Stunts and Tumbling

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Subject: Physical Education

Semester: 2

Period: 5

Week: 29

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School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 1
Date: Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Stunts and Tumbling
Sub-topic: Animal Walks and Safe Tumbling

Learning Objectives
By the end of the lesson, students should be able to:
Perform animal walks (crab walk, bear crawl, frog jump) safely
Demonstrate tumbling activities (forward roll, log roll)
Understand the importance of safety and stunts in fitness

Previous Knowledge
Students already know:
Basic motor skills, jumping, and exercises

Instructional Materials
Mats, open space, cones

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Lead learners in stretching arms, legs, and spine
Ask learners which animal walks they know or have tried

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Input (Explanations, Definitions & Demonstrations):

1. Stunts (Animal Walks & Jumps):
   • Crab Walk: Sit on the ground, place hands behind you, lift hips, and walk backward/forward. Purpose: strengthens arms, legs, and coordination.
   • Bear Crawl: Walk on hands and feet with hips high like a bear. Purpose: builds strength and balance.
   • Frog Jump: Squat low with hands on the ground, then jump forward like a frog. Purpose: strengthens legs and improves flexibility.
2. Tumbling (Simple Rolls & Landings):
   • Forward Roll: Squat, tuck chin, push with legs, roll forward, and stand.
   • Log Roll: Lie flat, arms above head, roll sideways like a log.
   • Safe Landing: Bend knees, keep arms forward when landing from a jump. Purpose: prevents injuries and teaches balance.
3. Key Teaching Points:
   • Always check space before moving.
   • Use mats or soft ground for rolling.
   • Keep body controlled, avoid rushing.
   • Correct posture = safe and fun movement.

 

Learners’ Activities (Expanded):

• Perform crab walk races across a marked area.
• Crawl like a bear from one end of the class/playground to another.
• Do frog jumps in a line, cheering for classmates.
• Practice forward rolls on mats with teacher assistance.
• Try log rolls with arms straight above the head.
• Perform safe landings after small jumps (from a low platform or marked spot).

 

Assessment Checks (Expanded):

• Observation:
• Are learners keeping knees bent when landing?
• Are rolls smooth and safe (chin tucked, arms in position)?
• Are animal walks performed with correct posture?
• Questions:
• “Why do we bend our knees when landing?”
• “Which stunt made you feel like an animal? Can you name it?”
• “Why must we check space before tumbling?”
• Peer Feedback: Learners show each other a roll or stunt and give one tip (“You bent your knees well” / “Try keeping your chin down”).

 

Notes (Expanded & Detailed):

• Safety First: Always ensure a soft landing area (mat, grass, sand). No pushing or rushing.
• Encouragement: Praise effort (“Good try at your forward roll!”) even if learners struggle.
• Correct Execution: Focus on posture (tucked chin, bent knees, controlled movements).
• Fun Connection: Compare stunts to animals (bear, crab, frog) to keep learners engaged.
• Inclusiveness: Allow learners to attempt at their own pace. Those struggling with rolls can first practice log rolls or frog jumps until confident.

 

Extra Practical Assignments:

1. At Home: Practice log rolls on a mat, carpet, or safe space at home.
2. Drawing Task: Draw yourself doing a frog jump or crab walk.
3. Class Challenge: In the next class, see who can do the longest crab walk without stopping.
4. Reflection Question: Ask learners to share which stunt or tumble was easiest or most fun.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Review stunts, tumbling, and fitness benefits
Evaluation Method (Expanded)
Exit slip/quiz: Demonstrate one stunt or tumble safely
Teacher will collect slips and provide oral feedback
Assignment (Expanded):
Practice one animal walk or tumble at home with supervision
Follow-up Activity:
Discuss with family which stunt or tumble they enjoyed

Differentiation / Inclusive Strategies
Provide simpler stunts or support for learners with limited strength
Use peer assistance and visual demonstration

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low