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Lesson 5 - Canon and Unison Timing in Group Sequences

Mastering Timing and Synchronisation in Partner and Group Gymnastics

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Year 5

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Gymnastics

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Big Question

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

Balls

15-20 (odd number)

Place in central circle for warm-up activities

Alternative: Cones, soft balls, or foam blocks

Gymnastics Benches

6-8

Distributed around hall with adequate spacing

Alternative: Low balance beams or wooden planks

Gymnastics Mats

12-16

Placed beside and around benches for safety

Alternative: Yoga mats or carpet tiles

Stopwatch

For timing apparatus setup challenges

Alternative: Smartphone timer or wall clock

Video Device

1 (tablet/phone)

Charged and ready for filming peer assessments

Alternative: None - essential for assessment evidence

Key Vocabulary

Canon

When performers do the same movement one after another, like a Mexican wave

Unison

When all performers do exactly the same movement at exactly the same time

Dynamics

The way we change the quality of our movements - speed, force, and flow

Sequence

A series of movements linked together with a clear beginning, middle and end

Apparatus

The gymnastics equipment we use like benches, mats, and boxes

Transition

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

Groups maintain synchronisation throughout sequences

Clear distinction between canon and unison sections

Confident use of gymnastics vocabulary in assessment

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