Lesson 6 - Group Contrasting Sequences
Contrasting Movements
•Year 3
•Gymnastics
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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
Used to define working areas and create boundaries for group spaces
Alternative: Markers, bean bags
Optional for extension work, arranged around the edges of the working area
Alternative: Mats, benches, low boxes
For providing rhythm and timing support during sequence development
Alternative: Whistle for timing cues
One per group for floor work and safety
Alternative: Yoga mats, carpet squares
Key Vocabulary
Showing clear differences, such as high versus low, fast versus slow, or wide versus narrow
Performing movements at exactly the same time, moving together as one
Stretching body parts to their full length to create clear, defined shapes
A series of movements performed one after another in a specific order
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
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