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Lesson 5 - Canon Performance and Sequencing

Creative Movement & Teamwork

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Year 1

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Gymnastics

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45 min

Big Question

How can we make our gymnastics movements look like a wave by performing them one after another?

Learning Objectives

To understand and perform movements in canon (one after another)
To link three basic gymnastic actions together in sequence
To differentiate between canon and unison performance

Key Outcomes

Students will perform a simple rock, spin, jump sequence with a partner in canon
Students will demonstrate controlled timing and coordination
Students will explain the difference between canon and unison

Equipment & Resources Required

Gymnastics Mats

15 (1 per pair)

Arranged in rows with 2-metre spacing between mats

Alternative: Large PE mats or marked floor spaces

Cones

6 (for group dividers)

Mark starting positions for Conveyor Belt activity

Alternative: Chalk marks, rope lines, or tape

Whistles

For clear start/stop signals

Alternative: Tambourine, bell, or verbal signals

Key Vocabulary

Canon

Performing the same movements one after another, not at the same time

Sequence

A series of movements performed one after the other in order

Unison

Performing movements at exactly the same time together

Timing

When to start and stop movements to coordinate with others

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Can perform basic gymnastic actions (rock, spin, jump)
Understands concept of following and copying
Has experience working with partners

Current Skills

Performing movements in canon timing
Coordinating with partners
Linking three movements in sequence

Next Steps

Complex canon sequences with multiple performers
Creating original canon compositions
Performing canon in groups of three or more

Milestone Indicators

Consistent timing when following in canon

Smooth transitions between movements

Clear understanding of canon vs unison

Key Teaching Points

Canon means 'one after the other' not 'at the same time'
Good canon requires watching, waiting, and counting
Timing cues help everyone know when to start
Practice makes canon timing smooth and flowing
Partners must communicate and cooperate for success
Canon creates beautiful wave-like movement patterns
Patience and practice improve timing accuracy

Common Misconceptions

Thinking canon and unison are the same thing - emphasise the timing difference
Starting too early because of excitement - teach patience and watching skills
Believing faster is better - emphasise control and timing over speed
Thinking only the leader matters - highlight importance of follower's timing
Assuming canon is just for gymnastics - show applications in other subjects

SEN Adaptations

ADHD

Shorter activity segments, clear movement boundaries, immediate positive feedback

dyspraxia

Slower timing, simplified sequences, extra practice time, clear step-by-step instructions

autism spectrum

Clear structure and routine, visual schedule, quiet practice space available

visual impairment

Use verbal cues for timing, tactile signals from partners, clear audio cues for starting

hearing impairment

Visual timing signals, vibration cues, clear demonstration of all movements

physical disability

Adapted movements suitable for ability level, seated canon options, modified sequences

Cross-Curricular Links

Maths

Counting in sequence, pattern recognition, understanding rhythm and timing intervals

Science

Understanding cause and effect, wave motion principles, coordination and reaction time

Music

Canon and round concepts, rhythm and beat, listening and responding to timing cues

PSHE

Partnership skills, patience and waiting, celebrating others' successes, perseverance when timing is difficult

Teacher Guidance

Positioning

Centre-front position for demonstrations, move around perimeter during practice to observe all students

Observation Focus

Watch for timing accuracy, partner cooperation, and sequence quality

Intervention Points

Step in if timing breaks down completely, provide individual support for struggling partnerships

Demonstration Notes

Use student volunteers to show canon timing, exaggerate waiting and starting moments for clarity

Verbal Cues

•'Wait, watch, start!'
•'Smooth like a wave!'
•'Count together: 1, 2, 3, GO!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full hall space (minimum 15m x 10m) with clear boundaries

Surface Check

Non-slip surface, free from obstacles and hazards

Equipment Safety

Safety Checks

•Mats flat and properly positioned
•Cones securely placed with no sharp edges
•Clear pathways between activity areas

Risk Management

Key Risks

•Collisions during movement activities
•Trips and falls during sequence work
•Loss of control during rolling movements

Risk Mitigation

•Clear spacing requirements established and maintained
•Controlled movement speeds throughout activities
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during canon work
•Monitor spacing during conveyor belt activity
•Watch for fatigue affecting coordination

Emergency Procedures

Stop activity immediately with whistle signal, assess any injuries, provide appropriate first aid or support as needed