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Lesson 6 - Performance Evaluation and Judging

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 fairly judge and improve gymnastics performances using specific criteria?

Learning Objectives

To perform existing sequences with improved technique for evaluation
To develop skills as judges using specific criteria and scoring systems
To compare and contrast group performances constructively

Key Outcomes

Students will perform their group sequences with enhanced body tension and control
Students will create and apply a fair judging system with clear criteria
Students will provide constructive feedback to improve performances

Equipment & Resources Required

Gymnastics Mats

7 large mats

Arrange in performance areas with safe spacing

Alternative: Crash mats or PE mats if gymnastics mats unavailable

Clipboards

7 clipboards

One per judging pair for scoring sheets

Alternative: Hard surfaces for writing or tablet devices

Score Sheets

20-30 sheets

Prepared with criteria and scoring columns

Alternative: Blank paper with pre-drawn scoring grids

Pencils

15-20 pencils

Distributed with clipboards for easy access

Alternative: Pens or whiteboard markers

Cones

8-12 cones

Mark performance areas and judge positions

Alternative: Bean bags or markers

Key Vocabulary

Judge

A person who evaluates gymnastics performances using specific criteria

Execution

How well a gymnastics move is performed, focusing on body tension and control

Body tension

Muscles working together to create strong, controlled positions

Deduction

Points taken away from a score when errors are made

Compositional components

Different elements that make up a gymnastics sequence (levels, pathways, directions)

Extension

Stretching body parts to their full length to show good technique

Skill Progression Pathway

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

Prior Learning

Can perform individual gymnastics actions with basic control
Can work in groups to create simple sequences
Understands the concept of body tension and extension

Current Skills

Performing sequences with improved technique for evaluation
Developing judging skills using specific criteria
Providing constructive feedback to peers

Next Steps

Creating more complex sequences with advanced elements
Developing expertise in different gymnastics disciplines
Leading peer coaching and skill development

Milestone Indicators

Consistent body tension maintained throughout sequence

Accurate identification of technical errors

Clear communication of improvement strategies

Key Teaching Points

Judges help gymnasts improve by providing specific, constructive feedback
Good body tension means all muscles working together to create strong, controlled positions
Execution focuses on how well moves are performed, not just what moves are included
Fair judging uses consistent criteria applied equally to all performances
Improvement comes from understanding what to work on, not just practicing more
Everyone can be both a good performer and a helpful judge with practice
Celebrating effort and improvement is as important as recognising perfection

Common Misconceptions

Thinking judges are trying to find fault rather than help improvement
Believing that judging is just personal opinion rather than based on criteria
Assuming that giving low scores means being mean or unfair
Thinking that only 'perfect' performances deserve good scores
Believing that judging skills don't help with personal performance
Assuming that feedback should focus only on what went wrong

SEN Adaptations

ADHD

Frequent role changes between judging and performing, clear boundaries for activities, movement breaks

dyspraxia

Simplified sequences, extra practice time, buddy support for judging tasks

autism spectrum

Clear structure for judging routine, visual schedule of lesson phases, quiet space available if needed

visual impairment

Clear verbal descriptions of demonstrations, tactile guidance for positions, audio scoring systems

hearing impairment

Visual demonstration cards, written judging criteria, hand signals for scoring

physical disability

Adapted sequences based on ability, modified judging role, seated judging position

Cross-Curricular Links

English

Vocabulary development, giving clear explanations, persuasive language when justifying scores

Maths

Scoring systems, adding points, comparing numerical scores, understanding deduction concept

Science

Understanding how muscles create body tension, forces and control in movement

PSHE

Fair play, constructive criticism, building confidence, supporting others

Teacher Guidance

Positioning

Move between groups during activities, central position during whole-class discussions and demonstrations

Observation Focus

Watch for accurate application of judging criteria, positive group dynamics, technical improvement in sequences

Intervention Points

Step in if feedback becomes negative or unconstructive, support groups struggling with criteria development

Demonstration Notes

Use exaggerated examples to show difference between good and poor technique, model constructive feedback language

Verbal Cues

•'Remember to explain your scoring with specific reasons'
•'Look for strong body tension - muscles working together'
•'Good judges help performers improve'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m with additional space for mat placement and group work areas

Surface Check

Non-slip surface clear of obstacles, adequate ceiling height for gymnastics movements

Equipment Safety

Safety Checks

•Check all mats are in good condition with no tears
•Ensure mats are placed on stable, level surface
•Verify clipboards have no sharp edges or broken clips

Risk Management

Key Risks

•Falls during sequence performance
•Collisions between groups working in same space
•Injury from attempting skills beyond ability level
•Emotional upset from receiving critical feedback

Risk Mitigation

•Clear boundaries established between group working areas
•Progressive skill building with no pressure to attempt advanced moves
•Emphasis on constructive, helpful feedback rather than criticism
•Teacher monitoring of group dynamics and individual confidence

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during performance and practice
•Move between groups during partner judging practice
•Monitor feedback conversations for appropriate tone and content

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students continue safely