Lesson 5 - Canon and Unison Timing in Group Sequences
Mastering Timing and Synchronisation in Partner and Group Gymnastics
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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How can we use timing to create exciting group performances that flow together beautifully?
Learning Objectives
- To perform group gymnastics sequences demonstrating canon and unison timing
- To create movements with different dynamics including changes of level, speed and direction
- To evaluate others' performances using correct technical language
Key Outcomes
- Students will work cooperatively in groups to create sequences with both canon and unison elements
- Students will demonstrate varied dynamics in their movements
- Students will provide constructive feedback using gymnastics terminology
Equipment & Resources Required
Place in central circle for warm-up activities
Alternative: Cones, soft balls, or foam blocks
Distributed around hall with adequate spacing
Alternative: Low balance beams or wooden planks
Placed beside and around benches for safety
Alternative: Yoga mats or carpet tiles
For timing apparatus setup challenges
Alternative: Smartphone timer or wall clock
Charged and ready for filming peer assessments
Alternative: None - essential for assessment evidence
Key Vocabulary
When performers do the same movement one after another, like a Mexican wave
When all performers do exactly the same movement at exactly the same time
The way we change the quality of our movements - speed, force, and flow
A series of movements linked together with a clear beginning, middle and end
The gymnastics equipment we use like benches, mats, and boxes
How we link one movement smoothly into the next movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics actions (roll, jump, balance, travel)
- Understanding of sequence structure (beginning, middle, end)
- Experience working in pairs and small groups
Current Skills
- Performing in groups with timing coordination
- Creating sequences with canon and unison elements
- Using varied dynamics in movement
- Peer assessment using technical language
Next Steps
- Complex timing patterns in larger groups
- Advanced apparatus work with timing
- Choreographing extended group routines
Milestone Indicators
Key Teaching Points
- Canon timing requires consistent delays between performers starting
- Unison means perfect synchronisation - all moving as one
- Dynamics include changes in speed, level, and direction
- Technical language enhances peer assessment quality
- Apparatus safety rules must be consistently applied
- Group cooperation is essential for timing success
- Strong starting and finishing positions frame sequences effectively
Common Misconceptions
- Canon and unison being the same thing - emphasise the clear difference
- Thinking dynamics only means speed - include level and direction changes
- Believing technical language is too difficult - provide simple examples
- Assuming apparatus work is more important than floor work - emphasise both
- Thinking timing just happens - explain need for practice and communication
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, offer leadership roles for engagement
dyspraxia
- Allow extra practice time, simplify timing patterns initially, provide step-by-step instruction cards
autism spectrum
- Provide clear structure and routine, use visual schedules for lesson progression, offer quiet zones if needed
visual impairment
- Use verbal cues for timing, provide tactile guidance for apparatus positioning, ensure peer support partnerships
hearing impairment
- Use visual signals for timing cues, demonstrate all concepts clearly, provide written instruction cards
physical disability
- Adapt apparatus height and complexity, allow seated participation where appropriate, modify movement requirements
Cross-Curricular Links
English
Technical vocabulary development, speaking and listening in peer assessment, following and giving instructions
Maths
Counting in sequences, timing patterns, spatial awareness and geometry in group formations
Science
Forces and motion in gymnastics actions, balance and centre of gravity, heart rate and recovery
Music
Rhythm and timing patterns, tempo changes, listening skills for group coordination
PSHE
Cooperation and teamwork, giving and receiving feedback, building confidence and resilience
Teacher Guidance
Positioning
Central position during instruction, circulate during group work, clear view of all apparatus during practice
Observation Focus
Group cooperation, timing accuracy, safe apparatus use, quality of peer feedback
Intervention Points
Step in if apparatus safety compromised, support groups struggling with timing, guide peer assessment quality
Demonstration Notes
Demonstrate all timing concepts clearly, show contrast between good and poor dynamics, model technical language use
Verbal Cues
- •'Canon - like a Mexican wave!'
- •'Unison - all together now!'
- •'Show me different dynamics!'
- •'Use your gymnastics words!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 20m for apparatus work and group movement
Surface Check
Non-slip surface, free from obstacles, adequately marked boundaries
Equipment Safety
Safety Checks
- •Check all apparatus is stable and secure before use
- •Ensure mats are positioned correctly beside all apparatus
- •Verify bean bags are soft and in good condition
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during group movement
- •Improper apparatus handling causing injury
Risk Mitigation
- •Consistent reinforcement of apparatus safety rules
- •Adequate spacing between groups during all activities
- •Progressive skill building from simple to complex timing
- •Constant supervision during apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Monitor apparatus setup and pack-away procedures
- •Watch for signs of fatigue affecting coordination
Emergency Procedures
Stop signal established, clear evacuation routes, first aid kit accessible, emergency contact procedures known