Lesson 4 - Canon & Sync Travel
Body Control & Apparatus Skills
•Year 5
•Gymnastics
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How can working together in canon and synchronisation transform the impact and quality of our gymnastics sequences?
Learning Objectives
- To explore different methods of travelling and linking actions in canon and synchronisation
- To create and perform sequences with partners and small groups using timing principles
- To evaluate performances using set criteria and suggest improvements
Key Outcomes
- Students will demonstrate understanding of canon and synchronisation through movement
- Students will create flowing sequences that combine travelling and balancing with precise timing
- Students will provide constructive feedback using specific performance criteria
Equipment & Resources Required
Distributed evenly around working area with clear pathways between
Alternative: Large towels or carpet tiles for home learning
Visible to all students for travelling methods reference
Alternative: Large sheet of paper on wall
For recording travelling methods during discussion
Alternative: Chalk for blackboard
Key Vocabulary
Moving one after another, like a Mexican wave where each person starts their movement after the previous person has begun
Moving at exactly the same time, like dancers in a chorus line performing identical movements together
A series of movements linked together in a specific order that flows smoothly from one to the next
Moving from one place to another using different body parts and methods
The height at which movements are performed - low (close to floor), medium (normal standing), high (stretched upward)
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (step, jump, roll)
- Simple balances on different body parts
- Working cooperatively with a partner
- Understanding of high, medium and low levels
Current Skills
- Canon and synchronisation concepts
- Linking travelling movements with balances
- Creating sequences with partners and groups
- Using specific criteria to evaluate performance
Next Steps
- Complex group formations and patterns
- Advanced apparatus work with timing elements
- Creating original choreography with musical accompaniment
- Teaching sequences to younger students
Milestone Indicators
Key Teaching Points
- Canon timing requires clear starting signals and consistent gaps between performers
- Synchronisation needs eye contact and communication for successful coordination
- Quality of individual movements must be maintained even when focusing on timing
- Smooth transitions between sections create professional-looking sequences
- Group work requires democratic decision-making and inclusive participation
- Peer assessment should be specific, constructive, and focused on given criteria
- Safety awareness must be maintained throughout complex group choreography
Common Misconceptions
- Thinking canon means copying exactly rather than following timing - clarify individual interpretation is encouraged
- Believing synchronisation requires identical movements - explain it's about timing, not uniformity
- Assuming faster movement equals better performance - emphasise control and quality
- Thinking group work means everyone does the same thing - encourage variety within unity
- Believing feedback should only identify problems - teach positive recognition alongside improvements
SEN Adaptations
ADHD
- Keep activities varied and engaging, provide clear boundaries and expectations, use movement breaks as regulation, offer choice in partner selection
dyspraxia
- Break down movements into smaller steps, allow extra practice time, provide clear verbal instructions with demonstrations, use consistent routine and structure
autism spectrum
- Provide clear structure and routine, use visual timetables for lesson sections, offer quiet space if overstimulated, allow extra processing time for instructions
visual impairment
- Use bright coloured mats for contrast, provide verbal descriptions of all movements, assign sighted partner for guidance, use tactile cues for timing
hearing impairment
- Use clear visual signals for timing cues, provide written instruction cards, demonstrate all concepts visually, use vibration or touch signals for timing
physical disability
- Adapt travelling methods to individual capabilities, allow wheelchair movements or seated variations, modify balance requirements, provide additional support equipment
Cross-Curricular Links
Maths
Counting and timing sequences, spatial awareness and positioning, pattern recognition in movement sequences
Science
Forces and motion in travelling movements, balance and centre of gravity, rhythm and timing as physics concepts
History
Historical development of gymnastics, Olympic Games and sporting heritage, cultural movement traditions
Music
Timing and rhythm appreciation, keeping to a beat, musical composition principles applied to movement
Teacher Guidance
Positioning
Central position during demonstrations, circulating during group work, strategic placement for peer assessment observation
Observation Focus
Timing accuracy, movement quality, group cooperation, safety awareness, individual engagement
Intervention Points
Safety concerns, persistent timing difficulties, group cooperation issues, lack of engagement or challenge
Demonstration Notes
Use confident students for demonstrations, ensure clear visibility for all, exaggerate timing differences for emphasis, model positive feedback language
Verbal Cues
- •'Together, ready, go!' for synchronisation starts
- •'First person starts... now second person!' for canon timing
- •'Hold it... 1, 2, 3, 4, 5' for balance counts
- •'Quality over speed' for technique reminders
Safety Considerations
Space & Surface Requirements
Space Requirements
Large gymnasium or hall, minimum 15m x 12m with clear height of 3m for jumping movements
Surface Check
Non-slip surface, clear of obstacles, appropriate gymnastics mats properly positioned
Equipment Safety
Safety Checks
- •Mats checked for wear and tear before use
- •Proper mat carrying technique demonstrated and enforced
- •Adequate spacing between working areas maintained
- •Emergency access routes kept clear at all times
Risk Management
Key Risks
- •Collisions during group work
- •Falls from poor balance technique
- •Injuries from uncontrolled travelling movements
- •Mat slipping during dynamic movements
Risk Mitigation
- •Clear boundaries established for each working group
- •Progressive skill building from simple to complex
- •Constant supervision of group choreography
- •Immediate correction of unsafe techniques
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Circulate during complex group work for close monitoring
- •Maintain awareness of energy levels and excitement
- •Be ready to intervene for safety or behaviour management
Emergency Procedures
Stop signal established and practiced, first aid kit accessible, clear evacuation route identified