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Lesson 6 - Asymmetrical Sequence Performance

Dynamic Transitions & Asymmetry

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Year 5

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Gymnastics

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Big Question

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

Gymnastics Mats

20-25 mats

Arrange in L-shaped pathways around the hall

Alternative: Crash mats, safety mats

Cones

40 cones

Mark out L-shaped pathways and area boundaries

Alternative: Markers, spots

Tambourine

For teacher signals during warm-up activity

Alternative: Whistle, drum

Apparatus

4-6 pieces

Set up around hall perimeter for extension challenges

Alternative: Benches, boxes, tables

Key Vocabulary

Asymmetry

When body parts on one side are positioned differently from the other side

Body extension

Stretching muscles to create long, controlled shapes with tension

Sequence

A series of gymnastics movements performed one after another

Round off

A cartwheel landing with both feet together facing the direction you came from

L-shaped pathway

A floor pattern that creates an L shape when viewed from above

Body tension

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

Consistent body tension maintained throughout sequence

Smooth transitions between all elements

Clear asymmetrical positioning demonstrated

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