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Lesson 6 - Group Contrasting Sequences

Contrasting Movements

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Year 3

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Gymnastics

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45 min

Big Question

How can we work together to create a group sequence that shows clear contrasts and demonstrates teamwork?

Learning Objectives

Choose and apply contrasting shapes and actions to create a group performance
Work collaboratively in groups of 3-4 to produce sequences with contrasting elements
Include unison movements and demonstrate good timing when performing together

Key Outcomes

Students will create a group sequence showing clear contrasts in shapes, levels, and actions
Students will perform movements in unison with precise timing and coordination
Students will adapt and improve their sequences based on feedback and observation

Equipment & Resources Required

Cones

8-12

Used to define working areas and create boundaries for group spaces

Alternative: Markers, bean bags

Apparatus

4-6 pieces

Optional for extension work, arranged around the edges of the working area

Alternative: Mats, benches, low boxes

Tunnel Systems

For providing rhythm and timing support during sequence development

Alternative: Whistle for timing cues

Gym Mats

8-10

One per group for floor work and safety

Alternative: Yoga mats, carpet squares

Key Vocabulary

Contrasting

Showing clear differences, such as high versus low, fast versus slow, or wide versus narrow

Unison

Performing movements at exactly the same time, moving together as one

Extension

Stretching body parts to their full length to create clear, defined shapes

Sequence

A series of movements performed one after another in a specific order

Formation

The arrangement or pattern that the group makes when performing together

Skill Progression Pathway

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

Prior Learning

Students can perform basic gymnastic shapes and balances
Students understand what contrasting means in movement context
Students can work with a partner to create simple sequences

Current Skills

Creating group sequences with contrasting elements
Performing movements in unison with precise timing
Adapting sequences to include apparatus work

Next Steps

Developing more complex group routines with varied formations
Adding dynamic linking movements between static positions
Creating sequences that tell stories or express themes

Milestone Indicators

Sequences show clear contrasts between all elements

Groups perform with consistent timing throughout

Students can explain and demonstrate the contrasting elements they've used

Key Teaching Points

Emphasise clear differences between contrasting elements throughout the lesson
Focus on precise timing and unison work in all group activities
Ensure all shapes demonstrate good extension and body control
Build sequences progressively from simple to complex
Promote positive group dynamics and inclusive participation
Use specific feedback relating to contrasting elements and timing
Encourage creative thinking within safe movement parameters

Common Misconceptions

Thinking contrasting means completely different sports - clarify it means opposite elements within gymnastics
Believing unison means everyone does exactly the same - explain it's about timing, not identical movements
Assuming contrasts must be extreme - show how subtle differences can be effective
Thinking sequences must be long and complex - emphasise quality over quantity
Believing only the leader makes decisions - encourage collaborative group planning

SEN Adaptations

ADHD

Shorter activity bursts with movement breaks, clear role definitions in groups, fidget tools available during discussions

dyspraxia

Extra practice time for coordination, simplified sequences initially, peer support for timing

autism spectrum

Clear structure with visual sequence cards, predictable routine, quiet spaces available if needed

visual impairment

Use tactile cues for shape guidance, verbal descriptions of contrasting elements, buddy system for spatial awareness

hearing impairment

Visual timing cues and demonstrations, written instructions available, hand signals for group coordination

physical disability

Adapted shapes using available range of motion, seated versions of movements, focus on achievable contrasts

Cross-Curricular Links

English

Vocabulary development with technical terms, following and giving instructions, descriptive language for movement quality

Maths

Counting sequences, timing in seconds, geometric shapes and spatial relationships, symmetry and asymmetry concepts

Science

Forces and motion in gymnastics, balance and gravity, body systems during exercise, stability and centre of gravity

PSHE

Teamwork and cooperation, communication skills, leadership roles, giving and receiving constructive feedback

Teacher Guidance

Positioning

Central position with clear sight lines to all groups, move around to observe timing and group dynamics

Observation Focus

Group cooperation, timing precision, quality of contrasting elements, and safe movement patterns

Intervention Points

["Step in if group dynamics become negative", "Support groups struggling with timing coordination", "Assist with sequence development if groups are stuck"]

Demonstration Notes

Use clear, exaggerated examples of contrasting elements. Show timing by counting aloud. Demonstrate both correct and incorrect examples for clarity.

Verbal Cues

•'Show me the contrast!'
•'Together in 3, 2, 1!'
•'Hold that shape with extension!'
•'Make it clearly different!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, additional space if using apparatus

Surface Check

Non-slip surface, free from obstacles, mats available for floor work

Equipment Safety

Safety Checks

•Check mats are flat and secure
•Ensure apparatus is stable if used
•Verify adequate spacing between working groups

Risk Management

Key Risks

•Collisions during group movement
•Falls during balance positions
•Overexertion in high energy contrasting movements

Risk Mitigation

•Clear boundaries established for each group
•Controlled movements emphasised throughout
•Progressive building from simple to complex
•Adequate rest periods between activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Circulate to monitor group dynamics
•Focus on timing and coordination challenges

Emergency Procedures

Stop activity immediately on safety concern, assess situation, provide appropriate first aid or support