Lesson 6 - Performance Evaluation and Judging
Individual to Partner Work
•Year 4
•Gymnastics
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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
Arrange in performance areas with safe spacing
Alternative: Crash mats or PE mats if gymnastics mats unavailable
One per judging pair for scoring sheets
Alternative: Hard surfaces for writing or tablet devices
Prepared with criteria and scoring columns
Alternative: Blank paper with pre-drawn scoring grids
Distributed with clipboards for easy access
Alternative: Pens or whiteboard markers
Mark performance areas and judge positions
Alternative: Bean bags or markers
Key Vocabulary
A person who evaluates gymnastics performances using specific criteria
How well a gymnastics move is performed, focusing on body tension and control
Muscles working together to create strong, controlled positions
Points taken away from a score when errors are made
Different elements that make up a gymnastics sequence (levels, pathways, directions)
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
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