Lesson 6 - Symmetry and Asymmetry Performance
Symmetry in Body Shapes
•Year 3
•Gymnastics
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How can we create and perform gymnastics sequences that showcase both symmetrical and asymmetrical balances with excellent flow and technique?
Learning Objectives
- Perform completed sequences with symmetrical and asymmetrical balances linked with excellent movement quality
- Apply peer assessment skills to evaluate gymnastics performances using specific criteria
- Demonstrate flow and creativity when transitioning between apparatus and balance positions
Key Outcomes
- Students will confidently perform their symmetry and asymmetry sequences on apparatus
- Students will accurately assess peer performances using observation sheets
- Students will demonstrate excellent gymnastics through still, silent, and extended balances
Equipment & Resources Required
Arrange in stations around hall with clear pathways between
Alternative: Mats, benches, low boxes, wall bars, tables
Distributed to pairs before performance section
Alternative: Simple tick sheets, tablets with digital forms
To support assessment sheet completion
Alternative: Hard surfaces for writing on
For completing assessment sheets
Alternative: Pens, markers
Key Vocabulary
A balance where both sides of the body mirror each other exactly
A balance where the two sides of the body are in different positions
Smooth, continuous movement between positions without stops or jerky movements
Still, silent balances with good extension and controlled movements
A series of movements performed one after another in a planned order
Gymnastics equipment such as mats, benches, boxes, and wall bars
The parts of the body that touch the apparatus during a balance
Stretching body parts to show good shape and control
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic symmetrical and asymmetrical balance positions
- Safe movement on apparatus
- Understanding of flow and linking movements
- Partner work and collaboration skills
Current Skills
- Performing complete sequences with confidence
- Applying peer assessment criteria accurately
- Demonstrating excellent gymnastics with flow and creativity
- Transitioning smoothly between apparatus
Next Steps
- Creating longer sequences with multiple balance types
- Incorporating more complex apparatus combinations
- Developing advanced assessment and coaching skills
- Performing to external audiences with confidence
Milestone Indicators
Key Teaching Points
- Emphasise the clear difference between symmetrical and asymmetrical balances
- Focus on 'excellent gymnastics' - still, silent, with good extension
- Develop flow and smooth transitions between movements
- Build fair and accurate assessment skills
- Create a supportive performance environment
- Connect movement quality to assessment criteria
- Encourage constructive feedback and reflection
Common Misconceptions
- Thinking asymmetrical means unbalanced or wobbly - clarify that asymmetrical balances should still be controlled
- Believing faster transitions show better flow - emphasise smooth, controlled movement over speed
- Assuming higher scores are always better - focus on fair and accurate assessment
- Thinking only complex balances are good - celebrate control and quality over complexity
- Believing assessment is about finding faults - emphasise constructive feedback and improvement
SEN Adaptations
ADHD
- Clear boundaries and expectations, frequent positive feedback, movement breaks between assessments
dyspraxia
- Simplified sequences, extra practice time, focus on individual progress rather than comparison
autism spectrum
- Clear routine structure, visual schedule of activities, quiet area available if needed
visual impairment
- Use tactile guidance for apparatus positioning, verbal descriptions of demonstrations, buddy system for support
hearing impairment
- Visual demonstrations of all movements, written instructions on cards, hand signals for communication
physical disability
- Adapted balance positions, modified apparatus heights, focus on achievable movements
Cross-Curricular Links
English
Developing vocabulary for movement description, writing assessment comments, verbal feedback skills
Maths
Scoring and adding assessment points, comparing symmetrical and asymmetrical shapes, measuring hold times
Science
Understanding balance and gravity, forces acting on the body, muscle control and coordination
Art
Exploring symmetry and asymmetry in visual patterns, body shapes as artistic expression
PSHE
Teamwork and cooperation, giving and receiving feedback, building confidence through performance
Teacher Guidance
Positioning
Circulate between apparatus stations during practice, position centrally during performances for overall view
Observation Focus
Watch for balance control, sequence structure, flow quality, and assessment accuracy
Intervention Points
Step in if safety concerns arise, provide support for struggling students, guide assessment process
Demonstration Notes
Use clear, exaggerated movements to show balance positions, demonstrate assessment process, model positive feedback language
Verbal Cues
- •'Still and strong!'
- •'Smooth transitions!'
- •'Watch carefully and be fair!'
- •'Excellent gymnastics!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall with minimum 15m x 10m clear space, plus apparatus areas
Surface Check
Non-slip floor surface, dry and clear of hazards, mats around apparatus
Equipment Safety
Safety Checks
- •Check all apparatus is stable and properly positioned
- •Ensure mats are in place around apparatus
- •Verify adequate spacing between apparatus stations
- •Check for any loose or damaged equipment
Risk Management
Key Risks
- •Falls from apparatus during balances
- •Collisions between students during travel phases
- •Injuries from unstable or poorly positioned apparatus
- •Overconfidence leading to unsafe attempts
Risk Mitigation
- •Clear movement pathways established between apparatus
- •Adequate supervision of all apparatus work
- •Progressive skill building ensures readiness for performance
- •Emphasis on control over risk-taking
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Circulate during practice to check technique and safety
- •Focus on high-risk apparatus during performances
- •Monitor audience behaviour for safety
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, clear area if necessary