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Year 7 - Physical education

Who I like: my friends

Dance: identity

Unit Summary

This unit is a thematic approach drawing upon personal experiences to consolidate and deepen their knowledge and understanding of Action-Space-Dynamics-Relationships to create, develop and analyse ideas, motifs and dances. They will use similarities and differences to form connections and contrast.

Lesson Summary

You will learn to use contact work safely and responsibly.

Key Notes

  • Move: using contact work involves careful planning to ensure safety for all.
  • Think: planning a counterbalance or supported jump involves reflecting on safety.
  • Feel: checking how a counterbalance or supported jump is to be performed requires integrity for all involved.
  • Connect: understanding and responding to the boundaries of other performers involves respect.

Vocabulary To Learn

  • counterbalance: where two or more performers share a balance by pulling or pushing against each other
  • supports: where a performer relies upon another to prevent them from falling
  • contact work: any action that includes physical contact with another performer

Common Mistakes To Avoid

  • When performing a 'pulling' counterbalance, pupils should hold hands.

3 Quick Questions (With Answers)

1. Explain the lesson in two key points.

Move: using contact work involves careful planning to ensure safety for all. Think: planning a counterbalance or supported jump involves reflecting on safety.

2. What does this key word mean in this lesson? 'counterbalance'

where two or more performers share a balance by pulling or pushing against each other.

3. Correct this common mistake.

Mistake: When performing a 'pulling' counterbalance, pupils should hold hands. Correction: There are many ways to perform 'pulling' counterbalances other than using hands, but if doing so, pupils should clasp one another's wrists to make a more secure connection.

More Lessons In This Unit

Browse all guides in the Year 7 Physical education guide library.