Lesson video

Right, let's think about safety, shall we? So it's really important you have grown up in the room with you, if you don't have one, can you pause the video now and go and find one.

Okay, with your adult, we're going to run through the rest of the points together.

So it's really important to prepare your area.

You're going to need a space indoors that is two metres wide by two metres long, and enough space to reach up above your head, check that you don't bump into anything, and that you can jump up and down safely without any objects getting in your way.

You need to make sure the floor is not slippery in any way, there isn't anything that can trip you up.

You will be working on a yoga mat or a rug, possibly a coal pit something like that that's smooth and soft, but you need to check that it doesn't slide as you're moving around on it, that's the key point there.

So we're going to be active today, obviously because we're doing gymnastics which means you also need to have comfortable clothing on, you're going to be using bare feet so socks and shoes will need to be removed.

If you have long hair like me, you need to tie that up and any jewellery needs to be removed.

So there's anything you need to do to get yourself ready, pause the video now and go and get yourself prepared for the lesson.

In this lesson today, you will need your space to exercise, remember it's two metres long by two metres wide, enough space above your head so that you don't bump into anything as you're jumping or moving around.

You need a yoga mat and if you don't have one, don't worry at all you can use a soft rug or a carpet.

Just check that it doesn't slide as you're moving around on it, that's the most important thing.

And last of all you need your PE kit, so pause video now if there's anything you need to do to get yourself ready.

Hi, my name is Ms. King, I'm a PE consultant that works across schools in Hampshire.

So let's run through our agenda for today.

We're going to begin with a warmup, then we're going to do some stretching and mobilisation.

We're going to recap the sequences from last lesson where we focused on rhythmic gymnastics, we're then going to introduce fluency and control.

We're going to take a moment to be creative with our sequences and you're going to construct your own fabulous sequences.

This is the last lesson in our unit so we're aiming to be the best that we can be in this lesson.

And last of all, you're going to take a moment to reflect on your work and share it.

So we're going to do a warm up now.

You've got a choice, you can either copy Clarice's demonstration she's going to show you what to do in a moment, or you can watch the demonstration, pause the video, and then go and have a go at the game on your own.

Totally up to you.

So the way it works is like this, you'll hear some music being played, as its played Clarice's going to move around the room.

Every time the music stops she's going to pause and then she's going to make a gymnastics balance and hold that position still until the music starts again.

Okay, so here's Clarice's demo, feel free to join in if you want to.

So the first balance is V-sit.

Next balance is front support.

This one is back support.

And this balance is shoulder stance, I'm going to pause the game there, your turn now.

Go and find some music that you really like, ask your parent or carer, or if you've got brother and sister to call out the different gymnastics balances, and then you can play the game on your own, have a go.

Okay, so after your warm up you need to do some stretching and mobilisation.

In year five, six you will be the experts at this now I'm sure, and you've done lots of stretching at school and lots of stretching throughout this unit with me so you'll know what to do.

If you don't, then don't worry, feel free to drop out this lesson, go back to lesson one, review that stretching routine, you can just do that part and then come back to this lesson that's fine, so that's one option.

But if you are confident with your hope you are by now, then go through each body part, remember to hold your stretch for 10 seconds, and remember not to bounce in that stretch.

You're just holding that position still.

Start at the top, mobilise your neck, shoulders, stretch those arms so you're looking at your bicep that's the muscle at the front of your arm, tricep, muscle at the back, mobilise your upper body.

Think about mobilising your hips, then you need to move to your legs, you're stretching your quadriceps at the front, hamstrings at the back of your leg right at the top and calves at the bottom of your leg and the back, then you need to mobilise your back, your ankles and your wrists.

So just check you've covered all of your body.

Possibly you could even show stretching routine to someone else, your adult or carer, your brother or sister, totally up to you.

I'm sure there'll be really impressed.

So pause video now and have a go at your stretching routine.

So let's run through our keywords really quickly.

It begins with safety as always I'm sure you've prepared your environments is really safe, you haven't got any trip houses.

It's not too slippery for you, you're wearing appropriate clothing.

But this is really important, you must pick exercises during this lesson that you know you can form safely.

You might well be able to somersault and handspring and but in your gymnastics club, but that is not necessarily appropriate for your home environment because you don't have the safety equipment and you don't have the spotters.

So you have to choose balances or locomotion and form sequences that you can perform safely at home.

That means not injuring yourself or anyone else, okay? Right, let's move on to the rest of the keywords.

So sequence, we should know this by now, it's a series of actions that is balances and locomotion that are linked together.

We're also still working on our compositional techniques.

So these are strategies adding a bit of character to our sequence, levels, dynamics, speed, direction pathways, all of those elements.

And we're looking at fluency today.

This means linking our balances and locomotion in a way that it flows and it has control.

So we're not wobbling all over the place or picking locomotion that doesn't really link balances too well, so it doesn't flow.

So that fluency, and last of all, we got control.

So ensuring that our balances and our locomotion has stability, that means we're not wobbling, we're not doing a balance but wobbling all over the place but it actually looks controlled is held in that still position for a period of time.

So there are key words, it's time to get active.

What do you remember about our sequences from last week? We focused on rhythmic awareness so I'm really hoping that you have those sequences on an iPad or a phone somewhere, and that you have the chance to be able to look at them that will really help you in this lesson.

So pause the video now and go and find those sequences.

If you don't have a recording don't worry, it will be really good for you to have a little practise of that sequence now so see if you can remember what you did.

We picked a piece of music, and we chose some compositional techniques to fit our sequence to that music.

So if the tempo, that means the pace of the music was fast, we might've picked some dynamic movements.

If the pace was quite slow, then we might've linked or balances with slower locomotion.

So pause video now and either what's your sequence on your iPad or phone, or see if you can remember your sequence and have a go at practising it now.

So we're going to watch Clarice sequence now, and then we're going to think about the compositional techniques that she used and how she used her rhythmic awareness for this piece.

Let's have a look.

Okay, so I think Clarice used quite a lot of compositional techniques in that sequence.

Remember she chose the piece herself and she constructed the sequence completely herself, so she did a really good job.

But let's switch to the next slide and see if we can use this table to help us.

So do you remember this table? We've used it in the past two lessons.

Have a thing, let's go through analyse Clarice's sequence.

Let's start with levels, did she use a range of levels? Yes, she did.

She had high, medium and low balances in there.

What about her pathway? Which one do you think it was? So I would pick zigzag, she picked a zigzag pathway going back and forth.

Okay, move to the next layer.

So locomotion, did she have a roll? Well she had a rock-n-roll.

Jump? Yes, she did.

Did she have a spin? Yes.

And a leap? Yes, she had more than one leap so she covered all of those.

How about timings? How would you describe her timings? Was it fast, slow, dynamic? Bit of both? I would say slow most of the time, some movements were dynamic like the leaps and the jump to add a little bit of character to the sequence.

And she didn't work on relationships this time, that's fine.

Some of you may also be working by yourself at home, you might not get a chance to work on the relationships and if you don't, that's fine.

If you do have a brother or sister or your grownup feels particularly brave and they are able to exercise safely, then unison is at the same time.

So maybe exactly the same time, mirroring is following your partner in mirror.

So they copy you as though they're a big mirror dividing you and canon is where one moves slightly after the other.

Okay, so you could also work on that.

So what I want you to do is think about the sequence that you did last lesson, you can practise it again if you want to, analyse it like we have done with Clarice and workout what are your targets for this lesson? What do you need to work on? Which maybe you're going to change your pathway if you can't think of anything, that's a good one to do.

So pause the video now and have a go at that analysis.

Can you remember what control means in gymnastics? We have spoken about this before but not for a little while.

So control is stability.

What that means is when we're balancing we're not wobbling all over the place, and the strategies that we can use to help us with this are things like our gaze, which is where we're looking.

So picking a spot in front of us to look at whilst we're balancing, and also moving our arms or our legs slightly adjusting them until a place where we feel like we balance without that wobble.

Normally, putting your hands out to the side helps you to balance, particularly it balances like a V-sit which is where you have your legs up and your upper body.

So putting your hands to the side helps you create a wider control and that will help you to stop wobbling.

So we want to try and use control in our gymnastics, that doesn't mean that it's not right to sometimes challenge ourself though.

When we're first learning about it, it will be a bit wobbly.

The V-sit is a classic one or an arabesque, and it's okay if you're wobbling to begin with, that's totally fine and that's part of learning so don't be worried if that's happening, but we're aiming for control.

So we're aiming to practise regularly and keep working on those balances so that we make them more stable.

Because the more stable they are and the more controlled they are, the more effective our gymnastics will be.

So let's just look at what we mean by control by analysing some of these balances.

So feel free to practise these balances because understanding what they feel like will also helped your understanding of what control means.

So the first one is T balance have a little look.

She's moving slowly, Clarice's lifting a leg and her arm at the same time, and that pace really helps her to balance, have another go.

So just taking your time, moving arm and leg at the same time that's a good strategy she uses there.

So arabesque, she's using her eyes to focus, she got hands out to the side, and then the strategy she uses is for this.

So eyes and hands and arms out to the side.

Okay with the V balance it's all about the arms and using her eyes to look forward, they're the strategies that she uses to balance and that gives her control because she's not wobbling.

So that's what we mean by control in gymnastics.

What does fluency mean in gymnastics? So fluency means that there's smoothness in our sequences and the way that we link our balances with our locomotion so that it flows.

We move from one balance through locomotion to the next balance in a smooth way, it's not, for example if you did a tuck balance, then got up, did a big jump, then sat down again for a straddle, then got up again, so you're trying to link low to high balances, that covers the strategy of linking high and low but it's not necessarily fluid, it's not flowing, it's not smooth.

A better example would be if you're in a tuck and you do an egg roll into a straddle, and you rock and roll to stand, and then you do a leap, that might be a more fluent flowing movement because it naturally links together.

So when we're doing gymnastics, that's what we're aiming for that fluency and that flow and that smoothness, and that will make our gymnastics a bit more effective.

So I'm going to show you what I mean by fluency now by showing you some of Clarice's sequence we're just going to talk about that.

So she starts off with a really controlled straight balance.

She's got a slight turn into a leap, she thinks about how she lands and she goes straight into her arabesque which she performs really well.

I'm just going to show you that short bit, so let's break that apart.

The straight balance is performed really well it's not wobbling at all, she's got a slight turn, she plans where she's going to leap, she follows a straight pathway that's diagonal in direction.

She thinks about where she's going to land and then she goes straight into her arabesque.

So there's no jotting all around, stepping sideways, or moving around before she gets into her arabesque, she goes straight into it.

So the pathway's straight and planned, and the movement between balance, locomotion, balance is really smooth, it's linked well.

And that's what we mean by fluency.

So I'm going to show you the process of the sequence development now.

You'll see that this sequence isn't perfect and particularly at the end, Clarice makes a bit of a mistake, but the reason why I'm showing it to you is I don't just want you to see perfect sequences all the time, I want you to know what learnings like, it's a little bit messy, we get things wrong.

We look at things and we change them, we make them better, and that's all part of the learning.

So as you're doing your gymnastics at home just remember that, okay? Let's have a look at Clarice's sequence.

Okay, so you can see there at the beginning she had really good control.

She started off at a low level, she chose a really easy straight pathway to begin with.

She was going to turn it into a zigzag but she didn't quite get to that.

She was starting to use a range of locomotion and different levels, but you'll notice then she got up and her learning went a little bit wrong.

She forgot what she was doing, she wobbled a little bit, she lost that control.

It wasn't particularly fluent.

So she decided to stop there.

That's totally fine.

Your learning will look just the same.

You'll see how she now goes on to improve this sequence, have a little look.

So you're going to see the progression in Clarice's sequence now, you've got a choice you can either copy Clarice so you get a chance at practising her next sequence, or you can watch but you can use the ideas to develop your own sequence.

So this second sequence evolved because Clarice had a chance to watch her first one, and she decided she wanted to change the beginning to make it a little bit more interesting.

And she changed the order of some of the movements to make it flow and have more control and fluency cause that's her target.

Notice she's got her socks on, the reason for this is she found that it was easier to turn in her socks.

You actually can't use socks on a slippery floor because you will go flying, okay? But if you have grippy socks, these are the type Clarice uses, they've got a slight grip on the bottom of them and she practised on her mat she felt like she could move a lot easier in them, that's what she used for this sequence.

But please, please, please, be really careful and don't copy Clarice and just put socks on on a really slippery floor that will not work, okay? You need to ask your grownup if you're not sure and make that decision together.

But I'm going to leave you with Clarice now just to see how her second sequence has developed.

Clarice's got a sequence for you now, see how she's used that control and fluency, that's what we've been working on and that range of compositional techniques to bring her sequence alive.

I'm going to leave you with Clarice now and see what you think about her sequence.

Feel free to have a go if you want to, copy her sequence that might help you to refine your own ideas.

So Clarice did a great job, didn't she? Think about all those compositional techniques that we've talked about to look, levels, pathways, speed, dynamics, locomotion, range of balances there, she used it all, doesn't she? And you can definitely see how her sequence development has progressed from lesson one.

She's including a lot more complex balances and locomotion now, and she's really blending the compositional techniques together effectively.

I think she did a great job.

It's your turn to have a go now, see if you can construct a sequence like Clarice, or alternatively, you could play the video again and have a go at Clarice's sequence if you'd like to have a practise of that one is completely up to you.

How can we improve positive mindset and mood with exercise? Well, it really depends on what exercise it is, doesn't it? If we're running a race with our friends when we're back at school one day, and we win that race, we're going to feel elated, we're going to feel happy.

We're going to feel energetic.

If we play in a tennis match or we do a big runs, we're using all our big muscle groups and we're raising our heart rate, raising our breathing rate, that's called aerobic exercise.

That might make us feel like we've got more energy, it wakes up body up and after we've done it, we might feel a little bit more tired and more relaxed and that's because our brain will release lots of happy hormones to tell us to relax.

If you're doing something like yoga or pilates, then you might not get the same energy rush but you will get the endorphin release and you will have those happy hormones that will help you to relax, they initiate what's called your parasympathetic system which tells your body to lower your heart rate, lower your breathing rate, and to relax.

So depending on what exercise you do, lots of jumping around moving and running will make you feel more energetic, lots of yoga and stretching and breathing will make you feel more relaxed.

But either way, if you vary the exercise that you do and you do it regularly, over time it's going to help you to feel more positive, and it's going to help you to have a positive mindset and regulate your mood.

So it's a really great thing, isn't it? We're going to use a breathing technique now, I want you to notice how it makes you feel because we've just talked about mood, haven't we? About whether we feel happy or sad or afraid or excited, but I want you to notice how you feel at the end of this technique, it's called five finger breathing.

So Clarice will use one hand, the index finger of one hand to move out to the tip of each finger and back in towards her palm.

Every time she moves her finger out, she will breathe in, and every time she moves her finger back towards her palm, she will breathe out.

In out, in out, in out, in out, in out.

So that's a demonstration of the technique, I want you to have a go again.

See if you can breathe slowly as you can.

Every time you breathe in, fill your lungs with all that oxygen.

And as you breathe out, breathe out slowly as you can to empty your lungs and take all of that carbon dioxide out of your body.

Once you've had a go, notice how you feel, what impact has that had upon your mood? Pause the video now and have a go.

Well done, this concludes lesson four of our unit of gymnastics, this is the last lesson, and if you completed all the lessons, then we're all done you should feel very proud of yourself.

So this week up our learning today we started off with a warmup and some stretching, hopefully you were leading that stretching yourself.

We then did a recap of the previous lessons, we looked at rhythmic awareness and we you spent a little bit of time analysing a sequence that even we had done or Clarice had done.

So we understood compositional techniques, and we used those compositional techniques and we thought about fluency and control, and that was our focus of the lesson.

So considering fluency and control, we then constructed our own sequences and hopefully had a chance to record yourself, and then you've been able to see what your sequence looked like possibly even add some enhancements to make it even better.

And that brought you to the end of the lesson where he had a quick cool-down.

So a really general lesson today.

Well done, I'm really proud of you, and I really hope you're going to share some of your work.

So if you would like to share your work with Oak National, we do need to check with your parents or carer first.

If they agree, ask them to log on to Twitter for you and tag @OakNational and #LearnwithOak.

Well done, I really hope to see some of your sequences soon.