Year 4 - Physical education
Sequence completion and performance
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 finalise and perform a group sequence with fluidity, accurate timing, incorporating movements and balances with asymmetry, symmetry, canon and unison.
Key Notes
- Move: performing a high-quality group sequence requires consistently demonstrating control and extension on apparatus.
- Think: performing a high-quality sequence requires consistent flow and accurate timing.
- Connect: acting on feedback will improve our performance and show great respect towards those observing.
- Feel: self-motivation enables us to strive to improve our own and others' sequences.
Vocabulary To Learn
- feedback: helpful comments to 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
- When challenged with adding additional actions to their sequences as they finalise their work, pupils add in additional and unnecessary actions, coming away from the stipulated actions to include.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: performing a high-quality group sequence requires consistently demonstrating control and extension on apparatus. Think: performing a high-quality sequence requires consistent flow and accurate timing.
2. What does this key word mean in this lesson? 'feedback'
helpful comments to know how you're doing or how you can improve.
3. Correct this common mistake.
Mistake: When challenged with adding additional actions to their sequences as they finalise their work, pupils add in additional and unnecessary actions, coming away from the stipulated actions to include. Correction: Explain that extra actions don't necessarily improve the sequence and will make it very difficult for someone observing to evaulate their work.
More Lessons In This Unit
- Asymmetry Study Guide
- 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 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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