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Gymnastics Skills Assessment

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Gymnastics Skills Assessment

Work on a clear, soft mat with a partner observing from the side. Take turns; give each other kind, specific feedback. Attempt rolls only if your teacher has taught and approved them. Stop if you feel pain or feel unsafe. For Questions 2 and 5, choose the level that best describes the performance. When a question asks for a cue, note one useful cue.

Movement checkpoints

Use this scale for Questions 2 and 5: 3 = controlled and safe throughout; 2 = mostly controlled, with one wobble or reminder; 1 = needs a safer setup or more practice before trying again. A score is information for learning, not a judgement.

1.Straight shape: Hold a long body shape on the mat for three seconds. Which cue will help you show control? Choose one, then have your partner observe your stillness and body line.

Keep your body long and gently tighten your middle.
Let your arms and legs flop loosely.
Hold your breath and strain.

2.Tuck and star shapes: Show each shape on the mat and freeze for three seconds. Record a score for each using the scale above, then name one difference between the shapes.

3.Roll choice: Which roll keeps the body long and turns sideways like a log? Choose the name, then describe one way to keep it controlled on the mat.

Log roll
Forward roll
Jump turn

4.Safe forward-roll check: Before attempting a forward roll, which action is safest? Choose one. Do not attempt the roll unless it has been taught and approved by your teacher.

Use a clear, soft mat and follow teacher instruction; tuck the chin and roll over the shoulders, not the head.
Try it on a hard floor and push on the top of the head.
Ask a partner to pull your legs over.

5.Balance challenge: Stand on one foot on the mat for five seconds, then try the other foot. Record which side felt steadier and one strategy that helped you balance. Record a score for your balance using the scale above.

6.Landing detective: After a small, controlled jump on the mat, what should a safe landing look and sound like? Include two details.

7.Partner feedback: Your partner wobbles during a balance. Write one kind, specific cue that could help them improve without making them feel bad.

8.My movement sequence: Plan a short sequence using one shape, one balance and one safe travelling movement. Write the order and explain how you will finish under control.

9.Self-assessment: Choose one skill you felt confident with and one skill you want to practise. For each, give a reason or a specific next step.

10.Safety true or false: If a movement hurts or feels unsafe, stop and tell the teacher rather than pushing through.

TrueFalse