Lesson 4 - Unison Movement Patterns
Creative Movement & Teamwork
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we move together as one team at exactly the same time?
Learning Objectives
- To perform simple movement patterns in unison with others
- To understand and apply counting to maintain timing
- To develop spatial awareness while moving together as a class
Key Outcomes
- Students will perform a sequence of jumps, spins and rocks in unison
- Students will demonstrate understanding of timing and coordination
- Students will show improved listening skills and teamwork
Equipment & Resources Required
Arranged in rows with clear pathways between
Alternative: Carpet squares, marked floor spaces
Positioned where all students can hear clearly
Alternative: Clapping, counting aloud
Mark corners of working area for spatial reference
Alternative: Bean bags, markers
Key Vocabulary
Moving at exactly the same time as others
A series of movements performed one after another
Moving at the right moment to match others
Using numbers (1, 2, 3) to help everyone move together
Wide legs and arms stretched out like points of a star
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walking, jumping)
- Simple balancing and sitting positions
- Following simple instructions
Current Skills
- Performing movements in unison with others
- Counting to maintain timing
- Coordinating different gymnastics actions in sequence
Next Steps
- More complex sequences with varied timing
- Partner and small group unison work
- Creating original sequences
Milestone Indicators
Key Teaching Points
- Unison means moving at exactly the same time as others
- Counting provides the foundation for maintaining timing together
- Clapping breaks between movements give students time to reset and prepare
- Visual contact with others helps maintain synchronized movement
- Listening skills are essential for successful unison work
- Patience and cooperation are needed when working in timing with others
- Small, controlled movements are easier to synchronize than large, fast ones
Common Misconceptions
- Students may think unison means moving the same way rather than at the same time
- Some may believe faster movement shows better skill when control is more important
- Children might think they should copy others rather than follow the count
- Students may assume unison is only possible when watching others constantly
- Some may think mistakes mean they should stop rather than continue with the group
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear movement boundaries, offer fidget tools during sitting time
dyspraxia
- Simplify movement combinations, provide extra practice time, use verbal prompts for body awareness
autism spectrum
- Provide clear structure and routine, use visual schedule for lesson sequence, offer quiet space if overwhelmed
visual impairment
- Use clear verbal counting and descriptions, provide physical guidance for movements, ensure close positioning to teacher
hearing impairment
- Use strong visual cues and demonstrations, tap rhythm on floor/body, provide written sequence cards
physical disability
- Adapt movements to wheelchair/seated versions, use upper body only sequences, ensure accessible positioning
Cross-Curricular Links
English
Following instructions, new vocabulary (unison, sequence, timing)
Maths
Counting in threes, understanding patterns and sequences, timing and rhythm
Science
Forces in jumping and landing, balance and stability, cause and effect in movement
Music
Beat and rhythm, keeping time, performing in ensemble
PSHE
Cooperation and teamwork, listening to others, patience and perseverance
Teacher Guidance
Positioning
Central position with clear sight lines to all students, move around during activities to provide individual support
Observation Focus
Watch for timing accuracy, spatial awareness, cooperation between students, and safe movement execution
Intervention Points
["Step in if timing becomes chaotic to restart with clearer counting", "Provide individual support for students struggling with specific movements", "Redirect unsafe movement choices immediately"]
Demonstration Notes
Always demonstrate movements slowly and clearly, repeat if necessary, use students as good examples when appropriate
Verbal Cues
- •'Listen to the count!'
- •'Soft landings!'
- •'Wait for everyone!'
- •'In unison means together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 10m x 15m clear space
Surface Check
Non-slip surface suitable for jumping and floor work
Equipment Safety
Safety Checks
- •Mats positioned flat with no curled edges
- •Adequate spacing between mat areas
- •No equipment in movement pathways
Risk Management
Key Risks
- •Collisions during movement activities
- •Falls during jumping or spinning
- •Dizziness from spinning movements
Risk Mitigation
- •Clear movement boundaries established
- •Controlled, supervised spinning activities
- •Adequate rest periods between energetic activities
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during movement
- •Special attention during backward/sideways movement
- •Monitor energy levels and adjust as needed
Emergency Procedures
Stop activity immediately, assess injury, apply first aid if trained, seek additional help if needed