Year 3 - Physical education
Sequence ideas
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 quality movements to travel over and under apparatus.
Key Notes
- Move: quality movements require control so the movement is executed silently, with extension of the fingers and toes.
- Think: creating a range of movements to travel over or under apparatus requires careful decision making.
- Think: using a range of apparatus to create movements and balances enables us to reflect on performing quality ideas.
- Feel: suggesting ideas for moving over and under apparatus demonstrates a responsibility to take the lead.
- Connect: moving over or under apparatus with control requires trust and careful teamwork.
Vocabulary To Learn
- quality: the good characteristics of a performance that suggest the movements and balances are performed correctly
- balance: maintaining a desired shape in a stationary position, completely still
- movement: an action that makes all or part of your body change position
Common Mistakes To Avoid
- Some pupils may think that being a leader is the same as being 'the boss' who tells everyone what to do and has all the ideas that others must follow.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: quality movements require control so the movement is executed silently, with extension of the fingers and toes. Think: creating a range of movements to travel over or under apparatus requires careful decision making.
2. What does this key word mean in this lesson? 'quality'
the good characteristics of a performance that suggest the movements and balances are performed correctly.
3. Correct this common mistake.
Mistake: Some pupils may think that being a leader is the same as being 'the boss' who tells everyone what to do and has all the ideas that others must follow. Correction: Being a leader can involve making suggestions and sharing ideas. They might follow your way of thinking and come up with new ideas themselves. It can also involve asking other people for their opinions and listening carefully.
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 formation combining individual and pair balances Study Guide
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