Year 3 - Physical education
Application of learning onto apparatus
Gymnastics: movements, balances and sequence composition
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
The unit of work introduces pupils to the idea of changes in levels and direction when creating and performing sequences in pairs and in groups. Pupils will reflect on the best way to create their sequences, combining both changes in level and direction, with balances and using a range of apparatus.
Lesson Summary
You will learn to create a variety of quality balances on your own and with a partner, using apparatus.
Key Notes
- Move: quality balances using apparatus require silence, extending the fingers and toes; holding completely still
- Think: using a range of levels to create balances demonstrates creative thinking.
- Think: thinking creatively and making sure balances are interesting requires using a range of body parts and apparatus.
- Feel: ensuring that everyone is safe using the apparatus as we work in our pairs shows responsibility.
- Connect: trusting our partners as we create balances using the apparatus helps us to try a range of ideas.
Vocabulary To Learn
- creative: varied, new and imaginative ideas
- quality: the good characteristics of a performance that suggest the movements and balances are performed correctly
- apparatus: equipment made for a particular task
Common Mistakes To Avoid
- Some pupils may only consider performing their balances on top of the apparatus.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: quality balances using apparatus require silence, extending the fingers and toes; holding completely still. Think: using a range of levels to create balances demonstrates creative thinking.
2. What does this key word mean in this lesson? 'creative'
varied, new and imaginative ideas.
3. Correct this common mistake.
Mistake: Some pupils may only consider performing their balances on top of the apparatus. Correction: Apparatus can be used in variety of ways to support pupils' weight; balances can be performed on top, against or under apparatus, e.g. feet on the apparatus with hand on the floor or feet on the floor with back against the apparatus.
More Lessons In This Unit
- Balances individually and in pairs Study Guide
- Changes in direction Study Guide
- Changes in direction on apparatus Study Guide
- Changes in level Study Guide
- Changes in level and direction to create sequences in groups using apparatus Study Guide
- Changes in level on the apparatus Study Guide
- Combine balances and movements to finalise sequences in pairs Study Guide
- Sequence completion and peer to peer review Study Guide
- Sequence completion and performance to peers Study Guide
- Sequence formation combining individual and pair balances Study Guide
- Sequence ideas Study Guide
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