the floor changes from a raised to a lowered push-up position each time the partner goes over or under them. On a teacher’s signal, reverse positions. \

4) New Leader Warm-Up (Pangrazi, Dynamic Physical Education for Elementary School Children, 2004, p. 71) a) Place students in small groups of about 3 or 4 students. Groups move single file

around the gym, following a leader in the group. On signal, the last person in line moves to the front of the line and becomes the leader. Leaders can use different locomotor skills and movements to vary the activity or challenge their followers.

5) One Move After (Bennett & Riemer, 1995, pp. 42-43) a) The teacher or a student repeats a locomotor movement or dance several times,

and then stops. The group begins performing this movement. The leader starts a second movement. When the leader begins a third movement, the group switches to the second movement. Your students are always doing the move after the teacher or head student has completed it.

6) Talking Drum (Bennett & Riemer, 1995, p. 44)

a) Students follow the talking drum, which is the teacher beating on a drum saying which locomotor skill or movement to do. Students should change their movements according to the speed and intensity of the beats. You can suggest movement changes in directions, levels, pathways, body parts, and so on.

7) Rhythms Circuit (Bennett & Riemer, 1995, p. 55) a) Instruct students to go to the activity area of their choice and start walking,

jogging, or performing dance steps. On my cue, students go to any station and do the rhythmic movement listed on the task card at the station. Do this in a 30 second to 1 minute rotations. Students switch to the next task card in a clockwise direction.

8) Crossing the River (Pangrazi, 1998, p. 35) a) Two lines about 40 feet apart designate a river. Each time the students cross the

river they must perform a different movement or locomotor skill. Stress the quality of the movement, not the speed or amount of times you cross the river.

9) Secret Movements (Pangrazi, 1998, p. 61) a) Many different movements and/or combinations of movements are written on

large flash cards. Without looking, the teacher or a student selects a card and directs the class to “show me” the secret movement. The students select a movement and perform it until they are signaled to stop. The card is then revealed to the class to see which students, by chance, guessed the secret movement.

10) Locomotor Movements with Equipment (Pangrazi, 1998, p. 72) a) Each student is given a jump rope and moves around the area using various

basic locomotor movements. On signal, they drop the rope, and jump, hop, or leap over as many ropes as possible.

Skills and Progressions

Rolls

1. Egg Roll (Malmberg, 2003, p. 30) a. Make yourself small b. Hold your knees tightly c. Rolling does not stop d. Rolling occurs on all body parts e. You don’t have to roll in a straight line

2. Seated Roll (Malmberg, 2003, p. 31)

a. Rock left and right b. Feel your weight shift from hand to hand c. Rotation is around the lengthwise axis d. Body goes from front support to side support to rear support e. Body stays rigid

3. Log Roll (Malmberg, 2003, p. 32)

a. Make yourself look like a long piece of spaghetti b. Body is stretched out c. Roll is easier with rigid body but still works with a loose body d. Lie on the back with arms stretched overhead e. Roll sideways staying stretched out

4. Forward Roll (Pangrazi, 2004, p. 23)

a. Stand facing forward, feet apart b. Place hands on the mat shoulder width apart

i. Elbows inside of thighs c. Tuck chin to the chest and make a rounded back d. Push-off with hand and feet provides the force of the roll e. Carry the weight on the hands

i. Elbows bearing weight of the thighs f. Force of the roll is transferred easily to rounded back

5. Side Roll (Pangrazi, 2004, p. 23)

a. Start on hands and knees b. Drop the shoulder c. Tuck the elbow and the knee under d. Roll over completely, returning to hands and knees position

6. Back Roller (Hughes, 2003, p. 27)

a. Crouch down with your knees together and hands clasped behind your neck

b. Slowly fall backward and rock back and forth

7. Back Curl (Hughes, 2003, p. 27) a. Same as the back roller b. Instead of falling backwards, attempt to whip your legs over to touch your

feet on the floor behind you 8. Backward Roll, Hands Clasped Position (Hughes, 2003, p. 27)

a. Hands clasped behind neck, elbows out b. From a crouched position, quickly fall backward c. Whip your legs over to touch your feet to the floor d. Take as much weight on the forearms as possible

Animal Movements

9. Walrus Walk (Hughes, 2003, p. 26)

a. Start in push-up position b. Move down the mat as if your legs were limp c. Walk only with your hands and dragging your feet behind you

10. Alligator Crawl (Pangrazi, 2004, p. 22)

a. Lie facedown on the floor with elbows bent b. Move along floor in alligator fashion

i. Keep hands close to body and feet pointed out c. Use lateral movements first (right arm and leg move together), then move

to cross lateral movements

11. Kangaroo Jump (Pangrazi, 2004, p. 22) a. Carry arms close to chest with palms facing forward b. Place a ball between your knees c. Move in different directions by taking small jumps without dropping the ball

12. Puppy Dog Run (Pangrazi, 2004, p. 22)

a. Place hands on floor, bending arms and legs slightly b. Walk and run like a happy puppy

i. Look straight ahead c. Keeping the head up in good position strengthens the neck

13. Bear Walk (Pangrazi, 2004, p. 41)

a. Bend forward and touch the ground with both hands b. Travel forward slowly by moving the hand and foot on the same side

together i. Right hand with right leg

14. Gorilla Walk (Pangrazi, 2004, p. 41)

a. Bend the knees and carry the trunk forward b. Let the arms hang at your side c. Touch the fingers to the ground while walking

15. Elephant Walk (Pangrazi, 2004, p. 41)

a. Bend well forward, clasping hands together to form a trunk b. End of the trunk swings close to the ground c. Walk in a slow, deliberate, dignified manner

i. Keep legs straight and swing trunk from side to side

Balancing Stunts

16. Stork Stand (Pangrazi, 2004, p. 42) a. Start in a standing position b. Shift all of the weight to one foot c. Place the other foot so that the sole is against the inside of the knee and

thigh on the standing leg

17. Air Plane Balance (Hughes, 2003, p. 25) a. Arms out b. Lean over with one leg back

i. Side, front, other side are also variations

18. No-Hands Sit-Stand (Hughes, 2003, p. 25) a. Stand with feet shoulder width apart and arms out front b. Sit down and then stand up without crossing legs, placing hands on the

floor or kneeling

19. Double Knee Balance (Pangrazi, 2004, p. 23) a. Kneel on both knees, feet pointed to rear b. Lift feet from ground and balance on the knees

20. Head Touch (Pangrazi, 2004, p. 23) a. Kneel on both knees b. Feet pointed backwards and arms outstretched backwards for balance c. Lean forward slowly and touch the forehead to the mat d. Raise back to starting position

21. Pogo Stick (Pangrazi, 2004, p. 76)

a. Pretend to be on a pogo stick b. Keep body stiff and jump on toes c. Hold hands in front like grasping stick

22. Corkscrew Stand (Hughes, 2003, p. 26)

a. Stand with feet shoulder width apart b. Pivot and rotate on the balls of your feet a half-turn, crossing your legs

and lowering yourself to the floor c. Now stand up the same way

Individual Stunts

23. Tightrope Walk

a. Select a line, board, or chalked line on the floor as the high wire b. Pretend to be on the high wire doing varying tasks c. Exaggerate loss of control and balance

24. Pumping Up the Balloon (Pangrazi, 2004, p. 42) a. One child, the pumper, is in the front of the other children, who are the

balloons b. Pumper pretends to use a bicycle pump to inflate the balloons c. The balloons get larger and larger until the pumper shouts “Bang” d. Balloons collapse to the floor

25. 180 to 360 (Hughes, 2003, p. 27)

a. Try to jump high while twisting your body halfway around b. Land back on your feet, facing the direction opposite of where you started c. Try it again, and see if you can get all the way around

26. Finger Touch (Hughes, 2003, p. 25)

a. Stand with feet shoulder width apart b. One hand behind you with your pointer finger pointed down

i. Reach around and grab your wrist

c. Try and squat down and touch the floor with your pointer finger

27. Thread the Needle (Hughes, 2003, p. 25) a. Standing, interlock your fingers in front of you b. Try to step through your clasped hands with one leg c. Next step through with the other leg while maintaining your balance d. Your arms should now be behind you

Partner Stunts

28. Leapfrog (Hughes, 2003, p. 28)

a. Partner A crouches on knees, head down, with arms over their head for protection

b. Partner B jumps over their partner c. Partner B then goes into the position of Partner A

29. Archway (Hughes, 2003, p. 28)

a. Partners lie down with their heads touching in a straight line b. Children perform a shoulder rest c. Attempt to get their feet to touch to form an archway

30. Double Stand: Face to Face (Hughes, 2003, p. 28)

a. Partners sit facing each other with knees bent and toes touching each other’s

b. Grab partner’s hands and pull backwards c. Pull backward to bring themselves to a standing position

Unit Plan Content Standards Worksheet Title: Gymnastic Movements

Author: Chad Ballee

Physical Education Standards

Physical Education Performance Indicators

▪Psychomotor Standard Standard K.1: Motor Skills and Movement Patterns: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities .

- K.1.1. Student will perform a roll with different variations in the shape and direction, performing the task correctly 2 out of 3 times.

- K.1.4. Student will demonstrate the ability to

perform a movement with a rhythm to a steady beat 3 out of every 5 beats.

▪Cognitive Standard: Standard K.2 Movement Concepts: Students demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities

- K.2.1. Student will be able to understand performance cues while performing rolls to their best potential on a quiz with 70% proficiency.

- K.2.3. Student will identify different ways to keep their balance during the different balancing stunts 2 out of 4 times

▪Affective Standard Standard K.5 Responsible Personal and Social Behavior: Students exhibit responsible personal and

- K.5.1. Student will stay in the area that they are given to perform rolls, stunts, and balancing activities without running around the room during the whole class period.

- Student will perform partner tasks with the partner assigned to them with no displeasure all the time.

social behavior that respects self and others in physical activity settings.

Math Standards

Math Performance Indicators

▪Geometry Standard K.4. Students identify common objects around them and describe their geometric features and position

- K.4.1. Student will be able to describe the shape that they are making correctly after performing the skill 2 out of 3 times

- K.4.2. Student will compare and group the skills by the shape their body makes on a worksheet with 80% proficiency

Dance Standards Dance Performance Indicators

Learning Dance Skills and the Creative Process: K.1 Students demonstrate knowledge and skills of dance elements

- K.1.2. Student will jump to the beat of a drum while performing the pogo stick at a slow tempo 80% of the time

- K.1.4. Student will hop and jump during Pumping Up the Balloons and coming down on every beat 3 out of 5 times

Assessment 1. Backward Roll Scoring Rubric (Alternative Assessment)

a. Level 1: Novice The child does not identify one performance cue that they must do in order to perform the skill correctly.

b. Level 2: Basic

The child identifies at least one performance cue and performs the skill with small proficiency.

c. Level 3: Proficient The child identifies at least two performance cues and performs the skill with very little problem.

d. Level 4: Distinguished The child identifies at least three of the performance objectives and performs the skill correctly with complete proficiency.

2. Forward Roll Peer Assessment (Johnson, 2004) a. Hand Placement + ok – b. Flat Hands + ok – c. Transfer Weight to Neck + ok – d. Legs Together during Roll + ok – e. Feet and Legs Together during Landing + ok –

3. Balancing Stunts Quiz (Educational Gymnastics/Balancing/Stunts )

a. What was your favorite balance stunt today and why? b. What was important during the partner balance stunts? c. To maintain a balance what were some techniques you used so you

wouldn't fall down?

4. Cognitive Knowledge for Balancing Stunts Scoring Rubric (Cognitive Knowledge About PE )

a. 1 Point: i. Student needs assistance from his/her teammates when answering

every question. b. 2 Points:

i. Student needs some assistance from his/her teammates when answering the questions.

c. 3 Points: i. Student needs no assistance from his/her teammates when

answering the questions.

5. Journal Entry about Partner Stunts (Pangrazzi, 2010) a. Write about which partner stunts you enjoy and why you believe they are a

good activity to do. b. How are you able to help your partner perform the stunt to the group’s

highest potential?

Written Assessment Test Section 1: Rolls

1. Where are your hands when performing a forward roll? a. On your Knees b. Outside your knees c. Inside your Knees

2. What is your starting position for a Side Roll? a. Standing Up b. Hands and Knees c. Laying Flat on the Ground

3. What is your starting position for a Log Roll? a. Hands and Knees b. Standing Up c. Laying Flat on the Ground

4. Which is NOT a performance cue for an Egg Roll? a. Make yourself small b. Body stays rigid c. Rolling does not stop

5. Which pair of rolls has the most similarities? a. Log Roll and Egg Roll b. Egg Roll and Forward Roll c. Back Roller and Back Curl

6. Which roll makes you look like a piece of spaghetti? a. Log Roll b. Tootsie Roll c. Egg Roll

Section 2: Individual Stunts

7. Which stunt is most likely to be performed in a circus? a. Tightrope Walk b. Pumping up the Balloons c. 180 o – 360o

8. Threading the Needle involves which body part moving the most? a. Eyes b. Legs c. Ears

9. Pumping up the Balloons involves which of the following? a. A whistle b. A gallop

c. A jump 10. When performing an 180o Jump, how far do you turn while jumping?

a. ½ of a circle b. 1 full circle c. ¼ of a circle

Section 3: Balancing Stunts

11. Of the following stunts, which makes your legs look like a number 4? a. Double Knee Balance b. No Hands Sit-Stand c. Stork Stand

12. Which of the following do you jump on a beat? a. Stork Stand b. One Finger Touch c. Pogo Stick

13. Which of the following stunts is referred to something that flies? a. Double Knee Balance b. Air Plane Balance c. Head Touch

14. Which stunt has you on only your two knees? a. Double Knee Balance b. Head Touch c. Pogo Stick

15. Of the following movements, which has you moving in a circular motion? a. No Hands Sit-Stand b. Corkscrew Stand c. Head Touch

Section 4: Short Answer

16. Describe the performance cues for the Elephant Walk.

17. Draw a picture of how you would start a Log Roll.

18. List 4 of the Animal Movements that we learned over this unit.

Written Assessment Test Answer Key 1. C 2. B 3. C 4. B 5. C 6. A 7. A 8. B 9. C 10. A 11. C 12. C 13. B 14. A 15. B 16. Bend well forward, clasping hands together to form a trunk. End of the trunk

swings close to the ground. Walk in a slow, deliberate, dignified manner. Keep legs straight and swing trunk from side to side.

17. Straight Line 18. Walrus Walk, Alligator Crawl, Elephant Walk, Kangaroo Jump, Puppy Dog Run,

Bear Walk, Gorilla Walk

Backward Roll Scoring Rubric (Alternative Assessment)

a. Level 1: Novice The child does not identify one performance cue that they must do in order to perform the skill correctly.

b. Level 2: Basic

The child identifies at least one performance cue and performs the skill with small proficiency.

c. Level 3: Proficient The child identifies at least two performance cues and performs the skill with very little problem.

d. Level 4: Distinguished The child identifies at least three of the performance objectives and performs the skill correctly with complete proficiency.

Balancing Stunts Quiz (Educational Gymnastics/Balancing/Stunts )

a. What was your favorite balance stunt today and why? ( 3 Points)

b. What was important during the partner balance stunts? (2 Points)

c. To maintain a balance what were some techniques you used so you wouldn't fall down? (2 Points)

Cognitive Knowledge for Balancing Stunts Scoring Rubric (Cognitive Knowledge About Physical Education)

After asking a student a question during the lesson about a balancing stunt, if the student can remember the information accordingly, they receive so many points according to their interaction within the class:

a. 1 Point:

Student needs assistance from his/her teammates when answering every question.

b. 2 Points:

Student needs some assistance from his/her teammates when answering the questions.

c. 3 Points: Student needs no assistance from his/her teammates when answering the questions.

Forward Roll Peer Assessment (Johnson, 2004)

Performance Cue Proficient Average Below Proficiency Hand Placement Flat Hands Transfer Weight to Neck Legs Together during Roll

Feet and Legs Together during Landing

Journal Entry about Partner Stunts (Pangrazzi, 2010)

Write about which partner stunts you enjoy and why you believe they are a good activity to do.

How are you able to help your partner perform the stunt to the group’s highest potential?

ESS 303 Teaching Gymnastics and Rhythmic Activities

UNIT BLOCK PLAN Day 1 Day 2 Day 3 Day 4 Day 5

Intro Activity: Countdown: Standing with arms stretched overhead, the students count down from 10 to 1 gradually moving lower into a crouch position as they get to 1. Once they finish counting, the teacher says “Blast off” and the students perform a locomotor movement around the gym until I say stop. You can do this many times with different locomotor skills

Intro Activity: Popcorn: Students pair up with one person on the floor in push-up position and the other standing ready to move. On signal, the standing students move over and under the people on the floor. The person on the floor changes from a raised to a lowered push-up position each time the partner goes over or under them. On a teacher’s signal, reverse positions

Intro Activity: Magic Number Challenges: Students put together a series of movements based on the magic numbers given. Hold up three cards with a number on each card. Students respond to the card by performing locomotor movements around the gym the specific number of times.

Intro Activity: One Move After: The teacher or a student repeats a locomotor movement or dance several times, and then stops. The group begins performing this movement. The leader starts a second movement. When the leader begins a third movement, the group switches to the second movement. Your students are always doing the move after the teacher or head student has completed it

Intro Activity: New Leader Warm-Up: Place students in small groups of about 3 or 4 students. Groups move single file around the gym, following a leader in the group. On signal, the last person in line moves to the front of the line and becomes the leader. Leaders can use different locomotor skills and movements to vary the activity or challenge their followers.

Movement Sequences: Rolls: Egg Roll Seated Roll Log Roll

Movement Sequences: Rolls: Forward Roll Side Roll Back Roller

Movement Sequences: Rolls: Back Roller Back Curl Backward Roll

Movement Sequences: Review Day: Rolls

Movement Sequences: Animal Movements: Walrus Walk Alligator Crawl Kangaroo Jump

Assessment Journal Entry

Assessment Forward Roll Peer Assessment

Assessment Backward Roll Scoring Rubric

Assessment Cognitive Knowledge


Culminating Activity: Rolls on Mats

Culminating Activity: Consecutive Forward Roll Competition

Culminating Activity: Backward Roll Contest

Culminating Activity: Free Session on Performing Rolls

Culminating Activity: Teacher’s Zoo: Teacher says an animal, students perform the movement

Day 6 Day 7 Day 8 Day 9 Day 10 Intro Activity: Talking Drum: Students follow the talking drum, which is the teacher beating on a drum saying which locomotor skill or movement to do. Students should change their

Intro Activity: Rhythms Circuit: Instruct students to go to the activity area of their choice and start walking, jogging, or performing dance steps. On my cue, students go to any station and do the

Intro Activity: Crossing the River: Two lines about 40 feet apart designate a river. Each time the students cross the river they must perform a different movement or locomotor skill. Stress the quality of

Intro Activity: Secret Movements: Many different movements and/or combinations of movements are written on large flash cards. Without looking, the teacher or a student selects a card and directs

Intro Activity: Locomotor Movements with Equipment: Each student is given a jump rope and moves around the area using various basic locomotor movements. On

movements according to the speed and intensity of the beats. You can suggest movement changes in directions, levels, pathways, body parts, and so on

rhythmic movement listed on the task card at the station. Do this in a 30 second to 1 minute rotations. Students switch to the next task card in a clockwise direction

the movement, not the speed or amount of times you cross the river

the class to “show me” the secret movement. The students select a movement and perform it until they are signaled to stop. The card is then revealed to the class to see which students, by chance, guessed the secret movement

signal, they drop the rope, and jump, hop, or leap over as many ropes as possible

Movement Sequences: Animal Movements: Bear Walk Gorilla Walk Puppy Dog Run

Movement Sequences: Animal Movements: Walrus Walk Elephant Walk Alligator Crawl

Movement Sequences: Review Day: Animal Movements

Movement Sequences: Balancing Stunts: Stork Stand Air Plane Balance No-Hands Sit-Stand

Movement Sequences: Balancing Stunts: Pogo Stick Double Knee Balance Head Touch


Assessment Quiz







Culminating Activity: Educational Gymnastics: Performing the Stunts then describing ways to balance

Culminating Activity: Balancing Stations: Stations that have the students perform the stunt for a amount of time

Day 11 Day 12 Day 13 Day 14 Day 15 Intro Activity: Popcorn: Students pair up with one person on the floor in push-up position and the other standing ready to move. On signal, the standing students move over and under the people on the floor. The person on the floor changes from a raised to a lowered push-up position each time the partner goes over or under them. On a teacher’s signal, reverse positions

Intro Activity: One Move After: The teacher or a student repeats a locomotor movement or dance several times, and then stops. The group begins performing this movement. The leader starts a second movement. When the leader begins a third movement, the group switches to the second movement. Your students are always doing the move after the teacher or head student has completed it

Intro Activity: Talking Drum: Students follow the talking drum, which is the teacher beating on a drum saying which locomotor skill or movement to do. Students should change their movements according to the speed and intensity of the beats. You can suggest movement changes in directions, levels, pathways, body parts, and so on

Intro Activity: Crossing the River: Two lines about 40 feet apart designate a river. Each time the students cross the river they must perform a different movement or locomotor skill. Stress the quality of the movement, not the speed or amount of times you cross the river

Intro Activity: Magic Number Challenges: Students put together a series of movements based on the magic numbers given. Hold up three cards with a number on each card. Students respond to the card by performing locomotor movements around the gym the specific number of times.

Movement Sequences:

Movement Sequences:

Movement Sequences:

Movement Sequences:

Movement Sequences:

Balancing Stunts: Corkscrew Stand Review Balancing Stunts

Partner Stunts: Leapfrog Archway Double Stand

Individual Stunts: Tightrope Walk Pump Up the Balloon 180 to 360

Individual Stunts: Finger Touch Thread the Needle Review Individual and Partner Stunts

Final Review of All Movements: Individual Stunts Partner Stunts Balancing Stunts Animal Movements Rolls

Assessment Quiz over Balancing Stunts




Assessment Written Exam

Culminating Activity: Balancing Stations: Stations that have the students perform the stunt for a amount of time

Culminating Activity: Leapfrog Relay Races

Culminating Activity: Phys. Ed. Circus: Each student performs the Tightrope, Pump up the Balloon, and 180 as a show

Culminating Activity: Routine: Students must make a routine of Individual Stunts and perform for the class.

Culminating Activity: Free Day for Gymnastic Activities

H:\Gymn & Rhythms\Unit Block Plan Worksheet.doc

Unit Plan Assessment Checklists

Unit Title Gymnastic Movements Author Chad Ballee

“Type of Assessment Checklist”

Performance Indicator

Observation Checklist

Scoring Guide

Rubric Written Test/Worksheet

Presentation

▪ Student will perform a roll with different variations in the shape and direction, performing the task correctly.

Teacher Checklist

Backward Roll

▪ Student will demonstrate the ability to perform a movement with a rhythm to a steady beat

Cognitive Knowledge

▪ Student will identify different ways to keep their balance during the different balancing stunts

Cognitive Knowledge

Balance Quiz

“Bloom’s Taxonomy Checklist”

Assessment Activity

Knowledge Comprehension Application Analysis Synthesis Evaluation

▪ Journal Entry about Partner Stunts

Writing Reflections

Giving Examples

▪Balancing Quiz Recall information

Importance of Cues

▪Forward Roll Peer Assessment

Performing Knowing how to Assess

Assessing Partner

“Gardener’s Multiple Intelligences Checklist”

Class Activity Verbal/

Linguistic Inter- Personal

Bodily/ Kinesthetic

Musical/ Rhythmic

Visual/ Spatial

Logical/ Mathematical

Intra- Personal

Naturalistic

▪ Rolls on Mats x x x x x ▪ Phys Ed Circus x x x x x x ▪ Routine x x x x x x x

H:\Gymn & Rhythms\Unit Plan Assessment Checklists Worksheet.doc

Works Cited

Alternative Assessment. (n.d.). Retrieved 19 2011, April, from PE Central: http://pecentral.com/lessonideas/ViewLesson.asp?ID=4571 Bennett, J. P., & Riemer, P. C. (1995). Rhythmic Activities and Dance. Champaign: Human Kinetics. Cognitive Knowledge About PE . (n.d.). Retrieved April 20, 2011, from PE Central: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4574 Educational Gymnastics/Balancing/Stunts . (n.d.). Retrieved April 20, 2011, from PE Central: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6263 Hughes, J. (2003). No Standing Around in My Gym. Champaign, IL: Human Kinetics. Johnson, R. (2004). Peer Evaluation. JOPERD , 304-311. Malmberg, E. (2003). KiDnastics. Champaign, IL: Human Kinetics. Pangrazi, R. P. (1998). Dynamic Physical Education for Elementary School Children (12th ed.). Needham Heights: Allyn and Bacon. Pangrazi, R. P. (2004). Dynamic Physical Education for Elementary School Children (14th ed.). San Francisco: Pearson Education, Inc. Pangrazzi, R. P. (2010). Dynamic Physical Education for Elementary Student Children. San Francisco: Pearson Education, INC.

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