What is Cheerleading?

Cheerleading is one of the fastest-growing sports in the world, and one of the very few competitive Coed sports. It is a fun and unique way to stay fit, and build life long friendships. Here at Proactivity, our experienced coaches support our students as they learn about teamwork, resilience, patience and positive and respectful sportsmanship. Teams are made up of 8-36 athletes, forming either all-girl or coed groups. They are formed based on age divisions and athlete skill level (novice -7).

Benefits of Cheerleading.

Cheerleading is not just fun but a sport that benefits participants in the following ways:

Physical Endurance. Cheerleading is a great cardio workout.

Strength Training. Cheerleading is a whole body workout.

Flexibility. Stretching exercises within each class will develop your flexibility and increasing your range of movement.

Coordination. Cheerleading requires participants to not just move through different sequences but engages athletes in fine motor coordination through hand and feet patterns.

Team player and leadership skills. This is an activity where everyone works together to move as one unit. It requires leadership and good communication skills.

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Proactivity Cheerleading Programs align with the Victorian Curriculum

Proactivity's Cheerleading program provides an immersive experience in the world of competitive cheerleading, teaching fundamental skills that build to inform students ' ability to create their own cheerleading routines!

Students will learn to tumble, stunt, and dance in a safe and engaging environment. Learning activities afford students the opportunity to try movements that may be outside their comfort zone while learning to work together with classmates to perform exciting skills. Through cheerleading, students not only practice controlling their bodies in different shapes and movement patterns but will also learn practices of self-confidence through the performance aspect of the sport.

Benefits

  • Teamwork and collaboration with other students
  • Development of interpersonal skills and self-confidence
  • Improved mind-body awareness and control
  • Ability to understand how the body moves through space and in relation to others
  • Improved body strength and mobility in abnormal shapes

Our Equipment Pack includes

  • Foam roll-out mats are desirable, but not necessary

Curriculum links and program details

Primary School

Curriculum Links

Moving the body
Practise and refine fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings.

Perform movement sequences which link fundamental movement skills.

Practise and apply movement concepts and strategies.

Understanding movement
Combine the elements of effort, space, time, objects and people when performing movement sequences.

Learning through movement
Apply innovative and creative thinking in solving movement challenges.

Adopt inclusive practices when participating in physical activities.

Learning Objectives Learning Activities

Week 1

  • Students will be able to perform basic stunting, tumbling and motions in isolation.
  • Debbie Love cheerleading warmup
  • Motions
    • teach basic motions
    • motion memory game
  • Stunting
    • angel lifts
    • back stunt
    • dual base
  • Tumbling
    • teach basic tumble skills (in own time)
  • Stretch out

Week 2

  • Students will be able to perform basic skills in a sequence, linking the skills together.
  • Students will be able to practise and apply movement concepts and strategies in a sequence that combines the elements of effort, space, time and people.
  • Debbie Love cheerleading warmup
  • Tumbling
    • two counts in a formation, focusing on performing skill to timing and understanding spacing
  • Stunting
    • Build on skills taught last lesson
  • Motions
    • Formations game: give students formations and they must get to each spot quickly and observe correct spacing
    • Teach a short sequence of motions and explain how to perform them with confidence
  • Stretch

Week 3

  • Students will be able to specialise their skills more and work inclusively in groups
  • Debbie Love cheerleading warmup
  • Stunting
    • build on previous skills to create a stunt sequence
    • explain how to perform to score well in a competition environment
  • Tumbling
    • Advance tumble sequence
  • Motions
    • Advance motion sequence taught and include formation changes
    • split them into groups to practice and perform to each other
  • Stretch

Week 4

  • Students will be able to use choreographic devices to connect fundamental skills into their own sequences.
  • Students will apply collaborative practices and think creatively to include all team members of differing abilities to solve movement challenges and create an effective routine.
  • Debbie Love cheerleading warmup
  • Revision
    • go over the stunt, tumble and motions taught in previous weeks
    • Go over stunt sequence taught last week
    • Go over motion sequence taught last week
  • Developing a routine
    • using the stunt and motions sequence we have already taught, build these into a routine
    • explain how to run sections together to form a routine
    • allow students to work autonomously, providing help where needed
    • show and tell

Curriculum Links

Moving the body
Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings.

Design and perform a variety of movement sequences.

Understanding movement
Participate in physical activities designed to enhance fitness, and discuss the impact of regular participation on health and wellbeing.

Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences.

Learning through movement
Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities.

Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges.

Learning Objectives Learning Activities

Week 1

  • Students will be able to perform basic stunting, tumbling and motions in isolation.
  • Debbie Love cheerleading warmup
  • Motions
    • teach basic motions
    • motion memory game
  • Stunting
    • angel lifts
    • back stunt
    • dual base
  • Tumbling
    • teach basic tumble skills (in own time)
  • Stretch

Week 2

  • Students will be able to perform more specialised Cheerleading skills.
  • Students will be able to perform skills in sequences.
  • Debbie Love cheerleading warmup
  • Tumbling
    • to counts in a formation, focusing on performing skill to timing and understanding spacing
  • Stunting
    • Build on skills taught last lesson
  • Motions
    • Formations game: give students formations and they must get to each spot quickly and observe correct spacing
    • Teach a short sequence of motions and explain how to perform them with confidence
  • Stretch

Week 3

  • Students will perform intermediate level Cheerleading skills.
  • Students will use the technical skills taught in previous weeks to be able to manipulate elements of effort, time, space and people to perform these skills in movement sequences.
  • Debbie Love cheerleading warmup
  • Stunting
    • build on previous skills to create a stunt sequence
    • explain how to perform to score well in a competition environment
  • Tumbling
    • Advance tumble sequence
  • Motions
    • Advance motion sequence taught and include formation changes
    • split them into groups to practice and perform to each other
  • Stretch

Week 4

  • Students will be able to design their own routine and perform movement sequences.
  • Students will work positively in teams to create a routine reflecting the strengths of each member and set their responsibilities for success.
  • Students will be able to address movement challenges creatively to include students of all different abilities
  • Debbie Love cheerleading warmup
  • Revision
    • go over the stunt, tumble and motions taught in previous weeks
    • Go over stunt sequence that we taught last week
  • Create their own routine in groups
    • using the stunt sequence we have already taught, combine with other elements into a routine
    • explain how to run sections together to form a routine
    • allow students to work autonomously, providing help where needed
    • show and tell

Secondary School

Curriculum Links

Moving the body
Use feedback to improve body control and coordination when performing specialised movement skills.

Compose and perform movement sequences for specific purposes in a variety of contexts.

Practise, apply and transfer movement concepts and strategies.

Understanding movement
Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance.

Learning through movement
Practise and apply personal and social skills when undertaking a range of roles in physical activities.

Evaluate and justify reasons for decisions and choices of action when solving movement challenges.

Learning Objectives Learning Activities

Week 1

  • Students will be able to perform basic stunting, tumbling and motions in isolation.
  • Debbie Love cheerleading warmup
  • Motions
    • teach basic motions
    • motion memory game
  • Stunting
    • angel lifts
    • dual base
    • pod stunts
  • Tumbling
    • teach basic tumble skills (in own time)
  • Stretch

Week 2

  • Students will be able to understand how to perform skills in a group environment with respect to time, space and people
  • Work in groups to perform more advanced stunt skills safely and effectively
  • Students will be able to apply feedback from instructors to improve their techniques
  • Debbie Love cheerleading warmup
  • Tumbling
    • to counts in a formation, focusing on performing skill to timing and understanding spacing
  • Stunting
    • Build on skills taught last lesson to advance the skills students can perform
  • Motions
    • Formations game: give students formations and they must get to each spot quickly and observe correct spacing
    • Teach a short sequence of motions and explain how to perform them with confidence
  • Stretch

Week 3

  • Students will be able to perform skills in sequences with respect to time, space and people.
  • Students will work collaboratively and be able to evaluate themselves and others.
  • Debbie Love cheerleading warmup
  • Stunting
    • build on previous skills to create a stunt sequence
    • explain how to perform to score well in a competition environment
  • Tumbling
    • Advance tumble sequence
  • Motions
    • Advance motion sequence taught and include formation changes
    • split them into groups to practice and perform to each other
  • Stretch

Week 4

  • Students will be able to work collaboratively in teams to create their own routine encompassing the key cheerleading elements.
  • Students will demonstrate how the elements of effort, time, space and people relate to create an effective routine.
  • Students will practise and apply cheerleading-specific concepts to compose and perform skills in a routine correctly, safely and effectively.
  • Debbie Love cheerleading warmup
  • Revision
    • go over the stunt, tumble and motions taught in previous weeks
  • Create their own routine in groups
    • explain how to run sections together to form a routine
    • allow students to work autonomously, providing help where needed
    • show and tell
  • Stretch

Curriculum Links

Moving the body
Perform and refine specialised movement skills in challenging movement situations.

Develop, implement and evaluate movement concepts and strategies for successful outcomes.

Learning through movement
Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams.

Learning Objectives Learning Activities

Week 1

  • Students will be able to perform basic stunting, tumbling and motions in isolation
  • Debbie Love cheerleading warmup
  • Motions
    • teach basic motions
    • motion memory game
  • Stunting
    • angel lifts
    • dual base
    • pod stunts
  • Tumbling
    • teach basic tumble skills (in own time)
  • Stretch

Week 2

  • Students will understand how to perform skills in a group environment with respect to time, space and people
  • Students will work in groups to perform more advanced stunt skills safely and effectively
  • Debbie Love cheerleading warmup
  • Tumbling
    • to counts in a formation, focusing on performing skill to timing and understanding spacing
  • Stunting
    • Build on skills taught last lesson to advance skills students can perform
  • Motions
    • Formations game: give students formations and they must get to each spot quickly and observe correct spacing
    • Teach a short sequence of motions and explain how to perform them with confidence
  • Stretch

Week 3

  • Students will be able to perform skills in sequences with respect to time, space and people
  • Students will work collaboratively and be able to evaluate themselves and others to inform their routines for next week
  • Debbie Love cheerleading warmup
  • Stunting
    • build on previous skills to create a stunt sequence
    • explain how to perform to score well in a competition environment
  • Tumbling
    • Advance tumble sequence
  • Motions
    • Advance motion sequence taught and include formation changes
    • split them into groups to practice and perform to each other
  • Stretch

Week 4

  • Students will be able to work collaboratively in teams to create their own routine encompassing the key cheerleading elements
  • Students will develop their own movement concepts using the skills taught to create the routine
  • Students will apply cheerleading-specific techniques to perform skills in routine correctly, safely and effectively.
  • Debbie Love cheerleading warmup
  • Revision
    • go over the stunt, tumble and motions taught in previous weeks
  • Create their own routine in groups
    • explain how to run sections together to form a routine
    • allow students to work autonomously, providing help where needed
    • show and tell
  • Stretch

Capabilities: Personal & Social

Self-Awareness and Management

  • They develop a realistic sense of their personal strengths and have a realistic assessment of their own achievements and a sense of self-knowledge and self-confidence.
    • In creating routines and performing pre-set routines, students will learn to recognise what they are good at and can bring to their team for the performance. They will practice performing with confidence, even where they may be new to something.
  • Students develop skills to work independently and to show initiative, learning to be conscientious, delaying gratification and persevering in the face of setbacks and frustrations.
    • When stunting, students work in groups of 3-4 to achieve a skill, which will likely involve setbacks as skills require every team member to perform their job correctly to succeed. Students will need to be able to work together and be kind to one another to produce the desired results.
    • Students will be able to work in their own groups independently and use their own creative ideas to form their routines and practice group skills. They will need to create their routines as a collective which can at times be frustrating.
    • In observing correct formations and timing, students will need to be aware of other students to perform skills correctly. Formations require all students to be mindful of one another to ensure they are in straight lines and in synch.

Social Awareness and Management

  • Students learn to show respect for and understand others' perspectives, emotional states and needs.
    • In working in stunt groups and routine groups, students will need to respect the needs and abilities of other students. Students will need to recognise if a team member is uncomfortable with their position and be able to work collaboratively to produce skills and routines that they can all contribute to.
  • They learn to participate in positive, safe and respectful relationships, defining and accepting individual and group roles and responsibilities.
    • Stunting and tumbling both involve elements of safety for oneself and others - students will learn to be mindful of this when performing skills and understand how their actions impact their team members.
    • In working together they will need to be respectful and positive to succeed, particularly when creating their routine. This will require group members to be responsible for different things and some team members to show leadership.
  • Students learn to negotiate with others; work in teams, positively contribute to groups and collaboratively make decisions; develop leadership skills, resolve conflict and reach positive outcomes.
    • In routine creation this is evident as above. All members will need to work together and some students will need to be leaders to direct the group.
    • In performing stunt skills, all members must contribute to make their stunt work as above.
  • Students develop the ability to initiate and manage successful personal relationships.
    • Students will need to maintain successful relationships with their group members to perform skills correctly and safely. Stunting skills will often take time to perform properly and will require students to troubleshoot and resolve any issues.

Contact our team today and discuss the needs of your students with our team.

“Wimps lift weights, Cheerleaders lift people.”
– Stephanie, PA, USA

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