Lesson 6 - Performance Assessment and Judging
Creative Body Shapes
•Year 2
•Gymnastics
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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
Spread around performance area with clear viewing spaces
Alternative: Crash mats or PE mats
Pre-printed with scoring criteria (0-10 scale)
Alternative: Simple paper with scoring grid
Distributed before judging activities begin
Alternative: Hardback books for writing surface
Attached to clipboards with string
Alternative: Pens (ensure they work)
Mark corners of performance areas and safe zones
Alternative: Bean bags or markers
For timing performances and transitions
Alternative: Phone timer or classroom clock
Key Vocabulary
A person who watches and scores gymnastics performances
Stretching body parts to their full length
Keeping muscles tight and controlled during movements
The smooth movement from one element to another
Points taken away from a score for mistakes
A movement that shows how bendy and stretchy you are
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
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