K-6 PDHPE Lesson Plans
TITLE:
Gym Fun
STAGE:
2
TIME: 60 mins
No: 1
STRAND: Gymnastics
SUBJECT MATTER:
Non-locomotor skills (Bending, Twisting, Stretching, Turning, Static – balancing, Laterality - Moving
right and left body parts)
Locomotor skills (Running/walking, Travelling on different parts, large and small. Rolling)
Elements of movement (Spatial awareness – Position, Levels, Directions, Pathways, Shapes. Dynamics
- Soft/hard/force)
Relationships (With other people)
Active Lifestyle - Ways to be Active (Safe stretching & warmup techniques)
DESCRIPTION:
Students briefly review and discuss previously learnt gymnastics skills. In pairs, students explore a
range of locomotor and non-locomotor movements, leading to the composition of a movement
sequence that is varied through the manipulation of the Elements of Movement – Spatial awareness
and Dynamics. Compositions are peer appraised and stretching techniques are introduced.
OUTCOMES: (knowledge, skills & values)
INDICATORS:
GYS2.10: Demonstrates control in performing
sequences of introductory gymnastic movements.
ALS2.6: Discusses the relationship between
regular and varied physical activity and health.
- creates & performs movement sequences that
vary in shape, size, direction, level, speed & flow
- demonstrates variations of force & speed in
movement eg. Soft/hard, Slow/fast
- contributes to physical activity programs eg
working together & sharing ideas
MOS2.4: Displays a focus on quality of movement
in applying movement skills to a variety of
familiar and new situations.
- performs a sequence combining a range of
locomotor and non locomotor gym skills
V5: Willingly participates in regular physical
activity
- enjoys regular participation in worthwhile
physical activity
OTHER KLA LINKS:
RESOURCES: Board of Studies PDHPE K-6 Modules NSW; ACHPER Developing Daily, Foundation Body
Movements, Primary Yr 3 & 4, 4 yellow domes, 30 mixed coloured domes,15 gym mats
Sequence
Intro
Gym Fun
(5min)
Teaching/Learning Strategies
Resources
-Sit students in semi-circle.
Questioning:
What is one thing you learnt last year in Gymnastics?
Why is this important?
Can someone demonstrate this skill for me?
Set up
equipment
before the
lesson.
Highlight class rules and expectations.
Reinforce the word ‘respect’ for self, others & equipment.
Introduce the whistle for safety & attention:
KTP - Students freeze upon hearing the whistle and wait for further
instructions.
Gym or
concrete/p
aved area.
Warm-up
‘Dome Flip’
(10 mins)
Mark out a large square boundary with yellow domes.
KTP – students remain within boundary during warmup game
Randomly spread non yellow domes within boundary (15 domes face up, 15
domes face down).
Allocate students a number 1 or 2. No.1’s flip dome up, No. 2’s flip the
dome down.
Rules:
1/ No pushing, keep hands to themselves
2/ Do not move markers from their position, turn only
3/ Keep moving, flip he dome & move to a new marker.
KTP – Penalty = 10 points to other team.
Play round 1(approx 2-3 mins). Count winning teams domes.
Teams reconvene and discuss potential strategies.
Play round 2.Count domes. Repeat rounds.
Students collect non yellow domes.
4 yellow
domes
30 non
yellow
domes
Body
(35min)
Pair students. Distribute ‘combination sheets’ containing
movements/skills for pairs to practice and combine into a composition.
Movements/skills are listed in order of performance, however, pairs may
differ their combination by using the space differently (levels, directions,
etc.), adding a theme or not being in synchronisation (e.g. canon).
Students should perform all movements/skills (recap of prior skill
learning).
4 Markersboundary
30 Gym
Mats
(2/pair)
30
Combina’n
Pair
combination
(20 mins)
Review movements/skills on sheet. Demonstrate if required:
1. Individual balance
2. Run, hop
3. Animal walk #1
4. Individual balance
5. Side gallop
6. Log roll
7. Individual balance
8. Animal walk #2
9. Jump
10.Partner balance
Students reconvene to a central area. Allocate an audience and stage area.
Give audience two questions to consider when observing their peer
compositions:
 What did you like about that combination?
 What did they do that was different?
Combination
performance
(10 mins)
Pair composition presentations.
Teacher provides constructive and positive feedback regarding pair
performances and students peer responses to questions.
Balances
(5mins)
Introduce next lesson: ‘balances’ and how this will extend students’
previous knowledge and balance skills.
Students individually walk within the boundary using different directions.
On the whistle, perform and hold a balance (using any base of support) for
10 seconds.
Conclude
Equipment
return,
Stretching
&
Discussion
(10min)
Collect & store mats
Semi circle. Teacher guides stretching (lower body, torso, upper body.
Discuss muscles being stretched, length of stretches (20-30secs) and
breathing whilst stretching.
Students describe 3 things learnt this lesson.
sheets