Year 7 - Physical education
Building a group routine
Gymnastics: body control and paired sequences
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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 explore core gymnastics skills both individually and in combination. Pupils will develop their stability whilst holding their own body position and when supporting a partner. They will learn how to give appropriate feedback to others on posture and the execution of short sequences.
Lesson Summary
You will learn to create a challenging routine and support others to refine theirs.
Key Notes
- Move: performing high quality movements and balances requires excellent control and extension.
- Think: choreographing a routine requires careful planning so you can perform with consistent flow and accurate timing.
- Think: adding individual, paired and group balances performed with control and extension adds quality to a routine.
- Feel: experimenting with ways in which you can move using the floor and apparatus helps to build confidence.
- Connect: providing feedback to others to support refinement shows responsibility.
Vocabulary To Learn
- routine: a series of specific movements and balances that you practice and perform in a particular order
- apparatus: equipment made for a particular task
- choreograph: designing and arranging movements, skills and sequences into a structured routine
Common Mistakes To Avoid
- Pupils often link pieces of apparatus together e.g. benches attached to a table which limits the use of space and options for pathways. Pupils rush to create balances that are not of high quality.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
Move: performing high quality movements and balances requires excellent control and extension. Think: choreographing a routine requires careful planning so you can perform with consistent flow and accurate timing.
2. What does this key word mean in this lesson? 'routine'
a series of specific movements and balances that you practice and perform in a particular order.
3. Correct this common mistake.
Mistake: Pupils often link pieces of apparatus together e.g. benches attached to a table which limits the use of space and options for pathways. Pupils rush to create balances that are not of high quality. Correction: Encourage pupils to place apparatus in spaces to allow them to explore interesting pathways and to be able to use each piece of apparatus in creative ways. Peer assessment of balances can encourage refinement and increase quality of pupils work.
More Lessons In This Unit
- Basic flight using jumps and turns Study Guide
- Creating sequences with locomotion, rotation and balance Study Guide
- Different ways to move Study Guide
- Evaluating and refining sequences Study Guide
- Locomotion and partner work Study Guide
- Performing and supporting the performance of others Study Guide
- Point and patch balances Study Guide
- Reviewing, refining and improving aesthetic performance using feedback Study Guide
- Rotation and control Study Guide
- Using apparatus to aid flight Study Guide
- Vaulting with control and creativity Study Guide
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