Year 4 - Physical education
Asymmetry
Gymnastics: symmetry and asymmetry
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
This unit will focus on exploring movements and balances in symmetrical and asymmetrical ways. Pupils will create and perform sequences that incorporate symmetrical and asymmetrical balances on apparatus, applying flow. Pupils will learn how to include canon and unison in their sequence creation.
Lesson Summary
You will learn to create a variety of quality movements and balances in an asymmetrical way.
Key Notes
- Move: quality asymmetrical movements and balances require both sides of the body doing different things.
- Move: quality pair asymmetrical movements and balances are controlled with extension and balances held still.
- Think: knowing the difference between symmetry and asymmetry requires reflection and supports our creative thinking.
- Feel: creating a range of asymmetrical balances demonstrates a commitment to wanting to create high quality balances.
- Connect: respect enables us to work collaboratively with our partner and share ideas for creating asymmetrical balances.
Vocabulary To Learn
- balance: maintaining a desired shape completely still
- asymmetrical: when a balance or a movement does not match on either side
- creativity: the ability to generate, imagine or produce new and original ideas, concepts or solutions
Common Mistakes To Avoid
- Pupils continue to create symmetrical balances, confusing symmetry with asymmetry.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: quality asymmetrical movements and balances require both sides of the body doing different things. Move: quality pair asymmetrical movements and balances are controlled with extension and balances held still.
2. What does this key word mean in this lesson? 'balance'
maintaining a desired shape completely still.
3. Correct this common mistake.
Mistake: Pupils continue to create symmetrical balances, confusing symmetry with asymmetry. Correction: Provide models and continue to highlight the differenece between the two.
More Lessons In This Unit
- Canon in sequences Study Guide
- Create sequences in canon on apparatus with symmetrical balances Study Guide
- Create sequences in unison on apparatus with symmetrical balances Study Guide
- Sequence completion and peer review Study Guide
- Sequence completion and performance Study Guide
- Sequence formation in pairs Study Guide
- Sequence work in groups combining concepts Study Guide
- Sequences on apparatus in pairs using symmetrical and asymmetrical balances Study Guide
- Symmetrical and asymmetrical learning on apparatus Study Guide
- Symmetry Study Guide
- Unison in sequences Study Guide
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