Gymnastics ACTION HERO STUNT TRAINING

ACTION HERO STUNT TRAINING
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ACTION HERO STUNT TRAINING LESSON 1
Grade Level: 4-8 Time: 80 minute period Facility: Lower gym
Objectives:
A, Establish what is a positive attitude
B. Learn what is a comfort zone and what is yours
C. Start muscular and flexibility training
D. Learn safety rules
E. Learn how to fall
F. Start basic movements (rolls, scales, jumps, flexibility and turns)
1. Warm- up
a. Attitude adjustment
Each student gets a balloon and blows it up. Then they right down an “I CAN’T” in
gymnastics. Once they are finished they warm up their body by trying to keep the balloon
in the air with any part of their body. Finally we sit and share our “I CAN’T”, debrief
how we can change this thought and finally blow the balloons up forever destroying the I
CAN’TS.
b. Stretch whole body
Strength exercises for upper, lower and core body ( ex. push ups, chair, v-sit, sit ups).
Increase the amount of reps and the time holding positions each day.
c. Comfort Zone activity
Create 3 circles with the one on the outside as the biggest and the next two a little
smaller. In the middle circle is your comfort zone, the next circle is a little uncomfortable
but willing to try, and the outer circle is total fear and not willing to try. Say out loud to
the students an activity like going on a rollercoaster, and the kids have to stand in the
circle that they feel fits them. Then start mentioning tumbling activities that they will try
during the unit and observe where the kids go. This will give you a picture of the comfort
level of the students.

2. Skills
a. Explain safety rules
1. No trying anything (rolls, cartwheels etc.) until the teacher has shown you how to
do it safely and correctly.
2. Anytime you are inverted you MUST have a spotter. ( ex. headstand, cartwheel)
Only exception is if I have passed you to do a cartwheel on your own.
3. Anytime you are above ground, you must have a spotter. ( ex. partner balances,
pyramids etc.)
b. Teach “Falling down without going BOOM! (Judo roll) LEVEL 1 Stunt training
Put students in 4-5 lines of 4-5 people per group (20 students). Inform the students that
they are in stunt man academy and this is their first training lesson. They must learn how
to fall down without hurting themselves before they can move on to level 2. Demonstrate
the proper way to fall by: 1) showing that their hands always hit the floor first to protect
the head, 2) then they must tuck their heads to protect their neck. 3) Finally, turn their
front shoulder so that it hits the floor and the rest of the body can complete the
Have the students try it with the first person in each line at a time. The teacher informs
them to pretend they are on the set of the latest STAR WARS movie. HE/SHE then tells
the kids to go and when they hear BOOM (laser bolt hit near them) to jump out and start
their falling roll. Each child gets the opportunity to try this twice. Give the kids feedback
on their performance. Finally, put on the STAR WARS theme song to add to the
imagination and have the kids try the roll. Once they have done it correctly, inform the
students they have passed level 1 in stunt training and are now ready to learn some stunts.
b. Rolls, scales, flexibility, and jump stunts.
Follow the tumbling cards for each stunt. When teaching the forward roll, add incline
mats if you have them for students as a stage one. For the movements have the students
get into a semi circle, then you demonstrate the basic movements that are a part of the
stunt routing requirements sheet, and then give time for the students to perform them.
c. First stunt sequence “Jedi Knight Training”
Put the students in the same small groups as before (Optional if you have the mats). Add
a couple of mats for each line that they can jump on and off of. Then demonstrate a stunt
routine ( rolls, jumps, scales, flexibility) with some of the movements they learned today.
Have the students try the routine once. Then inform them that is level 2 in their stunt
training and they must perform this routine like they are Jedi stunts doubles. They are
again on the STAR WARS movie set and must perform the stunt sequence. Add the light
sabers (pool noodles if you have them) and music to enhance the imagination.
Demonstrate some light saber moves you want them to do while they are doing the stunts
and then let them try the routine.

Grade Level 4-8 Time: 80 minute period Facility: Lower gym
Objectives:
a. Introduce what is Physical Fitness, warm up , cool down and muscles to be taught
b. Review stunts from last day
c. Introduce new movements
d. Learn spotting technique
e. Add movements to routine
1. Warm up
a. Everybody’s it tag: Create a 4-boundary area (not too big). The idea is that
everyone must try to tag anyone. If you get tagged you must sit down. To get back
up you must tag someone who is running around. If you do this the person you
tagged must now sit down. If two people tag each other at the same time you both
sit down. Once you see that most people are sitting call out “JAIL BREAK” and
all participants are back up and running again.
Variations of game for tumbling: When tagged have the kids do any one of these
instead: walk on all fours, stand in a balance, v-sit, straddle stand etc.
b. While stretching the lower and upper body, ask the students what they think
Physical Fitness means. While doing a stretch inform the students of what muscle
they are working. Strength exercises add more reps to last day and longer time to
holding positions (v-sit).
2. Review skills taught
a. Go over the forward roll, scales, flexibility, and jumps
3. New Skills
a. Proper spotting technique: The activity is called the “Willow Tree”. Put students into
groups of 3-4. Have one student stand in the middle of the other two with their feet
together and their hands across their chest. The other two are standing on opposite sides
with one foot forward and one back, and their hands at chest level, shoulder-width apart
and palms facing forward. The student in the middle asks the command “group are you
ready”, they reply “yes” then they say “falling”, the group says “fall away” The middle
student falls back or forward within their comfort zone. The outer two students job is to
spot the falling partner and guide them back to the top, so they can fall the other way. To
challenge the middle student have them close their eyes, and the spotter move a little
further back. This activity prepares the students for spotting by them using proper
communication and spotting technique.

b. Vertical Balances: Tri pod: Pick a student who feels comfortable demonstrating a tri-
pod. You show them the proper spotting technique and communication. The
TECHNIQUE: get down on your knees and place one hand near their back and other near
their ankles. Go through the same communication as for the willow tree and have the
student try it. If they are falling either way try to hold them up, or help tip them over so
they can start over. Have the kids get into groups of 2-3 and try what you just
demonstrated. Walk around and make sure students are using proper communication and
technique.
c. Back Roll: Teach it in 4 stages (see tumbling book for pictures of roll and spotting
technique)
1. Stage 1: Have the kids sit like in a chair, with their feet together, hands at
chest level and palms facing up (elbows in). Next they push with their feet
backwards and their butt must hit the ground first, and then roll a little (not
all the way!) on their backs.
2. Stage 2 Rocking chair: Have the students lie on their backs and rock back
and forth.
3. Stage 3: Bring out the incline mat and spot each student at a time while
they try the movement. If the students needs a push to get over then they
have not passed and must stay here and keep practicing. For those who can
do it without help move on to stage 4.
4. Stage 4: Students with a partner spotting them try it on the mat.
d. Use tumbling sheets to help with turns and v-sit. Have the students get into a semi
circle and you demonstrate the movement, and then have the students try.
Jedi Stunt training level 2
Set up the class like the former lesson for Jedi stunt training level 1. Again add the light
sabers and music, but change the routine to incorporate the movements taught today with
the last lesson.

Objectives:
a. Continue to review physical fitness, warm up, cool down and muscles
b. Review all movements and spotting technique
c. Continue to increase strength and flexibility
d. Introduce new movements
e. Demonstrate full routine
f. Work on routines
1. Warm up
a. Hospital Tag: Same idea as everybody’s it tag, but when you get tagged
you must hold that area with your hand (ex tagged on shoulder hold that
area). If you get tagged in the leg you must hop around (both legs and you
must go on your knees). When the teacher shouts “ Ambulance”
everybody is healthy, back to normal and start running around again.
b. While stretching review physical fitness, warm up cool down, and
muscles. Introduce the benefits of fitness and ask the kids what they think
as well.
c. Continue to increase the amount of reps for exercises and time for holds.
Make sure the students are practicing proper breathing when doing holds.
2. Review skills taught
a. Go over proper spotting technique for back roll. Have students practice
back roll with incline mats or with partner if they are at that level.
b. Review proper spotting technique for tri-pod. Have students practice with
a partner their tri-pods. Emphasize proper spotting technique and
communication.
c. Review tumbling sheets and have the students practice the turns and v-sit.
(strength)

3. New Skills
a. Cartwheel: Teach in 3 stages (see tumbling book for pictures of spotting
technique)
1. Stage 1: Use rectangular mats for support and have each student try the
cartwheel. If they are able to support their weight with their arms they can
move on to Stage 2. If not they stay at this level until they can.
2. Stage 2: Show them how to spot the cartwheel. TECHNIQUE: Stand
behind your partner, one-foot forward and both hands at shoulder level
with palms facing forward. Go through the commands and then let them
try. The spotter’s job is to help support the back of their partner.
3. Stage 3: At this stage the student comes over to the teacher and tries the
cartwheel on their own with the teacher spotting them. If they pass by
supporting their own weight and land correctly they become peer teachers.
They go and help others in level 2 by spotting them and giving teaching
tips.
b. Dive roll: ONLY use the incline mats. If you do not have them I do not
recommend you teach this skill. First the teacher demonstrates the dive
roll, showing that it is the same technique as a front roll except for the
jump at the beginning. HANDS must hit the mats first, and then they roll
on their back. Teacher is spotting each student while they try the roll.
Variation: Super Hero Stunt Training: Put on the music from Superman,
and ask the students to pretend they are Superman/woman and that when
they do the roll they pretend they are Superman flying in the air. Another
variation is put on the music for Spiderman and have the students pretend
they are him diving to save a victim.
4. Demonstrate routine
a. Demonstrate the stuntman routine that is outlined in the tumbling book for
the students. Inform them that they do not have to remember the routine,
but to just perform the stunts.
5. Work on routines
a. Have the students get their portfolios with the routine sheet inside and
work in pairs. One partner reads out the stunt the other performs it. When
they feel they are ready, have them come to for their final stuntman
assessment.

Objectives:
a. Review knowledge
b. Increase strength and flexibility
c. Review skills from last day
d. Work on stunt routines
1. Warm up
a. Dead ant tag: Again create a rectangular boundary. In each corner of the
rectangle create an area with cones (small squares). Ask three or four volunteers
to be the humans, and the rest are ants. When a human tags you the person must
fall down and wait for helpers to carry them to one of the four areas so they can
be saved. Minimum 2 ants must help carry. Humans are not allowed to tag the
ants that are carrying other ants.
b. Stretch: Continue to ask questions about physical fitness, benefits of fitness,
and muscles they are stretching.
c. Strength training: Continue to increase repetitions and time of holds.
2. Review skills
a. Review cartwheel spotting and technique. Have the students practice at their
level (use rectangular mats if you have them).
b. Review dive roll and give the students opportunity to practice with partners
(use incline mats).
3. Work on Stunt routines

4. James Bond/Charlie’s Angels Spy Training Level 3: Assemble an obstacle
course of various mats. Use props like a black jacket and water gun, (for Bond/Angel)
and the James Bond theme song to add to the imagery. Inform the students that they
are again on the set of a Bond/Angles film and they are the stunt men. One person is
the villain and the other is Bond/Angel. Show the students how they are supposed to
tackle the obstacle course. Try to use stunts that they have been practicing in their
routines. The villain starts and when they reach a certain point Bond/Angel goes after
them. Start the music and let the fun begin. Give each student a chance to both the
villain and Bond.
4. Assign physical fitness homework

ACTION STUNT TRAINING LESSON 5
Objectives:
a. Review homework
b. Continue to increase strength and flexibility
c. Work on stunt routines
d. Start assessment
e. Introduce advanced and partner stunts
1. Warm up
a. Partner vs partner activities
1. Push them down: Have the two students face to face and hold hands at
shoulder height. One foot is forward and the other back. On your
command they start to push the other person off balance. Once one
falls, do it again. Best two out of three.
2. Pull them down: Same set up, but this time they must pull them off
balance. Again best two out of three.
3. Monkey dance: Same set up as before, but this time they can push or
pull their partner and try to step on their foot. Again best two out of
three.
b. Stretching: Continue to go over the muscles being stretched.
c. Strength and flexibility: Continue to increase repetitions and time of holds.
2. Show advanced and partner stunts: Use the tumbling booklet to demonstrate the
stunts. Inform the students that they are not to try these until they are finished
their assessment.
3. Work on stunt routines
5. Assessment
a. When students are ready they come to the teacher with their portfolios and
perform the stunt assessment in front of you. Do this assessment in pairs.
b. When they have completed their assessments there are options available to
the teacher. 1) Have them go back and improve on moves they did poorly.
2) Give them the advanced and partner sheets to work on and complete
(see tumbling book for pictures of these stunts).

Objectives:
a. Review fitness knowledge
b. Work on stunt routines
c. Increase strength and flexibility
d. Assessment
1. Warm up
a. More partner activities
1. Finger samurai: Partners face each other. They shake hands, but their
index finger is pointing a their partner. They must try and jab their
partner with their finger in the stomach. Best two out of three
2. Thumb war: Partners face each other. They hold hands so that their
thumbs are on top. They star the game by saying “1,2,3,4 I declare a
thumb war.” The objective is to hold your opponents thumb down.
Again, the best two out of three.
3. Sock war: Partners get on their hands and knees and face each other.
They pull one of their socks off almost all the way. The objective is to
pull your opponents sock off. Again, the best two out of three.
b. Stretching: Continue to go over the muscles being stretched
c. Strength and flexibility training
2. Work on stunt routines, or advanced and partner stunts
3. Assessment
4. Revenge of the Sith game Level 4: Place incline and rectangle mats throughout
the gym. Give each student a light saber (pool noodle). Inform students are stunt
men on the set of STAR WARS Revenge of the Sith and must duel against each
other. One is Anakin Skywalker and the other in Obi-Won-Kenobi. They use the
stunts and mats spread throughout the gym to create their duel. Put on the music
and watch the battles begin. After two minutes change partners.

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Objectives:
a. Assessment of knowledge
b. Strength and flexibility training
c. Complete stunt routines
d. Work on group stunts
1. Give out quiz on physical fitness
2. Warm up
a. Play Revenge of the Sith game or their favorite warm up game
b. Stretch
c. Strength and flexibility training
3. Complete assessment
4. Work on group stunts: Try the group stunts ( 5 PERSON PYRAMID) that are in
tumbling book.
5. Special Event Indiana Jones/Laura Croft and the TEMPLE OF DOOM Level
5: Assemble an obstacle course that is called the Temple of Doom. Be creative
with the course and what is in it (ex. snake pit, insects pit, avoid pool noodles).
Inform the students that they are on the set of an Indiana Jones film and they are
the stunt men. Demonstrate each obstacle and explain what is the danger of each
(ex. fall off balance beam into snake pit, dive roll under sharp sword). Put on the
Indiana Jones theme music and let the kids enjoy being stunts men for the final
time. Inform them that if they complete this obstacle course without any mishaps
they are level 5 stunt men and ready to go on to the real movies and work.

TUMBLING/MOVIE STUNT TRAINING
Mr. Kyle Redshaw
Aug 20th
-Sept 10th
, 2007
Subject:
Grade 6 Physical Education
Facility: Lower Gym
Unit and Length:
Tumbling, 8 lessons
Where the unit fits compared to the rest of the year’s curriculum:
The unit is at the beginning of the year’s curriculum. It introduces students to movements
of tumbling, and the basic knowledge of physical fitness, comfort zone, and team building.
Essential knowledge and skills:
 Improve strength and flexibility
 Demonstrate basic tumbling movements
 Demonstrate proper spotting techniques
 Be challenged to take risks and step out of personal comfort zones
 Demonstrate understanding of warm up, cool down, and names of muscles
 Apply new tumbling skills using one’s imagination
Essential questions:
 What does it take to increase one’s comfort zone?
 How does tumbling enhance trust towards others?
Assessments:
 Daily task cards and advanced moves to accomplish
 Performing basic movements routine
 Written assessment of knowledge
 Journal reflections
Assignments and activities leading to the assessment:
 Students perform basic tumbling movements, pretending to be action heroes, using
their imagination, movie soundtracks, props, and tumbling mats.
 Increasing the repetitions of strength exercises each class.
 Students reflect in their journal on comforts, fears, and accomplishments before and
after the unit.
 Students use their personal portfolio to write notes and answer assigned questions.

TUMBLING/TEAMBUILDING/FITNESS
GRADE 6 / MR. REDSHAW
Aug 20th
-Sept 10th
, 2007
Day 1 Day 2 Day 3 Day 4
COMMUNITY
BUILDING
-Learn names
-Break down barriers
- Communication
-Attitude “I CANT
-Full Value Contract
TUMBLING
-Quote of the day
Taking risks
-Comfort zone
-Partner activities
-Stretch and strength
exercises
-Falling down with
out going boom!
front roll, scales,
flexibility, jumps,
-JEDI TRAINING
STUNTS LEVEL 1
TUMBLING
-Quote of the Day
-What is Physical
Fitness, warm up and
cool down
-Introduce muscles
-Safety spotting
-Review rolls, scales,
flexibility, jumps
-Vertical balances,
back roll, turns,
strength
-JEDI TRAINING
STUNTS LEVEL 2
TUMBLING
-Quote of the Day
-Review P.F. and
warm up, muscles
etc.
-Review all
movements
- Final movements,
dive roll and
cartwheel
-Demonstrate full
routine
-Work on routines
- SUPER HERO
MOVIE STUNTS
Day 5 Day 6 Day7 Day 8
TUMBLING
-Quote of the day
-Warm up
-Benefits of physical
fitness
-Review cartwheel
and dive roll
-Work on routines
- JAMES BOND
SPY TRAINING
-Homework
ASSIGNED
TUMBLING
-Health tip/quote
-Warm-up
-Review homework
-Finish routines
-Gymnastic routines
presentations
-Advanced
Training+ Partner
Stunts
TUMBLING
-Health tip/quote
-Warm-up
-Finish routines
-Gymnastic routines
presentations
-Advanced
Training+ Partner
Stunts
-REVENGE OF
THE SITH
TUMBLING
-Quote
-Quiz
-Warm up
-Work on routines
-Gymnastic routine
presentations
-SPECIAL
EVENT!
Indiana Jones and
TEMPLE OF
DOOM STUNTS

TUMBLING STUNT BOOK
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Gymnastics Requirements Gr. 6
Name: ___________________________
GRADE 6
- 3 Rolls (front, dive, back)
- 2 TURNS (circle leg, lunge quarter turn)
- 3 FLEXIBILITY (straddle, bridge, prone)
- 2 SCALES (front, side)
- 2 JUMPS (tuck, lay out)
- 1 STRENGTH EXERCISE (v-sit)
- 2 INVERTED BALANCES (shoulder stand, trip pod)
- 1 MOVEMENT THROUGH A HANDSTAND (cartwheel)
TOTAL /16
Advanced stunts learned

New Tumbling Stunts to Learn
Rolls- Pike, front straddle, back straddle
Inverted balances- Headstand tuck legs, headstand,
headstand straddle legs
Movements through a handstand- Round off, one arm
Cartwheel
Turns- Front Scale half turn
Jumps- Straddle Jump, scissors
Scales- Tee, Knee
Flexibility- sitting needle, shoulder needle, standing needle
Back Extension
(Optional) Each new move learned you get an extra .25
added to your routine score.

NOTES
Kyle Redshaw
Middle School Physical Education
Cairo American College
kredshaw@cacegypt.org

REFERNECES
1. Glenn Kirchner, Graham Fishburne, Physical Education for
Elementary Children Ninth Edition, WCB Brown &Benchmark
Publishers
2. Star Wars and Indiana Jones movie logos, Lucas Film Inc
3. James Bond movie Logo, United Artists Inc
4. Spiderman movie logo, Marvel Comics Inc
5. Charlie’s Angles movie logo, ABC productions
6. Superman logo, D.C. Inc
7. Laura Croft movie logo, Eidos Interactive Ltd

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