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Lesson 4 - Canon & Sync Travel

Body Control & Apparatus Skills

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Year 5

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Gymnastics

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Big Question

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

Gymnastics Mats

15 (1 between 2 students)

Distributed evenly around working area with clear pathways between

Alternative: Large towels or carpet tiles for home learning

Whiteboards

Visible to all students for travelling methods reference

Alternative: Large sheet of paper on wall

Dish Cones

2-3 different colours

For recording travelling methods during discussion

Alternative: Chalk for blackboard

Key Vocabulary

Canon

Moving one after another, like a Mexican wave where each person starts their movement after the previous person has begun

Synchronisation

Moving at exactly the same time, like dancers in a chorus line performing identical movements together

Sequence

A series of movements linked together in a specific order that flows smoothly from one to the next

Travelling

Moving from one place to another using different body parts and methods

Levels

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

Clear distinction in timing between canon and synchronisation

Smooth transitions between travelling and balancing

Consistent quality maintained throughout sequences

Effective communication and cooperation in groups

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