Year 3 - Physical education
Sequence formation combining individual and pair balances
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, using apparatus, that flows and includes a combination of movements, plus individual and pair balances.
Key Notes
- Move: quality sequences are performed silently, with control, extended fingers and toes, flow and no stopping between.
- Move: quality balances are held still; movements into and out of balances will flow without stopping.
- Think: making decisions as to the best apparatus to use will improve the quality of a performance.
- Feel: taking responsibility for the ideas we try involves being brave to try a range of movements and balances.
- Connect: listening to our partners' ideas and trying to create a range of movements and balances demonstrates trust.
Vocabulary To Learn
- extended: stretched fingers and pointed toes
- control: being purposeful; moving every body part with thought, precision and balance
- flow: moving from one action to another
Common Mistakes To Avoid
- Some pupils may think that successful sequences are long and consist of lots of different movements and balances.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: quality sequences are performed silently, with control, extended fingers and toes, flow and no stopping between. Move: quality balances are held still; movements into and out of balances will flow without stopping.
2. What does this key word mean in this lesson? 'extended'
stretched fingers and pointed toes.
3. Correct this common mistake.
Mistake: Some pupils may think that successful sequences are long and consist of lots of different movements and balances. Correction: Successful sequences can be performed with control and flow. They can be short and may repeat some movements if the pupils feel this is the best decision to improve the quality of their performance.
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 completion and performance to peers Study Guide
- Sequence ideas Study Guide
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