PE_Guidelines_english0
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Development of lesson<br />
• floorwork<br />
Lesson 3<br />
Symmetry and asymmetry (1):<br />
developing sequences<br />
• Take weight on two body parts showing a<br />
symmetrical shape. Move a part of the<br />
body to change the balance and show<br />
asymmetry.<br />
• Travel along the floor and through the air<br />
showing asymmetrical shapes.<br />
• Explore ways of supporting the body<br />
weight showing asymmetrical shapes.<br />
• Develop a sequence, to include travelling<br />
movements and balances, showing<br />
asymmetrical shapes.<br />
Teaching points:<br />
encourage use of a wide variety of support<br />
points<br />
Lesson 4<br />
Symmetry and asymmetry (2):<br />
sequences and partner work<br />
• Create a movement sequence to include<br />
two jumps, a roll and two balances<br />
showing symmetrical shapes (curled/<br />
stretched/wide/narrow shapes and<br />
stillness in the balances).<br />
• Create a travelling sequence showing<br />
symmetrical and asymmetrical shapes.<br />
• Create a sequence to include jumping,<br />
rolling, taking weight on hands and<br />
balancing showing contrasting<br />
symmetrical and asymmetrical<br />
movements.<br />
• Partner work: create sequences showing<br />
symmmetrical and asymmetrical shapes.<br />
Partners can match, mirror or contrast<br />
movements or create over and under<br />
sequences.<br />
• apparatus work<br />
• Travel onto, along and off the apparatus<br />
using hands and feet, showing<br />
asymmetrical shapes.<br />
• Travel onto, balance on and come off the<br />
apparatus showing asymmetry.<br />
• Partner work: create a series of<br />
asymmetrical movements moving onto<br />
and along the apparatus but include a<br />
symmetrical balance. Partner matches the<br />
movements.<br />
Concluding activity<br />
• Run and jump, showing asymmetrical<br />
shapes when landing.<br />
• Repeat, lower the body to the floor and<br />
relax.<br />
• Run and jump showing alternate<br />
symmetrical and asymmetrical shapes<br />
when landing.<br />
• Lower the body to the floor and relax.<br />
Assessment<br />
Among the techniques which may be used are<br />
• teacher observation: ability to produce and perform individual and group sequences,<br />
application of safety practices when handling equipment, quality of extension, body<br />
tension and clarity of body shape<br />
• teacher-designed tasks: create two matching symmetrical actions as part of a sequence<br />
using apparatus<br />
• curriculum profile: use teacher observation to complete profile.<br />
Physical Education Teacher <strong>Guidelines</strong><br />
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