Year 4 - Physical education
Symmetry
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 a symmetrical way.
Key Notes
- Move: quality symmetrical movements require moving the body with both sides in sync and are controlled with extension.
- Move: quality pair symmetrical balances require holding our balance still with extension, creating a line of symmetry.
- Think: ensuring two different levels and connection points within balances demonstrates creative gymnastics.
- Feel: trying to find the line of symmetry in our actions requires determination and integrity to keep trying.
- Connect: working effectively with a partner to create a symmetrical balance requires respect.
Vocabulary To Learn
- balance: maintaining a desired shape completely still
- symmetrical: when a balance or a movement is identical on either side
- creativity: the ability to generate, imagine or produce new and original ideas, concepts or solutions
Common Mistakes To Avoid
- Pupils forget the line of symmetry in their balances. Pupils always mirror their partner when creating symmetrical balances and always want to connect to their partner using the same body parts.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: quality symmetrical movements require moving the body with both sides in sync and are controlled with extension. Move: quality pair symmetrical balances require holding our balance still with extension, creating a line of symmetry.
2. What does this key word mean in this lesson? 'balance'
maintaining a desired shape completely still.
3. Correct this common mistake.
Mistake: Pupils forget the line of symmetry in their balances. Pupils always mirror their partner when creating symmetrical balances and always want to connect to their partner using the same body parts. Correction: The content in cycle 3 will help with this but pupils will need lots of model examples to see how symmetrical balances can still be created without always mirroring their partner.
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
- Symmetrical and asymmetrical learning on apparatus Study Guide
- Unison in sequences Study Guide
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