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Lesson 6 - Performance Assessment and Judging

Creative Body Shapes

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Year 2

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Gymnastics

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Big Question

How can we become excellent judges to help gymnasts perform their very best?

Learning Objectives

To understand what judges look for in a gymnastics performance
To create and perform a sequence of 4-6 elements for maximum points
To assess performances fairly and provide constructive feedback

Key Outcomes

Students will demonstrate knowledge of judging criteria in gymnastics
Students will perform a well-structured sequence with smooth transitions
Students will provide helpful feedback to improve performances

Equipment & Resources Required

Gymnastics Mats

7 large mats

Spread around performance area with clear viewing spaces

Alternative: Crash mats or PE mats

Score Sheets

1 per pair

Pre-printed with scoring criteria (0-10 scale)

Alternative: Simple paper with scoring grid

Clipboards

15 (1 per pair)

Distributed before judging activities begin

Alternative: Hardback books for writing surface

Pencils

Attached to clipboards with string

Alternative: Pens (ensure they work)

Cones

Mark corners of performance areas and safe zones

Alternative: Bean bags or markers

Timer

For timing performances and transitions

Alternative: Phone timer or classroom clock

Key Vocabulary

Judge

A person who watches and scores gymnastics performances

Extension

Stretching body parts to their full length

Body Tension

Keeping muscles tight and controlled during movements

Transition

The smooth movement from one element to another

Deduction

Points taken away from a score for mistakes

Flexibility Element

A movement that shows how bendy and stretchy you are

Strength Element

A movement that shows how strong your muscles are

Skill Progression Pathway

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

Prior Learning

Basic gymnastic elements (rolls, balances, jumps)
Understanding of levels and pathways
Ability to create simple sequences

Current Skills

Judging criteria awareness
Performance optimization
Peer assessment skills
Sequence refinement

Next Steps

Advanced sequence composition
Competition format performances
Self-choreographed routines

Milestone Indicators

Uses correct gymnastics terminology

Demonstrates clear start and end positions

Shows understanding of scoring system

Provides constructive feedback

Key Teaching Points

Judges look for good body tension, extension, and control in all movements
Successful sequences include both strength and flexibility elements
Smooth transitions between elements are more important than difficult skills
Feedback should always start with positive observations
Performers should choose elements they can execute well rather than attempt difficult skills
Clear start and finish positions show confidence and complete the performance
Judges deduct points for errors, so consistency is key to high scores

Common Misconceptions

Misconception: Harder elements always score higher. Correction: Well-executed simple elements score better than poorly-executed difficult ones
Misconception: Judges just give random scores. Correction: Judges use specific criteria and look for consistent technical standards
Misconception: Falls don't matter if you get back up. Correction: Falls result in significant point deductions even with recovery
Misconception: Only flexibility matters in gymnastics. Correction: Judges look for balance of strength, flexibility, and control
Misconception: Speed makes sequences more impressive. Correction: Control and precision are valued over speed in judging

SEN Adaptations

ADHD

Include regular movement breaks, provide fidget tools during discussion time, use timer for clear activity boundaries

dyspraxia

Break sequences into smaller chunks, allow extra practice time, provide physical supports for balance elements, simplify scoring system

autism spectrum

Provide clear structure for judging activities, use visual schedule showing lesson progression, offer quiet space if overwhelmed by performance pressure

visual impairment

Use verbal descriptions of judging criteria, provide tactile feedback on body positions, assign sighted partner for judging activities

hearing impairment

Use visual score sheets with symbols, demonstrate all criteria clearly, use hand signals for feedback communication

physical disability

Adapt elements to individual capability, allow seated performances where appropriate, modify scoring criteria to focus on achievable elements

Cross-Curricular Links

English

Learning and using technical vocabulary, giving structured oral feedback, listening skills during partner discussions

Maths

Adding up scores using decimal numbers, comparing scores using greater than/less than, using data to create graphs of class scores

Science

Understanding forces and balance in gymnastics positions, recognising how muscles work during strength elements

Art

Creating flowing, aesthetic sequences, understanding composition and presentation in movement

PSHE

Giving and receiving constructive feedback, building resilience when receiving criticism, developing empathy as judges

Teacher Guidance

Positioning

Move around perimeter to observe all pairs during practice, central position during demonstrations

Observation Focus

Watch for understanding of judging criteria, quality of feedback given, appropriate element selection

Intervention Points

Step in if feedback becomes negative, assist with scoring system confusion, help with element selection

Demonstration Notes

Always demonstrate both correct technique and common errors for clarity, use exaggerated movements for visibility

Verbal Cues

•'Remember positive first, then one improvement!'
•'Is that element safe for your ability level?'
•'What would a judge look for in that movement?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 12m with clear height for jumps

Surface Check

Non-slip surface checked for debris, mats positioned securely with no gaps

Equipment Safety

Safety Checks

•Mats inspected for wear and positioned correctly
•Clipboards have rounded corners and secure pencil attachment
•Score sheets laminated to prevent paper cuts

Risk Management

Key Risks

•Collisions during performances
•Falls from attempted advanced elements
•Emotional distress from judging/being judged
•Overexertion during sequence practice

Risk Mitigation

•Clear performance areas with adequate spacing
•Emphasis on selecting appropriate difficulty elements
•Positive feedback culture and supportive judging
•Regular rest periods and hydration breaks

Supervision & Emergency Procedures

Supervision Points

•Position to observe all performance areas simultaneously
•Monitor emotional responses during judging activities
•Watch for fatigue during sequence practice
•Ensure appropriate element choices for ability

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, apply first aid if trained, contact emergency services if required