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Lesson 6 - Sequence Completion and Performance

Creating Flowing Gymnastics Sequences Through Linking

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Year 2

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Gymnastics

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45 min

Big Question

Can we perform our gymnastics sequences like champion gymnasts and help each other improve?

Learning Objectives

To complete and perform gymnastics sequences with confidence and control
To demonstrate linking movements with balance in a flowing sequence
To observe and provide constructive feedback to improve performances

Key Outcomes

Students will perform their completed sequence showing 3 movements and 1 balance with flow
Students will demonstrate champion-quality movements with control and precision
Students will give purposeful feedback to help peers improve their sequences

Equipment & Resources Required

Gymnastics Mats

6-8

Placed around apparatus for safety landing areas

Alternative: Carpet tiles or yoga mats

Gymnastics Benches

4-6

Various heights and positions for sequence work

Alternative: Low balance beams or planks

Gymnastics Vaults

2-4

Different heights for varied challenge levels

Alternative: Sturdy chairs or platforms

Cones

12-16

Mark starting positions and sequence boundaries

Alternative: Bean bags or chalk marks

Clipboards

6-8

For peer assessment recording

Alternative: Paper and pencils

Key Vocabulary

Sequence

A series of gymnastics movements performed one after another in order

Linking

Connecting movements smoothly without stopping between them

Flow

Moving smoothly from one movement to the next without pausing

Champion

The best quality movement with excellent control and technique

Balance

Holding a still position with control using different body parts

Apparatus

Gymnastics equipment such as mats, benches, and boxes

Skill Progression Pathway

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

Prior Learning

Students have practiced individual gymnastics movements
Students have created sequences with 3 movements and 1 balance
Students understand basic apparatus safety

Current Skills

Performing complete sequences with flow and control
Demonstrating champion-quality movements
Providing constructive peer feedback

Next Steps

Creating more complex sequences with additional apparatus
Developing partner sequences
Advanced linking techniques

Milestone Indicators

Sequences performed with consistent flow

Movements show control and precision

Feedback given is specific and helpful

Key Teaching Points

Champion quality comes from control and precision, not complexity
Linking movements means no stopping between each element
Peer assessment should always include both positive observations and helpful suggestions
Safety awareness is essential when working independently on apparatus
Sequences can be performed successfully at many different skill levels
Performance confidence builds through thorough practice and positive support
Assessment focuses on effort, improvement, and understanding rather than comparison

Common Misconceptions

Misconception: 'My sequence isn't good enough because it's not as hard as others' - Address: Champion quality comes from perfect execution at your level
Misconception: 'Linking means doing movements faster' - Address: Linking means smooth transitions, often slower is better
Misconception: 'Good feedback means finding mistakes' - Address: Best feedback celebrates success and suggests gentle improvements
Misconception: 'I need to add more movements to make it better' - Address: Three movements done perfectly is better than five done poorly
Misconception: 'Everyone's sequence should look the same' - Address: Champion gymnasts all have different styles and strengths

SEN Adaptations

ADHD

Shorter practice sessions, clear boundaries, immediate positive feedback, movement breaks built in

dyspraxia

Simplified sequences, extra practice time, focus on effort over precision, verbal cues for timing

autism spectrum

Clear routine structure, visual sequence cards, quiet spaces available, predictable assessment format

visual impairment

Clear verbal descriptions of apparatus layout, tactile exploration of equipment, buddy system for guidance

hearing impairment

Visual demonstrations prioritised, written sequence cards, clear hand signals for instruction

physical disability

Adapted apparatus heights, floor-based sequence alternatives, focus on achievable movements

Cross-Curricular Links

English

Descriptive vocabulary for movement, following and giving instructions, peer assessment language

Maths

Counting movements in sequences, timing balance holds, sequencing and ordering concepts

Science

Understanding balance and forces, body systems during exercise, cause and effect in movement

Art

Creating sequences as movement compositions, appreciating aesthetic quality in movement

PSHE

Celebrating achievements, building confidence, giving and receiving feedback constructively

Teacher Guidance

Positioning

Circulate between apparatus stations during practice, central position during performances for optimal observation

Observation Focus

Monitor sequence completion, linking quality, safety awareness, and peer interaction skills

Intervention Points

Step in if students struggling with confidence, safety concerns arise, or peer feedback becomes inappropriate

Demonstration Notes

Use student demonstrations where possible, emphasise the contrast between champion and developing quality movements

Verbal Cues

•'Champion control!'
•'Link it smoothly!'
•'Hold that balance!'
•'Beautiful sequence!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall with minimum 15m x 20m clear space, adequate ceiling height for apparatus

Surface Check

Non-slip floor surface, all mats flat and secure, no protruding equipment

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned for safe landing areas
•Equipment appropriate for Year 2 height and ability
•Clear pathways between apparatus stations

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Inappropriate use of equipment
•Overconfidence leading to unsafe attempts

Risk Mitigation

•Clear safety rules established and reinforced
•Adult supervision at challenging apparatus
•Progressive skill building before final performance
•Appropriate challenge levels for individual abilities
•Safe observation areas during performances

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus
•Circulate between stations during practice
•Maintain clear sight lines during performances
•Be ready to provide physical support when needed

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, clear access for emergency services if required