Gymnastics has Fundamental Movement Skills incorporated throughout. This scheme highlights and emphasises all three aspects of FMS – Locomotor, Manipulative, and non-manipulative skills. FMS build a foundation for movements, often relating to games and sports, but they are also, more importantly, the foundation to movements that assist with life skills. Gymnastics movements are also referred to as Dominant Movement Patterns. The building blocks of gymnastics are synonymous with movements used on adventure playground equipment for kids, (Garvis & Prendergast, 2017). Gymnastics sits at the core of being physically educated, (Lynch, 2016).


The FMS associated with this scheme are as follows:

 

Bending                                        Running                               

Twisting/Turning                           Jumping                              

Balancing                                      Hopping

Landing                                         Leaping

Rolling

Weight Transferral

While working in their groups each student has to make a contribution towards the common/group goal or a task. This scheme is designed to be inclusive and make every students contribution count.

Individual Accountability
Every individual student is accountable for contributing towards the group as well as mastering the material that must be learned by the group. Student roles will be given to promote student engagement.

Group Processing
Students must set the goals as a group, assess their progress and decide on any changes that are required.

Social Skills
Students are encouraged and supported in developing social skills. They are encouraged to develop leadership, communication and conflict management skills.

Face - to -Face Promotive Interaction
_{Students will carry out various group tasks in which they will be required to support, help and teach each other (Li & Lam, 2013)- "root them on".}
 

Students are of mixed ability, therefore progressions and variations of all skills will be provided. Students have a basic understanding of movements such as jumping, turning, swinging and balancing from their primary school education in gymnastics. Nonetheless, from a skill perspective, these students are essentially novices, which will be evident in the design of this scheme.

Prior Attitudes:
The majority of students enjoy participating in P.E. It is clear from the previous schemes that the students enjoy healthy competition and have the ability to be responsible of their own learning (Adventure activities). Therefore, I believe the cooperative learning approach will suit these students as Metzler, 2005 notes the cooperative learning model works well with students who are competitive, collaborative and independent.

The core areas for struggle for those with ASD has been manifested in what has been described in literature as the ‘triad of impairment’ (Wing & Gould, 1979); this includes issues with communication, social interactions and imagination. For instance, people with autism have great difficulty in initiating and maintaining relationships with others. Likewise, people with autism have real difficulties with the social aspects of language such as sarcasm, irony, turn-taking, verbal jokes, similes and metaphors. These students usually take a literal understanding of meaning and find humour pointless and as a result can come across as having a stand-offish demeanour .

With knowledge of the triad of impairment, one of my concerns was incorporating the co-operative learning (CL) model in case if it would push the students too far. Few studies have assessed the implementation of CL with children with autism (Dugan et al., 1995; Kamps et al., 1989; Murphy, Grey, & Honan, 2005). Both Kamps et al. and Dugan et al. reported that CL conducted in mainstream classrooms significantly increased social interaction in all cases along with task engagement and even task achievement in some cases. Murphy et al. (2004) reported that CL led to substantial increases in social engagement but did not lead to increases in task engagement. However, the number of CL sessions was low in this study and firm conclusions could not be drawn.

Murphy et al. (2004) highlighted some substantial practical factors which were associated with beneficial CL experiences. These included;
(i) careful selection of peers for the CL group; and
(ii) designating a central role to the child with an ASD to promote participation 

Furthermore, I believe patience and perseverance are vital when teaching any student. Those with severe forms of autism often appear to make minimal gains, despite many hours of careful stimulation and teaching. Often it is about the accumulation of marginal gains and patience is required as progress is usually very slow (Crawford et al.2013). I also strongly believe demonstrating empathy and remaining motivated at all times when teaching students with autism is essential. 
Nevertheless, even the smallest improvements are remarkable and worthwhile. 

Staying Well
 Learners will be challenged to be physically active and to develop confidence in their skills. Learners will explore the benefits of practicing gymnastic skills (balance, core strength, jumping etc.) for health and fitness and will begin to link these skills to other sporting activities and daily movements. Learners will also work as part of a team. Teamwork allows students to feel part of something and this is invaluable for self-esteem and social development.

Communication
Learners will develop confidence in communicating with others. Learners will learn how to express their opinions to their peers in a clear and effective fashion during pair and group tasks. Learners will also express their ideas and emotions through the final performance in week six.

Being Creative
Creativity will be fostered and promoted throughout the scheme. Learners will have the freedom to create their own sequences. Learners will explore different options and alternatives when creating their own sequences to find which movements work best together.

 “This area of learning will make the school’s culture and ethos and commitment to wellbeing visible to students. It will include learning opportunities to enhance the physical, mental, emotional and social wellbeing of students. It will enable students to build life skills and develop a strong sense of connectedness to their school and to their community” (NCCA, 217, p 8).

Gunter, M.A., Estes, T.H., and Mintz, S.L. (2007). Instruction: A Models Approach. 6th Edition. Needham Heights, MA: Allyn & Bacon.

Johnson, D.W., Johnson, R.T., and Johnson-Holubec, E.J. (1994). The New Circles of Learning: Cooperation in the Classroom and School. Alexandria, VA: Association for Supervision and Curriculum Development.

Kagan, S. (1992). Co-operative Learning. San Clemente, CA: Kagan Publishing. 

Li, M. P. & Lam, B. H. (2013). The Active Classroom: Cooperative Learning. The Hong Kong Institute of Education.

Luttrell, S., and Chambers, F.C. (2013). Senior Cycle Physical Education Curriculum & Instructional Models: Pathways for Teacher Implementation. Dublin: eprint.ie Ltd.

Mitchell, D., Davis, B., and Lopez, R. (2002). Teaching Fundamental Gymnastics Skills.Champaign, IL: Human Kinetics. 

NCCA (2004). Physical Education: Junior Cycle Guidelines for Teachers. Dublin: Department of Education & Science.

Teacher Resource Kit (2012). Gymnastics Unit Plan: A Peer Teaching Approach. http://benpocklingtoneducator.weebly.com/uploads/1/3/9/8/13984474/gymnastics_unit_plan__resource_kit.pdf