UNIT PLAN:

GAMIFIED GYMNASTICS

University of Lethbridge ED 3601 – Curriculum and Instruction

Professor: Dr. Daniel Balderson
February 20th, 2019

CREATED BY:
Callie Morris
 INTRODUCTION TO GAMIFIED GYMNASTICS

This is a Quest Base Gymnastics Unit designed for Grade 10 physical education

which ensures that students have fun, gain fitness, and acquire great fundamental movement

skills to support their personal physical activity goals. Gymnastics is a highly complex sport

which most students have had minimal exposure to, this is why educational gymnastics is a

great way to help students develop their locomotor and balance skills as well as body and

spatial awareness. The Unit is designed to develop the mind and body connection in students,

enhance their body awareness, and teach them to move in a controlled and safe manner. It is

essential, therefore, to clearly structure and plan out all components of a gymnastics unit to

optimize the effectiveness of its delivery.

The gymnastics unit will be based on a structural gamification. Gamification is the

use of game design and mechanics to enhance non-game contexts by increasing participation,

engagement, loyalty, and competition. The unit plan will not become a game-like situation but

the structure around the unit will. Students will complete Quests and earn experience points

(XP) depending on if the student did or did not accomplish the task.

The Quests used and the skills learned will help improve students’ body

management, movement control, and development of locomotor and non-locomotor skills. The

gamified gymnastics unit develops coordination, flexibility, agility, muscular strength, and

muscular endurance. In addition to the physical development of the student, educational

gymnastics also helps to improve cognitive and affective development with regards to problem

solving, body mechanics, and aesthetics. Ultimately, this unit is designed to help students

develop holistically.
 PHILOSPHY

My personal philosophy of education is student engagement, it should be the ultimate

goal in the classroom; if your child is highly engaged, curious and interested, then they are

driven to do their best work. I believe it is also the most critical objective to educate your child

on the skills and experiences that they will use for their entire lives, not just in the class.

As a teacher, I will help to facilitate each student’s pursuit of knowledge and help them

acquire the physical skills, communication skills, problem-solving skills, and critical thinking

skills which will enable them to be life-long learners. I think that in order to keep students

interested and having fun in activities they need to be able to complete the skills.

I also believe that students leave Physical Education because it has been the same for

them their whole life. The same games, activities, sports, jock mentality, and focus on team

sport. I’d love to be able to introduce students to multiple different activities that will keep

them active. Things like rock climbing, swimming, curling, outdoor Ed type of activities,

different cultural games, frisbee golf, archery, canoeing, paddle boarding, and many more. I

understand that some of these activities can be expensive (golf sets, archery sets, and paddle

board sets) and impractical (travel to activities) but I believe it is also the most critical

objective to educate your child on the skills and experiences that they will use for their entire

lives, not just in the class.

Participation is going to be important but not 80% of my student’s grades. I want to

make gym so fun that they are sad to miss it and want to participate. Students will be docked

marks in participation for not showing up to class and not showing sportsmanship, respect,

and curtesy. My class will be a safe place for students to fail, who may not be as athletic as

others. No one knows how to do everything perfectly including myself, but as a class we here to

learn and try together.

 ASSESSMENT (FORMATIVE & SUMMATIVE)

For the Gamified Gymnastics Unit Plan I am planning to use varieties of assessments; formative

and summative. Formative assessment is ongoing and used to gather feedback that can be used

both by the teacher and by the student. Summative assessment on the other hand is generally

seen as the measure of success against a particular benchmark. Many of the lessons include

partnered and group activities where students will develop a sequence of movements and/or

skills by achieving the 5 Quests on the school iPads. These sequences will then be developed

further into routines and performed for other groups as opposed to being executed in front of the

entire class (Gymnastics Meet/Performance).

• Teacher Feedback (TF): = Formative

The teacher will provide feedback by giving students an explanation of what they are doing
correctly and incorrectly in a positive way. The teacher will give feedback when walking around
and seeing how the students are doing while completing their Quest. The feedback should be
based essentially on what the students is doing right. It is most productive to a student’s
learning when they are provided with an explanation and example as to what is accurate and
inaccurate about their work. The importance of constructive feedback allows for many positive
opportunities.

• Fist of 5 (Fof5) = Formative

The teacher will use Fist of 5 when he/she sees the classroom getting tired. Fist of 5 is used to
see how demanding the activity was on the student. 1st finger = “I am just getting warmed up,”
2nd finger = “I almost feel warm,” 3rd finger = “I am warm now,” 4th finger = “I am getting a
little tired,” and the 5th finger = “I need a break now.” By showing how many fingers, it helps
the teacher indicate the student’s level of exhaustion from 1-5.

• Group Checklist (GC) = Formative

The checklist is to help the students guide what they need to do and what they have done to
prepare for the Gymnastics Meet (Quest #6).

• Teacher Observation (TO) = Formative/Summative

(F) The formative is when the teacher will walk around the classroom and observe students as
 they work to check for learning. Making sure the students understand and are on task during
the Quests. The teacher will look for proper students who are cooperating, engaging in the
Quests, being positive, teamwork, and participating in the fundamental skills of gymnastics.
(S) The summative part will be at the end of the unit Quest #6; the teacher will use Anecdotal
notes to review their performance and see if the group had all the requirements. (S) Another
summative assessment would be the teacher will receive videos recorded by the students (in
pairs) everytime the student has completed the Quest (#1 & 6). The teacher will observe the
video and see if the student has passed the requirements (to earn experience points XP and
how many they get). Observation provides ongoing feedback that can be used by teachers to
improve their teaching practices and also identify the student’s strengths and weaknesses.

• Peer Assessment (QBL) = Summative

Students will be paired with a different partner every Quest using Keamk program to randomly
choose the partners (change up partners to be fair on assessing). Partners will record each
other’s performance depending what the Quest is. They will record and observe if the other
student was able to complete the skill or beat their personal best (ex. Hold the balance pose
longer then 30 seconds while closing their eyes with one leg 90 degrees off the ground).
Partners will use the Quest app to input all of their peer’s results in and SUBMIT once Quest is
accomplished!

• Quest Base Lesson (QBL) = Summative

Students will complete 6 Quests and earn experience points (XP) depending on if the student
DID or DID NOT accomplish the task. The Quests are to motivate the learner to go through the
content and to engage them in the process of learning through the rewards. Each Quest has
different skill sets and levels of difficulty. If students can achieve a higher score in a particular
skill, then they will receive higher experience points. Students can level up depending on how
much XP they have. Students will be ranked by how many XP they received in total. They will
be using iPads (Quest+ App, made by teacher) to complete all 6 Quests. The gymnastics unit
will be mostly self-directed, however, occasionally there will be demonstrations or
explanations given by the teacher before students are allowed to start a particular Quest. The
Quest also provides instructions, demonstrations (visual videos), checklist and what the
students have to achieve to earn XP.
Gymnastics Unit (25% Overall) – Grading System:

Quest #1 10%

Quest #2 10%

Quest #3 10%

Quest #4 10%

Quest #6 15%

Skill/Knowledge 20%

Participation 25%

Rubric (Quest #6) Will create with the students (together before creating routines)

Example of Experience Points (XP)

 GENERAL LEARNING OUTCOMES

• Activity - Students will acquire skills through a variety of developmentally appropriate

movement activities; dance, games, types of gymnastics, individual activities and activities
in an alternative environment; e.g., aquatics and outdoor pursuits.
(Basic Skills / Locomotor / Nonlocomotor / Manipulative)
• Benefits Health - Students will understand, experience and appreciate the health benefits
that result from physical activity.
(Communication / Fair Play / Leadership / Teamwork)
• Cooperation - Students will interact positively with others.
(Functional Fitness / Body Image / Well-being)
• Do it Daily for Life! - Students will assume responsibility to lead an active way of life.
(Effort / Safety / Goal Setting & Personal Challenge / Active Living in the Community)

SPECIFIC LEARNING OUTCOMES

• A10–1 Apply and refine locomotor skills and concepts—effort, space and relationships—to
perform and create a variety of activities to improve personal performance
• A10-3 - Apply and refine non-locomotor skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal
performance
• A10-5 - Apply and refine manipulative skills and concepts—effort, space and
relationships—to perform and create a variety of activities to improve personal
performance
• A10-12 - Apply the basic skills in combination with each other with personal proficiency in
a variety of gymnastic experiences individually, with a partner, or in a group; e.g.,
educational, rhythmic and artistic
• B10–6 - Clarify the positive benefits that occur as a result of participation in physical
activity
• C10–4 - Describe, apply, monitor and assess leadership and followership skills related to
physical activity
• C10–5 - Develop and apply practices that contribute to teamwork
• D10–3 - Select and apply rules, routines and procedures of safety in a variety of activities
• D10-4 - Analyze, design and assess warm-up and cool-down activity
 Grade: 10 Unit: Gamified Gymnastics Semester: #2 Date: January 9th – 21st, 2019

UNIT BREAKDOWN
(S=Summative, F=Formative) (WU=Warmup, B= Body, CD=Cooldown)

Equipment
Key /
Date GLO’
Lesson Questions Instructional Resources
Planned s Assessment Learning Activities Safety Motivation
Title related to Strategies /
to Teach SLO’s
this Lesson Technolog
y
Students follow
instructions and task on
the iPad (partner assess if
• WU-Ball Toss Proper warm they can or can’t)
What sports or up/cool down
activities use Throw and catch the ball with a iPads
partner while balancing on one foot (focus on Cooperation Complete each balance
A 10-3 balance as a balance) Keamk poses (easy to hard)
A 10-5 F=TF skill? ADD more variations to give learning
F=Fof5 Safety mats (partner
Quest A 10- examples of “balancing” Direct chooser) Videotape (can you do the
F=TO How does pose; how long can you
Wed, Jan #1 12 • B-Quest #1 No Jewelry instructions
balance help Music hold it for?)
9th Balance B 10-6 S=PA
students in Students go on their iPads and follow Shoes off, Gamification PowerPoint
Poses D 10-1 S=QBL the quest (try and see how long they
sports? barefoot or grippy The longer you hold the
D 10-4 S=V can try a balance pose for) PSI Portable
socks pose, the more experience
How do we use Self-directed projector
• CD-Static Stretches Gym is clear of all points (XP) you get =
balance in our Safety mats ranking system
daily lives? Students will sit in the circle and safety hazards on
stretch (closure – teacher) the ground The teacher will also
participate and
compete/challenge
• WU-Wheel Barrow Proper warm
What sports or Students follow
Have a race, partners in wheel up/cool down
activities use iPads instructions and task on
barrow formation (balance and (focus on Cooperation
A 10-3 team work? Keamk the iPad with their partner
F=TF teamwork) balance) learning
A 10-5 (partner (assess by videotaping)
Quest F=Fof5 Is there a sport Safety mats
A 10- • B-Quest #2 Direct chooser)
#2 F=TO where we Complete each balance
Fri, Jan 12 Students go on their iPads and follow No Jewelry instructions
Partner S=PA balance with Music poses (easy to hard)
11th B 10-6 the quest with their partner (try and
Balance someone else? Shoes off, Gamification PowerPoint
C 10-5 S=QBL see how long they can hold the pose Videotape (like quest #1)
Poses barefoot or grippy
D 10-1 S=V Is it easier to together) PSI Portable the longer you hold the
D 10-4 socks projector
balance with Self-directed pose, the more experience
• CD-Static Stretches Gym is clear of all
someone else Safety mats points (XP) you get =
or alone? Students will sit in the circle and safety hazards on ranking system
stretch (closure – teacher) the ground
 Proper warm Participate through 5
up/cool down stations (rotate)
What sports or (focus on jumping Box mats
& landing) Students follow
activities use
jumping and • WU-Simon Says iPads instructions and task on
Instruct different types of jumps (ex. Demonstrate two Cooperation Hula hoop the iPad
landing as a
pike) feet/one-foot learning
A 10-1 F=TF skill? Keamk Complete each station
Quest safety landing
A 10-5 F=Fof5 • B-Quest #3 Direct (group (vertical jump, horizontal
#3 How does chooser)
Mon, Jan B 10-6 F=TO Students go on their iPads and follow Safety mats instructions jump, time, distance etc.)
Jumping jumping and
14th C 10-4 the quest and go through each Mini hurdles
& S=PA landing help No Jewelry Gamification Try to beat each
D 10-3 station Music
Landing S=QBL you in sports? requirement to move to
D 10-4 Have someone PSI
• CD-Static Stretches Safety mats the next level; receive
How do we use only use Self-directed
Students will sit in the circle and Skipping higher XP = ranking
jumping and equipment when
stretch (closure – teacher) rope system
landing in our supervised by the
daily lives? teacher/partner Tape The teacher will also
participate and
Spread out each compete/challenge
station out of 5
Demonstrates 10 different
What sports or types of rotations
activities use Proper warm
types of • WU-Simon Says up/cool down Students follow
rotations? (focus on Bench instructions and task on
Instruct different types of rotations Cooperation
F=TF balance) iPads the iPad
A 10-1 How can you (ex. 360 spin) learning
F=Fof5 Safety mats Keamk
A 10-5 incorporate/us • B-Quest #4 Direct Complete each rotation
Quest F=TO (partner
B 10-6 e balance, Students go on their iPads and follow No Jewelry instructions (ex. cartwheel through
Wed, Jan #4 chooser)
C 10-4 S=PA jumping and the quest and try each types of narrow space, forward roll
16th Rotation Shoes off, Gamification Music
D 10-3 S=QBL landing into rotations (10 different skills) on a bench)
D 10-4 rotations? barefoot or grippy PSI Safety mats
S=V • CD-Static Stretches socks Each rotation = specific
How can you Self-directed Triangle XP
Students will sit in the circle and Gym is clear of all mats
use types of stretch (closure – teacher) safety hazards on
rotations in The teacher will also
the ground participate and
your daily life?
compete/challenge
 When we learn
a skill, do we Students will have 5
forget about it? minutes to create a routine
Or do we add it • WU-Lava Traverse using all the past Quests
with a new Box mats they have accomplished
Partners need to make it across the Proper warm
A 10-1 skill? gym without touching the floor using iPads (groups of 4-6)
A 10-3 up/cool down
Why is it a hula hoop (race) (focus on Hula hoop Students will have to be
Quest A 10-5
important to • B-Quest #5 balance) Keamk creative for the
#5 A 10- Direct
F=GC refine your Students will have the whole class to (GROUP performance next class
Creating 12 F=TO Safety mats
Fri, Jan performance? create their routine (AT LEAST: 6 instructions chooser) (there will be judges,
A Group C 10-4 S=QBL Depending of
18st types of balance positions, 2 of the 5 Self-directed PowerPoint rewards like a real
Floor C 10-5 How can you routine (shoes off,
stations of jumping/landing and 4 gymnastics meet)
Routine D 10-1 manipulate the barefoot or grippy Safety mats
D 10- space and types of rotations) Skipping Complete each task on the
socks)
8 dominant • CD-Static Stretches rope Quest to earn XP (what
movement No Jewelry they NEEDS to have in
Students will sit in the circle and Triangle mat
patterns to stretch their routine,
enhance and requirements to earn
refine your marks/XP)
routine?

Bench
• WU- Static Stretches Box mats
Students will sit in the circle and Chairs
A 10-1 stretch (intro – teacher) Proper warm Extra Students will have
Did they up/cool down materials
A 10-3 • B-Quest #6 Cooperation matching costumes and
improve? (focus on
A 10-5 learning (costumes have a team name
Each group will compete, judges will balance) and other
Quest A 10- F=TF Did the group
be other groups (draw which group Peer leading equipment’s) Students will perform their
#6 12 F=TO have all the Safety mats
Mon, Jan gets to be the judges for each routine routine in front of the class
Gymnasti- C 10-4 S=QBL requirements Teaching iPad
21st presented – for fun, they are not Depending of (judges, classmates and
cs Meet C 10-5 S=V from the past games for Hula hoop
marking them!) Other students will routine (shoes off, teacher, camera)
D 10-1 Quests (#1-4)? understanding
sit in the bleachers, cheer on the barefoot or grippy Music
D 10- other group members Reward will be presented
Did they learn socks) (TGFU) Safety mats
8 next class ($3 trophy +
any new skills? • CD-Static Stretches No Jewelry Skipping picture taken)
NONE – still have groups presenting rope
their routine (probably) Table
Triangle mat

XP Class Reward:
At the end of the unit, if all the students combine their XP (as a class) and achieve a total score of 3000XP, they will go on a field trip to the gymnastics building
OR SkyZone. [Teacher will receive all of the students XP from the iPad – XP that the students accomplished from each Quest #1-6]