Gymnastics Activies - Session 11
WARM UP |
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As for last session – make 6 circles on the floor using markers. Children use a beanbag to play “golf” – throwing into one circle then standing in that circle to aim towards the next one – how many throws does it take to go round all the circles?
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Hands, feet, lines, beanbags |
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ACTION KIDS WARM - UP SONG
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“Stamp and tip-toe” As for last session but now develop it to use with music.
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Disc A Tracks 20 or 21 |
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“Clapping patterns” Deliver the activity and make simple patterns which are easy to repeat. Make up the rhythms to chanted nursery rhymes before putting them to music.
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Disc A Tracks 6, 8, 10, 11, 13, 16 or 18 |
Activities |
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Rolling (sausages and eggs) Remember and repeat this activity from the last session and practise moving in and out of markers to tambourine accompaniment then rolling like a sausage when the practitioner indicates. |
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Turn and roll The activity is detailed in session 10 and the emphasis is on beginning to join simple movements together. |
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Bouncing Work through as many of the activities detailed from (i) – (vii) as appropriate for the group. (The last activity (viii) can be developed into the next session). |
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Play the bouncing music and children can move about the space bouncing in any of the ways they have just experienced.
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Disc A
Track 29 |
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Parachutes – “Statues” Put the markers into a container. Children make mushroom’s and watch them float down. As their colour is called out children move under the parachute to the middle and let the chute settle over them – can they make a still, spiky shape with their body? (Children crawl out from under the chute and find a place to hold the edge again). Repeat until all children have had a go. |
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“Popcorn” Put a number of small balls on top of the chute and then shake vigorously to try and shake them all off the chute. Practice again with music and see how many are left on the chute at the end of the music.
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Disc A
Track 28
or 22 |
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The trampoline Place a loose-limbed soft toy on top of the chute and bounce it up and down on the trampoline. Can you keep the toy on the trampoline? |
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Golf Several light balls of different colours are placed on top of the chute and children try to direct them through the central hole. If there is one left, how many “goes” does it take to send it through the hole? Count out loud.
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Calm Down |
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Either put the parachute away and do the core calm-down or spread the adults around the chute and each time a “mushroom” is made, the names of several children are called. They run under the chute (under the archway) and tip toe quietly to the finish point and curl up and “go to sleep”. |
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ACTION KIDS CALM - DOWN SONG |
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WARM-UP ACTIVITY - “CLAPPING PATTERNS”
With the practitioner leading them the children clap hands:-
high / low - forwards / backwards
to one side / to the other side - on the floor
(These claps could all be done in different orders or two
contrasting ones could be selected and emphasise high / low
or heavy / light. Simple clapping patterns could be made to any
of these nursery rhymes with accompaniment.)
(ACCOMPANIMENT: DISC A - Tracks 6, 8, 10, 11, 13, 16 and 18)
MAIN ACTIVITY - "BOUNCING"
- Children can practise hopping on one leg then progress to hopping on the
other leg.
- With feet a little way apart children are asked to bounce up and down on the
spot like a ball. (Heads up and knees and ankles working hard.)
- Progress can then be made by asking the children to travel about the play space
bouncing on both feet at the same time.
(They should sometimes make their bounces HIGH and sometimes LOW.)
- Children could move about the play space and on a signal bounce on the spot
(a tambourine could be used as the stimulus for movement i.e. shaking the tambourine for
running and beating the tambourine for bouncing.)
- Progress can then be made to bouncing on two feet travelling forwards and sideways.
- Children can further progress to bouncing travelling backwards. (CAUTION: the bounces
should be very small to cover a very short distance and the child should look over its
shoulder to see where he is going).
- Children can practise bouncing with their feet astride. They can further progress by
bouncing sometimes with feet astride and sometimes with feet together. A much
more complex activity is bouncing alternately astride, together, astride, together.
- Children can progress by travelling in a bouncing way and then change to another
way of travelling, hold a balanced position, or roll or turn on the floor.
MAIN ACTIVITY PROGRESSION - "SPOT BOUNCING"
- Each child has a spot or a marker and they show all the different ways they can bounce
(e.g. over / on-off / around / astride and on).
- Children can add one or two more spots or markers in any pattern they like and make up
some little bouncing patterns e.g. they might sometimes jump / hop forwards - sometimes
backwards and sometimes sideways. More co-ordinated children could progress to
moving to accompaniment. (ACCOMPANIMENT: DISC A -Track 29)
CALM DOWN ACTIVITY
The practitioner makes a "gateway" with spots, markers or equipment and a short distance away makes another circle of markers. Children walk slowly anywhere about the play-space and when the practitioner touches or calls the name of a child s/he tip-toes quietly through the gateway and sits in the circle in silence. (The aim is to have all children sitting in a circle without anyone saying a word.)
BENEFITS OF ACTION KIDS ACTIVITIES
The activities contained in this action plan can, among other things, encourage children to:-
- use simple everyday words like "high/low, side, forward, backward" etc. to describe positions.
- recognise changes that happen to their bodies after sustained
- bouncing and energetic activity.
- select travelling, balancing or rolling activities independently.
- recognise and recreate simple movement patterns in bouncing.
- respond in a variety of ways to what they see.
- move with control and co-ordination and with an awareness of others
develop self-confidence and self-esteem
- dress and undress independently
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