Lesson 5 - Cooperation and Sequence Refinement
Individual to Partner Work
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
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How can we work together to create and perform a flowing gymnastics sequence that shows different compositional ideas?
Learning Objectives
- To cooperate as a group to refine a short gymnastics sequence using compositional components
- To perform a 6-element sequence that demonstrates good body tension and control
- To evaluate and improve performance through the STEP model and peer feedback
Key Outcomes
- Students will work collaboratively to refine their group sequence using compositional ideas
- Students will perform a polished 6-element sequence with smooth transitions
- Students will give constructive feedback to improve their own and others' performances
Equipment & Resources Required
Arrange in groups of 2-3 mats to create working areas for groups of 4
Alternative: Carpet tiles, yoga mats for smaller spaces
Place variety in central area for groups to select from
Alternative: Cones, hoops, bean bags if no gymnastics apparatus
Keep in container for hygiene, clean between uses
Alternative: PE bands, scarves, or ask students to close eyes
Use to create boundaries and obstacle course markers
Alternative: Bean bags, markers, chalk marks
Key Vocabulary
Working together effectively by listening, trusting, and supporting each other
Space, Task, Equipment, People - a framework for analysing and improving performance
Elements that make a sequence interesting: levels, pathways, speed, matching, contrast
Keeping muscles firm and engaged to maintain control and good shape
Smooth connections between movements without stops or awkward pauses
Making small improvements to make performance better and more polished
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics movements and balances
- Understanding of compositional ideas (levels, pathways, speed)
- Experience working in small groups
- Knowledge of body tension and control
Current Skills
- Cooperative decision-making in group work
- Using the STEP model for performance analysis
- Refining sequences for smooth flow and transitions
- Performing with consistent body tension and control
Next Steps
- Creating original sequences from scratch
- Teaching sequences to other groups
- Performing sequences with music
- Judging and scoring gymnastics performances
Milestone Indicators
Key Teaching Points
- Cooperation requires active listening, trust, and respect for all group members
- The STEP model (Space, Task, Equipment, People) provides a framework for analysing and improving performance
- Good body tension and control are essential for quality gymnastics movements
- Compositional ideas (levels, pathways, speed, matching) make sequences more interesting and skilful
- Smooth transitions and flow are as important as individual movements in a sequence
- Constructive feedback should be specific, positive, and helpful for improvement
- All group members should contribute to decision-making and sequence development
Common Misconceptions
- Cooperation means everyone always agrees - actually it means listening to all ideas and making decisions together
- Harder movements make better sequences - sequences should match everyone's skill level for best performance
- Equipment always improves a sequence - equipment should only be added if it enhances the performance
- Compositional ideas are just extra decoration - they are essential elements that make sequences more skilful and interesting
- Good sequences happen naturally - they require planning, practice, and refinement to flow smoothly
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks between discussions, clear roles within groups
dyspraxia
- Extra practice time for movement sequences, break down complex movements into smaller parts, provide additional visual and verbal cues, supportive group partnerships
autism spectrum
- Provide clear structure and routine, visual schedule of lesson sections, quiet space available if needed, predictable group membership
visual impairment
- Use verbal descriptions of movements, provide physical guidance during sequence learning, ensure clear pathways during movement, buddy system for navigation
hearing impairment
- Use visual demonstrations, hand signals for timing, written instructions on cards, ensure face-to-face communication during discussions
physical disability
- Adapt movements to seated or supported positions, modify apparatus height, focus on achievable compositional ideas, ensure wheelchair accessible spaces
Cross-Curricular Links
English
Speaking and listening skills during group discussions, giving constructive feedback, following and giving clear instructions
Maths
Counting compositional ideas, timing sequences, understanding spatial concepts (levels, pathways), sequencing and ordering movements
Science
Understanding balance and forces during gymnastics movements, body systems during physical activity, cause and effect in movement
PSHE
Cooperation and teamwork, building trust, communication skills, showing respect for others, leadership qualities
Teacher Guidance
Positioning
Move between groups during sequence work, position centrally during discussions, maintain close supervision during blindfold activities
Observation Focus
Monitor cooperation skills, watch for inclusion of all group members, assess sequence flow and compositional ideas, check safety during all activities
Intervention Points
Step in if groups struggle with cooperation, provide specific STEP model guidance, ensure all students contribute to decisions, support groups that need equipment help
Demonstration Notes
Model excellent cooperation behaviours, demonstrate clear differences between compositional ideas, show examples of smooth vs choppy sequences, emphasise safety in all demonstrations
Verbal Cues
- •'Listen to everyone's ideas before deciding'
- •'Show me strong body tension'
- •'Make your compositional ideas obvious'
- •'Trust your partner's directions'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, gymnasium or large hall preferred
Surface Check
Non-slip surface essential, check for obstacles and ensure mats are secure
Equipment Safety
Safety Checks
- •Check mats are in good condition without tears or worn areas
- •Ensure small apparatus is appropriate for skill level
- •Verify blindfolds are clean and hygienic
- •Check cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions during tag games
- •Falls during gymnastics movements
- •Injury during blindfold activities
- •Unsafe equipment use
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between groups during sequence work
- •Close supervision during blindfold activities
- •Progressive skill building from simple to complex movements
- •Equipment checked before each use
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during blindfold activities
- •Monitor group dynamics and cooperation levels
- •Check body tension and control during gymnastics movements
- •Ensure safe equipment selection and use
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if serious