Year 4 - Physical education
Sequence formation in pairs
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 sequence that flows, on apparatus and incorporating a combination of movements, pair asymmetrical balances and pair symmetrical balances.
Key Notes
- Move: quality sequences use movements performed with control and extension to flow in and out of balances.
- Think: knowing how to link the sequence together with flow, ensuring no pauses between actions, shows creative thinking.
- Feel: committing to trying lots of ideas and showing determination to ensure our sequence flows requires resilience.
- Connect: supporting our partner by allowing them to suggest ideas to develop the sequence demonstrates respect.
Vocabulary To Learn
- extension: stretched and pointed fingers and toes
- control: being purposeful; moving every body part with thought, precision and balance
- flow: moving from one action to another without stopping
Common Mistakes To Avoid
- Pupils tend to stick with simple movements such as walking to move into balances and to link the sequence.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: quality sequences use movements performed with control and extension to flow in and out of balances. Think: knowing how to link the sequence together with flow, ensuring no pauses between actions, shows creative thinking.
2. What does this key word mean in this lesson? 'extension'
stretched and pointed fingers and toes.
3. Correct this common mistake.
Mistake: Pupils tend to stick with simple movements such as walking to move into balances and to link the sequence. Correction: Explain that although we can walk, there are so many movement options and walking isn't the most exciting to watch. Encourage pupils to try a range of movement ideas.
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 completion and performance 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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