Year 3 - Physical education
Combine balances and movements to finalise sequences in pairs
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 perform a sequence that flows and includes a range of movements and balances, incorporating a change in level and direction on a range of apparatus.
Key Notes
- Move: moving and balancing with fluidity requires accurate timings, not stopping between actions until the end.
- Think: deciding how to link actions to allow for changes in level and direction is essential for quality performances.
- Think: ensuring a range of apparatus is utilised to bring the sequence to life requires effective decision making.
- Feel: committing to improving the quality of our sequence requires responsibility.
- Connect: trying a range of movements and balances and agreeing the best options to include requires trust.
Vocabulary To Learn
- level: the height at which an action is performed in relation to the ground or surface
- direction: changing the course along which we are moving
- range: a variety of ideas
Common Mistakes To Avoid
- Some pupils may spend their practice time adding more actions onto the sequence instead of repeating and refining a shorter sequence.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: moving and balancing with fluidity requires accurate timings, not stopping between actions until the end. Think: deciding how to link actions to allow for changes in level and direction is essential for quality performances.
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 spend their practice time adding more actions onto the sequence instead of repeating and refining a shorter sequence. Correction: Practice time can be used to repeat a skill and improve the quality of a performance, or it can be used to make changes to a sequence to improve the flow or increase the range of movements for more interest.
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 Study Guide
- Changes in level and direction to create sequences in groups using apparatus Study Guide
- Changes in level on the apparatus 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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