Lesson 6 - Asymmetrical Sequence Performance
Dynamic Transitions & Asymmetry
•Year 5
•Gymnastics
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How can we combine all our gymnastics skills into one flowing sequence that showcases asymmetry and precise body control?
Learning Objectives
- To create and perform a 7-element gymnastics sequence incorporating asymmetry
- To demonstrate excellent body extension and tension throughout complex movements
- To work collaboratively using an L-shaped pathway with varied speeds and levels
Key Outcomes
- Students will perform a complete gymnastics sequence with all required elements
- Students will demonstrate improved body control and extension
- Students will provide constructive feedback to improve performance
Equipment & Resources Required
Arrange in L-shaped pathways around the hall
Alternative: Crash mats, safety mats
Mark out L-shaped pathways and area boundaries
Alternative: Markers, spots
For teacher signals during warm-up activity
Alternative: Whistle, drum
Set up around hall perimeter for extension challenges
Alternative: Benches, boxes, tables
Key Vocabulary
When body parts on one side are positioned differently from the other side
Stretching muscles to create long, controlled shapes with tension
A series of gymnastics movements performed one after another
A cartwheel landing with both feet together facing the direction you came from
A floor pattern that creates an L shape when viewed from above
Muscles working together to create strong, controlled shapes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform individual gymnastics elements
- Students understand symmetry and asymmetry
- Students can work safely in gymnastics activities
Current Skills
- Combining multiple elements into flowing sequences
- Applying body extension principles throughout performance
- Using asymmetry purposefully in compositions
Next Steps
- Creating original sequences with personal flair
- Working on apparatus with complex sequences
- Teaching and coaching others effectively
Milestone Indicators
Key Teaching Points
- Body extension is essential for control and power in all gymnastics movements
- Asymmetry means different positioning on left and right sides of the body
- Smooth transitions create flow and connect individual elements into sequences
- L-shaped pathways provide structure while allowing creative interpretation
- Constructive feedback helps everyone improve their performance
- Practice and persistence lead to improved technique and confidence
- Personal achievement matters more than comparison with others
Common Misconceptions
- That harder elements are always better than well-performed basic elements
- That speed equals good performance rather than control and technique
- That asymmetrical balances just mean 'different' rather than specifically one-sided positioning
- That sequences should rush from element to element rather than flow smoothly
- That body extension only matters in balances, not throughout all movements
- That feedback should focus on mistakes rather than specific improvements
- That performing alone is always better than accepting help or support
SEN Adaptations
ADHD
- Regular movement breaks, clear time boundaries, engaging partner work
dyspraxia
- Simplified element versions, extra practice time, breaking down complex movements
autism spectrum
- Clear sequence structure, visual schedule of elements, quiet practice space available
visual impairment
- Use tactile pathway markers, verbal descriptions of demonstrations, buddy system for guidance
hearing impairment
- Visual cues for sequence elements, written instruction cards, demonstration emphasis
physical disability
- Modified elements appropriate to ability, seated sequence variations, focus on achievable goals
Cross-Curricular Links
English
Descriptive language for feedback, sequence vocabulary, performance evaluation
Maths
Counting sequence elements, measuring pathway distances, angles of movement and turns
Science
Forces and balance, muscle action and body systems, principles of movement
Art
Composition principles applied to movement, asymmetrical design concepts
Teacher Guidance
Positioning
Move around hall to observe all pathways, position centrally during demonstrations
Observation Focus
Body extension, smooth transitions, pathway adherence, safe technique
Intervention Points
Step in for unsafe attempts, provide technique corrections, support struggling students
Demonstration Notes
Always demonstrate with perfect technique, emphasise key teaching points, use student demonstrations when appropriate
Verbal Cues
- •'Stretch those fingers and toes!'
- •'Hold that shape with muscle tension!'
- •'Flow smoothly into the next element!'
- •'Follow your L-shaped pathway!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 20m with clear L-shaped pathways marked
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Mats checked for tears and positioned securely
- •Cones placed to clearly mark pathways without creating trip hazards
- •Apparatus (if used) checked for stability and appropriate height
Risk Management
Key Risks
- •Collisions during pathway work
- •Falls during inverted elements
- •Overconfidence leading to unsafe attempts
- •Fatigue affecting technique and safety
Risk Mitigation
- •Clear pathway marking with adequate spacing
- •Progressive skill building throughout unit
- •Mandatory spotting for advanced elements
- •Regular technique checks and corrections
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all pathways
- •Extra attention during inverted elements
- •Monitor fatigue levels throughout lesson
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required