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Lesson 5 - Cooperation and Sequence Refinement

Individual to Partner Work

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Year 4

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

8-10 mats

Arrange in groups of 2-3 mats to create working areas for groups of 4

Alternative: Carpet tiles, yoga mats for smaller spaces

Small Apparatus

Selection available

Place variety in central area for groups to select from

Alternative: Cones, hoops, bean bags if no gymnastics apparatus

Blindfolds

8-10 items

Keep in container for hygiene, clean between uses

Alternative: PE bands, scarves, or ask students to close eyes

Cones

20-30 cones

Use to create boundaries and obstacle course markers

Alternative: Bean bags, markers, chalk marks

Key Vocabulary

Cooperation

Working together effectively by listening, trusting, and supporting each other

STEP Model

Space, Task, Equipment, People - a framework for analysing and improving performance

Compositional Ideas

Elements that make a sequence interesting: levels, pathways, speed, matching, contrast

Body Tension

Keeping muscles firm and engaged to maintain control and good shape

Flow

Smooth connections between movements without stops or awkward pauses

Refinement

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

Groups can work together without teacher intervention

All group members contribute to decision-making

Sequences show clear compositional ideas

Movements are linked smoothly with good timing

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