Year 3 - Physical education
Changes in level
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 sequence, with flow, that includes movements and balances and incorporates a change in level between actions.
Key Notes
- Move: sequences should flow, with a change in level from a high movement or balance into a low movement or balance.
- Think: reflecting on how movements and balances are linked together with flow improves the fluidity of the performance.
- Think: deciding on the different movements and balances we are going to use to create our sequence requires reflection.
- Feel: trying hard to ensure that our sequences include a change in level requires taking responsibility.
- Connect: trusting our partners and collaborating, to create the very best sequences, ensures a quality performance.
Vocabulary To Learn
- level: the height at which an action is performed in relation to the ground or surface
- flow: moving smoothly from one action to another
- sequence: combination of controlled movements and balances that have been linked together in a particular order
Common Mistakes To Avoid
- Some pupils may think that performing with flow means performing with speed.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: sequences should flow, with a change in level from a high movement or balance into a low movement or balance. Think: reflecting on how movements and balances are linked together with flow improves the fluidity of the performance.
2. What does this key word mean in this lesson? 'level'
the height at which an action is performed in relation to the ground or surface.
3. Correct this common mistake.
Mistake: Some pupils may think that performing with flow means performing with speed. Correction: Sequences need control and smoothly linked movements. This creates a steady pace that feels fluid and not rushed. Balances create stillness and are held for a least 4 seconds; flow can still be achieved even with still moments and steady movements.
More Lessons In This Unit
- Application of learning onto apparatus Study Guide
- Balances individually and in pairs Study Guide
- Changes in direction Study Guide
- Changes in direction on apparatus 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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