|
|
1
|
2
|
3
|
4
|
|
|
Includes individual
and group balances in their routine in the 3 stations.
|
Does not hold balances.
Only uses 1-2 balances and only at 1 station. Only used
individual or only group balances.
|
Holds balances for
1-2 seconds. Uses both individual and group balances.
Uses balances at only 1-2 stations.
|
Holds balances for
3 seconds. Uses both individual and group balances.
Uses the balances at all stations in their movement
sequences.
|
Holds balances for
3 seconds. Uses both individual and group balances.
Uses the balances at all stations in their movement
sequences. Includes matching and contrasting balances.
|
____
|
|
Includes tumbles
in movement sequences at all three stations.
|
Does not attempt to
include any tumbles in their performance.
|
Includes tumbles at
1-2 stations. Is in limited body control during the
tumbles.
|
Includes tumbles at
all 3 stations in their movement sequences. Uses the
proper safety moves.
|
Includes tumbles at
all 3 stations in their movement sequences and includes
matching and contrasting tumble moves. Uses the proper
safety moves.
|
____
|
|
Movement Sequences
flow together with soft feet and controlled holds and
balances.
|
Performance does not
include movement sequences, it is very choppy with random
moves.
|
Movement sequences
contain some flow, but for the most part the moves are
choppy. The student has loud feet.
|
Movement sequences
flow together nicely and have controlled balances and
tumbles incorporated into them. Student is working at
having soft feet.
|
Movement sequences
flow together nicely and have controlled balances and
tumbles incorporated into them. Students have included
props in their movement sequences (ribbons, hula hoops,
bean bags, or hurdles). Students are very quiet and
gentle on their feet.
|
____
|
|
Performances account
for the various skill levels within the group.
|
Students all are doing
the same moves. There is no variety. Some students seem
uncomfortable with the challenging of the moves. Some
students are not challenged enough.
|
The performances contain
moves for various levels, but do not flow together as
a group. Starting to show moves appropriate to the students
skill and comfort level.
|
Performances have been
created to show group movements that include moves that
all members are capable of.
|
Performances have been
created to show group movements that include moves that
all members are capable of as well as personal individually
challenging moves to showcase skill level.
|
____
|
|
Group Cohesiveness
|
The group did not work
together well.
|
The group had some
challenges but worked them out.
|
The group worked together
to contribute ideas.
|
The groups worked together
to contribute ideas and supported each other by encouraging
and helping them complete some moves.
|
____
|
| |
|
|
|
Total---->
|
____
|