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Lesson 4 - Unison Movement Patterns

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 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

Gymnastics Mats

15 (1 per 2 students)

Arranged in rows with clear pathways between

Alternative: Carpet squares, marked floor spaces

Music Player

Positioned where all students can hear clearly

Alternative: Clapping, counting aloud

Coloured Cones

Mark corners of working area for spatial reference

Alternative: Bean bags, markers

Key Vocabulary

Unison

Moving at exactly the same time as others

Sequence

A series of movements performed one after another

Timing

Moving at the right moment to match others

Count

Using numbers (1, 2, 3) to help everyone move together

Star shape

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

Maintains timing for 3-4 consecutive movements

Shows clear awareness of others' timing

Can restart and recover when sequence breaks down

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