Year 4 - Physical education
Symmetrical and asymmetrical learning on apparatus
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 range of quality symmetrical and asymmetrical balances with a partner on apparatus.
Key Notes
- Move: quality balances require holding the balance still, extending the fingers and toes, on a range of apparatus.
- Think: using a range of ideas on apparatus to include different levels and connection points requires resourcefulness.
- Connect: listening to our partner's ideas by communicating effectively enables us to select our preferred balances.
- Feel: trying our best to improve the ideas we create ensures that they are high quality.
Vocabulary To Learn
- quality: the good characteristics of the performance that suggest the movements and balances are performed correctly
- balance: maintaining a desired shape completely still
- apparatus: equipment made for a particular task
Common Mistakes To Avoid
- Pupils create 1 balance idea and think they are finished, instead of trying a range of ideas. Pupils only work on one part of the apparatus and fail to try a range of apparatus to create their ideas.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: quality balances require holding the balance still, extending the fingers and toes, on a range of apparatus. Think: using a range of ideas on apparatus to include different levels and connection points requires resourcefulness.
2. What does this key word mean in this lesson? 'quality'
the good characteristics of the performance that suggest the movements and balances are performed correctly.
3. Correct this common mistake.
Mistake: Pupils create 1 balance idea and think they are finished, instead of trying a range of ideas. Pupils only work on one part of the apparatus and fail to try a range of apparatus to create their ideas. Correction: Explain to pupils that they must try out multiple ideas and use a range of apparatus in order to be successful.
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 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
- Symmetry Study Guide
- Unison in sequences Study Guide
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