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The Gymnastics-Literacy Link

The following are excerpts from the Rolling Into Reading Curriculum. Click on the following links to learn more.

Gymnastics Activities Contributing to Success		Pyramid Level: Success Academic Strengths
participating in classes teamwork learning and completing new routines ability to teach others		child is successful in all aspects of school including academics, behavior, and social skills child is moving toward reaching maximum potential

Gymnastics Activities		Pre-Academics
learning new routines following multi-step directions coordinating vision with movement organizing routines combining movement elements into a whole		child is ready to take on school tasks including the ability to learn new information, maintain focus, follow directions, and coordinate vision with motor skills

Gymnastics Activities		Directionality
understanding directional terms as they relate to movements coordinating movements requiring left/right sequencing understanding body positions in space moving in directional planes following warm-up and cool-down routines following music routines and coordinating steps in execution		correctly identify b/d, p/q and other frequently confused letters correctly write all letters and numbers fluent left to right reading follows multi-step directions

Gymnastics Activities		Laterality
all movement requiring crossing the midline of the body all movement requiring using both sides of the body together all movement requiring using sides of the body separately ribbons, hoops, balls, rope learning routines completing music routines during warm-ups or cooldowns		write with correct spacing write while using complete page with print following a left to right sequence visually cross the midline of the body and read word in sequence decodes and comprehends what is read hold paper while writing excellent communication between the two hemispheres of the brain for processing information and recalling information

Gymnastics Activities
sitting and waiting a turn without bothering other children feeling the body in space and making adjustments as needed enjoying warm-up routines with music participating in class with a positive attitude and independence comfortable in body tries new moves without excess coaxing all activities work on body awareness		coordinated movement healthy boundaries ability to differentiate body parts for writing secure and confident approach to literacy goals maintains personal space lines-up without tripping and falling on others talks at an appropriate volume level when responding in class good letter spacing while writing legible writing that is not too light or too dark while reading relates story to self and others body awareness

Gymnastics Activities		Posture
all movements requiring tucking and extending all balance movements all beam movements tumbling activities warm-ups that require strengthening of abdominal muscles warm-ups that require strengthening of back muscles all movements requiring core postural strength rhythmic activities dance activities		automatically sits and balances in a chair good focus control writes with ease due to good balance and strength strength and endurance for seat work legs comfortable on the floor and not wrapped around chair legs sits without rocking the chair, knee sitting, or lying body across desk writing is fluid and comfortable

Gymnastics Activities		Sensation
activities that require pressure to the joints as in mat work and bar work activities that require climbing into tight spaces vestibular activities (rolling, climbing, jumping, swinging) trampoline activities, jumping into the pit, creeping, crawling, moving at floor level on the stomach, hanging from bars, handstands, headstands, and cartwheels participating in a session for a certain length of time requiring control over toileting needs (no messy cleanups!) sensory activities like chalk on hands and jumping into the pit		calmly participates in sensory-rich activities like finger painting, gluing, clay correct pencil grip normal amount of movement; not too wiggly or overly mellow plays safely with other children monitors self when it comes to toileting needs vestibular system is working properly so that visual, auditory, and tactile information is integrated

Gymnastics Activities		Autonomic Nervous System
participates in class calmly and controls anger taking risks when learning new movement patterns moving from station to station without getting "lost" tuning into coaches' instructions remains focused while watching others petform completing class without constant prodding and attention joyful child who you hope will come back each session!		focuses in class cooperates and gets along with others easily transition between activities remains "just right" in class establishes eye contact is relaxed and comfortable most of the time "I can do it!" attitude when upset, calms oneself down and breathes

What a child does physically in the first few years of life plays a major part in how well he or she will develop other abilities. Here's a simple model of how it works. . . click here to learn more.

Children who expend a lot of energy on functions that should be automatic (vision tracking, balance, gross, and fine motor skills) have less energy for higher level brain function needed for academics.

New studies validate the lack of motor planning and poor rhythm in children with ADHD and Dyslexia. Substantial improvement in academics and behavior was reported when treatments focused on motor planning and rhythm.

"The molecules of emotion run every system in the body."
- Candace B. Pert Why You Feel the Way You Feel

 

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