Changes in level and direction to create sequences in groups using apparatus
Lesson details
Learning outcome
I can work as part of a group to create a sequence that links a variety of quality movements, balances, changes of level, and changes of direction on a range of apparatus.
Key learning points
- Move: quality movements and balances must be executed with control, extension and without stopping to allow for flow.
- Think: creating a sequence in groups requires decision making regarding apparatus, changes in level and direction.
- Think: evaluation and reflection are essential when rehearsing sequences to ensure accurate timings in the performance.
- Feel: taking the lead in a group requires the confidence to take responsibility for coordinating the group's ideas.
- Connect: successfully working together as part of a large group requires cooperation to create the sequence.
Keywords
Control - being purposeful; moving every body part with thought, precision and balance
Extension - stretching and pointing fingers and toes
Group - a collection of people that are connected
Common misconception
Some pupils may think that having the most skillful gymnasts in their group will make it easier to create a group sequence.
Creating sequences in groups needs lots of different skills which are just as important as physical skills. Groups will need to make thoughtful decisions, will need to rehearse responsibly and will need to work cooperatively.
Teacher tip
This lesson provides opportunities for pupils to take a leadership role and to add value to a team through their ideas and decision making, regardless of their abilities to perform the physical gymnastic skills. Some pupils may find it easier and more manageable to work in groups of 3 rather than 4.
Equipment
mats, benches, gymnastic tables
Content guidance
Risk assessment required - physical activity
Supervision
Adult supervision required
Licence
Prior knowledge starter quiz
4 Questions
Q1.When might your body stop moving during a flowing sequence?
Q2.What is needed when you work in a group?
Q3.How can a group improve a performance?
Q4.Whose ideas should be considered when creating a sequence?
Assessment exit quiz
4 Questions
Q1.How should you speak when you’re explaining your ideas to others in the group?
Q2.Which members of the group should make the decisions?
Q3.What skills are important to help you improve a sequence?
Q4.What helps to increase the quality of a performance?
To help you plan your 3 physical education lesson on: Changes in level and direction to create sequences in groups using apparatus, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your 3 physical education lesson on: Changes in level and direction to create sequences in groups using apparatus, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
We use learning cycles to break down learning into key concepts or ideas linked to the learning outcome. Each learning cycle features explanations with checks for understanding and practice tasks with feedback. All of this is found in our slide decks, ready for you to download and edit. The practice tasks are also available as printable worksheets and some lessons have additional materials with extra material you might need for teaching the lesson.
The assessment exit quiz will test your pupils' understanding of the key learning points.
Our video is a tool for planning, showing how other teachers might teach the lesson, offering helpful tips, modelled explanations and inspiration for your own delivery in the classroom.
Explore more key stage 2 physical education lessons from the Gymnastics: movements, balances and sequence composition unit, dive into the full primary physical education curriculum, or learn more about lesson planning.