UNIVERSITY OF ZIMBABWE

DEPARTMENT OF TEACHER EDUCATION

NYADIRE TEACHERS COLLEGE
DIPLOMA IN EDUCATION (PRIMARY)
PHYSICAL EDUCATION AND SPORT (PSB)

EDUCATIONAL GYMNASTICS

- Gymnastics are concerned with the movement of the body and movement of the
body parts.
- Educational gymnastics are the forms of gymnastics taught in schools.
- Learners should be challenged to solve movement problems and they need to be
creative when solving the problems.
- Educational gymnastic activities rely on the divergent learning.

Principles of Movement

- All movement has common principles (factors).

- The four principles of movement are blended in action.
- Every movement takes a quantity of time, energy (weight), space and the
movement flows from the start to the end.

The three considerations in gymnastics

- The body i.e. what the body is doing.

- Movement i.e. how the body is being moved.
- Space i.e. where the movement is going.

(a) The body

- The parts of the body which support the weight.

- The parts of the body which are not supporting the weight which can move in
space.

(b) Movement

- It is concerned with how the body is moved with the dynamic aspect of action
which gives quality to movement.
- These include rhythm, timing, speed, tension changes and the fluctuations in the
flow of movement.
- The four principles of movement are Time, Weight, Space and Flow.

(1) The Time factor

- It is concerned with the speed of motion and the time taken to perform an action.
- An activity can be done quickly or slowly.

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 - The speed can fluctuate.

(2) The Weight factor

- It relates to the energy output and its effect when moving.

- We have the ability to feel light and move with lightness.
- We have the ability to feel strong and move with strength.
- The body can produce various degrees of muscular tension for the execution
movement.
- Strong movement demands considerable muscular tension and firmness of mind
and body whereas light movement needs less tension.

(3) The Space factor

- The body occupies space and it is surrounded by space i.e. personal space.
- A person uses personal space to perform various physical activities.
- Movement can take place in the personal space in all direction near or far from
the body, towards or away from the body.
- Movement in all directions take place in the general space which should be
clearly defined (marked).
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- The general space should not be too small to restrict children’s movement or too
big for the teacher to control the class.

Educational gymnastic themes

1. Locomotion

Movement is a child’s first mode of expression and the first means of investigating the
environment. Locomotion is the movement of the body or parts of the body from one
place to the other.

The three factors of movement

- The bodily aspect of action which means the movement of the body itself i.e
bending, stretching, twisting etc.
- The dynamic aspect of action which gives quality of action to movement which is
connected with rhythm and control of flow of movement.
- The spatial aspect of action which determines the directions, levels and extensions
of movement.

(i) Travelling on different body parts

(a) Travelling on feet only using the five basic jumps

- One foot to the same foot
- One foot to the other foot

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 - One foot to two feet
- Two feet to two feet
- Two feet to one foot

(b) Travelling using hands and feet

- Two hands to two feet
- Two hands to one foot
- One hand to one foot
- One hand to two feet and other variations e.g. crab walking

(c) Travelling on other parts

- Bouncing on the same place
- Sliding
- Moving from one part to the other as in rocking and rocking

(ii) Travelling with change of direction

- Keeping the body high in air (high level)
- Keeping the body close to the ground (low level)
- Alternating the two above
- Swerving
- Sideways, forward, backwards

(iii) Travelling with change of speed

- Slow movement
- Quick movement
- Alternating the two above
- Accelerating and decelerating

(iv) Ways of stopping

- Sudden stop
- Gradual decelerating to stop

(v) Movement while using apparatus

- Skipping ropes
- Horizontal bars
- Low boxes
- Gym mats
- Benches

2. Weight Bearing

- Weight bearing is the experience of holding the body weight in stillness using a
variety of different parts as basis.
- The body has broad surface areas, which can support weight, such as the hips and
shoulders.
- Parts of the limp such as forearm or shin can also bear weight.

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 - Small parts such as the hands, the head, the elbows and knees can also be used.
- Learners should create different ways of balancing on different body parts.
- The teacher should give learners the opportunity to explore different ways of
balancing.

Base Examples
Large body surface Back, hips, shoulders and tummy

Stable base Head, two hands and one foot, two hands
and shin and one hand and two feet

Unstable base One foot and two hands

The children should create different ways of bearing their body weight. The teacher
should give the children the opportunity to explore different ways of bearing their weight.
- Children can take high balances and low balances.
- Children can take body weight on various dissimilar body parts such as feet,
hands and knees.
- Children can take body weight on two parts, each of the same side.
- Children can take body weight on various body parts while they are far apart and
close together.
- Children can take body weight on one, two, three and four body parts.

- Children can balance on two feet and vigorously move hands in air in different
direction.
- Children can move and stop and balance on different body parts.
- Children can bear the body weight in pairs and in groups.

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 - Children can balance on apparatus such as gym mats, parallel bars, horizontal bars
etc.

Taking weight on hands

- Start from a standing position.
- Bend knees and place hands on the floor shoulder width apart.
- Lift the legs up.
- Try to keep the body straight.
- At first the handstand should be done while being assisted.

Taking weight on the head

- Start from a crouch position and place the hands on the gym mat.
- Place the head on the mat to form a triangular base.
- Lift the legs up and toes should point upwards.
- The legs should be straight.

Taking weight on shoulders

- Lie on the back on a mat.
- Grip the waist using both hands and lift the legs up to balance on shoulders.

N.B Children should be asked to hold balances for a few seconds.

3. Weight Transference

Transfer of body weight is an important aspect of body management in which the purpose
is to transfer the body weight on to or over various surfaces of the body. Focus is on the
method of transference which may be stepping, jumping, sliding, rolling or rocking.

Weight can be transferred by body actions.

- Stepping e.g. from one foot to the other.
- Jumping e.g. using the five basic jumps
- Twisting e.g. take weight on feet, twist to place hands on floor.
- Rocking e.g. feet and shoulder-down back surface of the body, down on the side
of the body.
- Rolling e.g. backward, sideways and forward.
- Tipping e.g. falling from feet to shoulder
- Cartwheel

Transference of body weight by rocking

- Sitting-round back, grip knees and fall back into shoulders.
- Rocking action from seat to shoulders.
- On return from shoulders, speed up action, lean forward and take weight on to
feet.
- When weight is on feet, stretch hands forward, and stand up.

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Forward roll
- Start from a standing position and bend knees and place hands shoulder width
apart on a mat.
- Tuck the head between legs and fall onto the shoulders.
- Change the speed of motion.
- The head should never contact the floor when rolling.

Rolling backwards
- Take weight on the shoulders and roll backwards.
- Use hands to push off from the mat to protect the neck.

Cartwheel
- Start from a standing position.
- Stretch arms upwards.
- Bend knees to place hands on the floor and lift legs up.
- Move like a cartwheel.

Side roll
- Lie straight on a mat.
- Stretch arms forward.
- Roll sideways when the body is straight,

Circle roll
- Start from a straddle sit.
- Hold the knees using hands.
- Fall backwards on to one shoulder.
- Roll on to the other shoulder while executing a half turn on the back.
- Finish in a straddle sit position now facing the opposite direction.

Dive roll
- Start from a standing position.
- Jump and bend down to place both hands on the mat.
- Fall on to the shoulders.
- Head should never contact the mat.

Round off
- It is similar to the cartwheel except that the gymnast lands on feet placed together.

Backward walkover
- The gymnast gets into a high bridge position and lift one leg forward.
- The other leg follows and the gymnast ends up standing on two feet.

Split leap
- Take off from one leg and jump into split position in air and land on the other leg.
- Legs should be straight throughout.

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Cat leap
- Take off from one leg and simultaneously lift up bend knees to the chest.
- Land on the opposite leg first.

Flick flack
- Swing arms downwards, bend knees slightly.
- Swing arms forward, upwards, leaning backwards and jump backwards passing
through a bridge position.
- With straight legs spring from hands to feet.

Front summer sault

- Run forward and take off on both feet into salto.
- Arms should be stretched upwards at take-off.
- The body should in a tuck position throughout the salto.
- Open the salto in preparation to land.
- Bend knees on landing to absorb forces.

Handspring
- Run and step forward.
- Place hands on the floor and spring with hands whilst kicking the legs over.
- Land with feet in arch position hands upwards and backwards.
Moving from one place to another
- Changing direction by transferring weight e.g. change of direction of a roll with a
body twist.
- Changing level by transferring weights.
- Changing speed.

4. Body shapes
- In stillness and in action the body forms a shape.
- The body can change shapes while in action.
- The body can be rounded, twisted, curled, symmetrical and asymmetrical in
shape.

Body shapes
- High bridge

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- Low bridge
- Triangular body shapes
- Candle stick
- Broken candle stick
- Conical body shape
- Plank
- Side plank
- Letters of the alphabet

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Activities
- Jump from two feet showing symmetrical/asymmetrical shape
- Perform star jumps.
- Form a symmetrical/asymmetrical base to balance on one, two, three, and four
body parts.

References
Long, B. (1982). Educational gymnastics: step by step. London; Edward Anorld.
Morrison, R. (1969). A movement approach to Educational gymnastics.
Allison, J. Advanced gymnastics for women.
McEwan, H.E.K. (1991). Teaching sport in schools.
Barker, R.E. (1996). Primary Physical Education: A game skills approach.
Carroll, M. and Hann, J. (2010). Developing physical health and well-being through
gymnastic activity (5 – 7)

COMPLIED BY BVIRIBVINDI C

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