This document provides guidance for teaching stunts and exercises to primary grade students. It recommends the whole-part-whole method, which involves demonstrating the full stunt, breaking it down into individual positions, and then demonstrating the full stunt again. It also provides tips for safety, group organization, monitoring students for signs of fatigue, and developing exercises that are developmentally appropriate and introduce variety and progression over time.

2. APPROACHES IN THE PRIMARY GRADE
LEVEL
1. The Story Approach in Beginning Stunts
2. The Problem or Question Approach
3. The Games Approach

3. The Whole-Part-Whole Method in Teaching
Stunts
1. Describe the stunt clearly for the children
to visualized the picture in its society.
2. Demonstrate the stunt as a complete
activity.

4. 3. Describe and demonstrate the series of
related individual positions that make up
the whole activity.
4. Describe and demonstrate the whole
stunt again showing the correct form as
possible.
5. Have the children establish standards of
performance based on the demonstration.
6. Have them try and practice the stunt by
themselves.

5. 1. Tennis shoes or rubber shoes are
advisable to be worn.
2. A sufficiently large area is recommended
so that the children can be away from
walls or furniture.

6. 3. Mats should be used wherever possible.
A grassy lawn can be a good substitute.
4. The play area should be safe from
hazards.

7. 1. Divide the class into squads or small
groups, the members of each group
about the same age, size, weight, or
ability.
2. Select squad leaders who should be
instructed to assist through the trials.

8. 3. Learn to recognize signs of fear or
hesitation. A pupil gains self-confidence by
giving a helping hand at first and gradually
leaving him alone as he improves.
4. Guard against overstraining pupils. Be
alert for signs of fatigue or illness.

9. 5. Introduce the spirit of rivalry and
stimulate interest in competition by having
each child keep a record of his
accomplishment.

10. 1. Study and practice the exercise yourself
before teaching it to the class. Be prepared
to demonstrate it accurately when
necessary.
2. Put the class into formation before
starting the exercise.

11. 3. In teaching an exercise, have the class
respond to commands, then by counts.
This is the time to correct wrong execution
of the command and is a test on the
ability to respond properly. Then the
exercise can be done rhythmically in 16 or
32 counts.

12. 4. Observe the class at different angles.
Insist on good posture and good
performance.

13. 1. Have in mind the developmental needs of
the children.
2. Observe progression of exercises.
3. Start with easy movements and gradually
have more complicated ones.
4. Variety of movements or combinations
may add interest and will also involve
more muscles.
5. Observe symmetry and unity in creating
exercises for different groups.