Lesson 5 - Canon Performance and Sequencing
Creative Movement & Teamwork
•Year 1
•Gymnastics
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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
Arranged in rows with 2-metre spacing between mats
Alternative: Large PE mats or marked floor spaces
Mark starting positions for Conveyor Belt activity
Alternative: Chalk marks, rope lines, or tape
For clear start/stop signals
Alternative: Tambourine, bell, or verbal signals
Key Vocabulary
Performing the same movements one after another, not at the same time
A series of movements performed one after the other in order
Performing movements at exactly the same time together
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
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