Lesson 6 - Sequence Completion and Performance
Creating Flowing Gymnastics Sequences Through Linking
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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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
Placed around apparatus for safety landing areas
Alternative: Carpet tiles or yoga mats
Various heights and positions for sequence work
Alternative: Low balance beams or planks
Different heights for varied challenge levels
Alternative: Sturdy chairs or platforms
Mark starting positions and sequence boundaries
Alternative: Bean bags or chalk marks
For peer assessment recording
Alternative: Paper and pencils
Key Vocabulary
A series of gymnastics movements performed one after another in order
Connecting movements smoothly without stopping between them
Moving smoothly from one movement to the next without pausing
The best quality movement with excellent control and technique
Holding a still position with control using different body parts
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
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