Year 3 - Physical education
Sequence completion and performance to peers
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 rehearse and improve a group sequence, responding to peer feedback in preparation for our performance.
Key Notes
- Move: performing a quality group sequence requires flow, control and extension, using apparatus throughout.
- Move: performing a quality group sequence requires balances to be held still, with flow in and out of the balances.
- Think: responding to feedback to improve our performance requires decision making to include all of the suggestions.
- Connect: listening to feedback to improve our performance requires trust and respect towards those observing.
- Feel: listening and responding to feedback demonstrates a commitment to improving our performance.
Vocabulary To Learn
- feedback: comments to help know how you're doing or how you can improve.
- performance: the execution or display of a series of actions
- quality: the good characteristics of the performance that suggest the movements and balances are performed correctly.
Common Mistakes To Avoid
- Some pupils may think that a performance should be perfect and if any improvements are suggested, they have failed or made a mistake.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: performing a quality group sequence requires flow, control and extension, using apparatus throughout. Move: performing a quality group sequence requires balances to be held still, with flow in and out of the balances.
2. What does this key word mean in this lesson? 'feedback'
comments to help know how you're doing or how you can improve.
3. Correct this common mistake.
Mistake: Some pupils may think that a performance should be perfect and if any improvements are suggested, they have failed or made a mistake. Correction: Striving to be perfect is different to striving to do our best. It is good to want to perform at a high standard and it feels great when we achieve it, however, if we are seeking perfection, we might forget to celebrate everything we have achieved.
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
- Combine balances and movements to finalise sequences in pairs Study Guide
- Sequence completion and peer to peer review Study Guide
- Sequence formation combining individual and pair balances Study Guide
- Sequence ideas Study Guide
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