Small group performances in canon and unison
Lesson details
Learning outcome
I can perform a routine with a mix of dynamics, using unison and canon and in large groups.
Key learning points
- Move: when performing in unison, use beat counts to ensure all movements are synchronised and in time.
- Move: visual cues can ensure that timing is cohesive which enhances the quality of the performance.
- Think: performing jumps and rolls in canon can add interest to a performance.
- Feel: incorporating a range of dynamics into a performance builds creativity.
- Connect: working with others to perform in canon and unison builds trust to hit the correct timing.
Keywords
Unison - partners do the same moves at exactly the same time, perfectly matching each other's timing and movements
Canon - when performing a sequence of movements, group members do the same order of moves but at a different time
Dynamics - refers to the execution of movements with speed, power and fluidity to enhance the overall energy and impact of the routine
Common misconception
When performing in unison, some students may be slightly ahead or behind affecting overall synchronisation. If pupils don't move at the correct intervals in canon, the sequence looks uncoordinated.
Use a clear count-in or rhythm (e.g. counting beats out loud or clapping) and practise slowly before increasing speed.
Teacher tip
When creating longer group sequences, pupils will need more time to choreograph their routines. You should ensure that as groups combine, they take choreography from each group so that all groups ideas are represented in the final performances.
Equipment
1 mat between 2
Content guidance
Risk assessment required - physical activity
Supervision
Adult supervision required
Licence
except where otherwise stated. See Oak's terms & conditions (Collection 2).Prior knowledge starter quiz
4 Questions
Q1.How should our body be when performing a roll in order to be in control?
Q2.What are rolls often used for when added to sequences?
Q3.What position do you finish in when performing a forward roll?
Q4.What is the most important teaching point when performing a forward/backward roll safely?
Assessment exit quiz
4 Questions
Q1.How can you gradually improve your ability to move well in unison and canon as a group?
Q2.What can you use to help you perform in unison as a larger group so that your performance is synchronised?
Q3.What can we develop when successfully moving in unison and canon as part of a large group?
Q4.What can we add to our final performance by including a range of dynamics in our sequence?
To help you plan your 8 physical education lesson on: Small group performances in canon and unison, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your 8 physical education lesson on: Small group performances in canon and unison, 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 3 physical education lessons from the Gymnastics jigsaw: technical fluency and group performance analysis unit, dive into the full secondary physical education curriculum, or learn more about lesson planning.