🤸

Lesson 6 - Group Routines with Canon and Unison

Mastering Timing and Synchronisation in Partner and Group Gymnastics

•

Year 5

•

Gymnastics

•

Big Question

How can we use timing and pathways to create spectacular group gymnastics performances?

Learning Objectives

To perform gymnastics routines in groups using canon and unison timing
To travel using different pathways whilst maintaining group coordination
To demonstrate enjoyment in competing and challenging personal improvement

Key Outcomes

Students will perform coordinated group routines displaying both canon and unison
Students will use varied pathways (linear, curved, angular) in group performances
Students will self-assess and challenge themselves to improve performance quality

Equipment & Resources Required

Gymnastics Mats

4 different stations (benches, boxes, tables, bars)

Arranged in 4 apparatus stations around the hall

Alternative: Yoga mats or carpet tiles

Coloured Cones

4 different colours

Placed for assessment grouping at lesson end

Alternative: Coloured hoops or markers

Stopwatch

For timing apparatus setup challenge

Alternative: Phone timer or wall clock

Digital Cameras

For recording performances and assessment evidence

Alternative: Phone camera

Key Vocabulary

Canon

When performers do the same movement but start at different times, creating a ripple effect

Unison

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

Pathway

The route or direction of travel through space (straight, curved, zigzag, circular)

Routine

A planned sequence of gymnastics movements performed in order

Symmetry

When body shapes on both sides match exactly

Asymmetry

When body shapes on both sides are different

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic gymnastics movements (rolls, balances, jumps)
Understanding of personal space and general space
Experience working with partners in gymnastics

Current Skills

Group coordination and timing
Canon and unison performance
Pathway awareness in movement
Self-assessment and improvement focus

Next Steps

Complex group choreography with apparatus
Performance under competition conditions
Teaching and coaching others

Milestone Indicators

Clear distinction between canon and unison timing

Smooth transitions between different pathways

Group starts and finishes in precise unison

Constructive self-assessment leading to improvement

Key Teaching Points

Canon means sequential timing - same movement, different start times like a wave
Unison means simultaneous timing - everyone moving at exactly the same moment
Pathways create visual interest but timing must remain consistent
Strong starting and finishing positions frame the routine professionally
Group cooperation is essential - everyone contributes to success
Safety rules for apparatus handling must never be compromised
Creative transitions make routines flow beautifully from section to section

Common Misconceptions

Canon and unison are the same thing - emphasise the timing difference clearly
Pathways are more important than timing - timing comes first, pathways enhance
Louder or faster automatically means better - control and precision are key
Group work means everyone does everything - roles can be different but coordinated
Apparatus work is just for fun - it develops specific skills and creativity
Only perfect routines are good - effort and improvement are most important

SEN Adaptations

ADHD

Frequent activity changes, clear movement boundaries, additional adult support for focus, regular positive reinforcement, movement breaks as needed

dyspraxia

Simplified movement patterns initially, additional practice time, visual movement cues, larger personal space allowances

autism spectrum

Clear routine structure, visual schedule of activities, quiet spaces available, consistent apparatus setup, predictable transitions

visual impairment

Clear verbal descriptions of demonstrations, tactile cues for positioning, buddy system for spatial awareness, high contrast equipment where possible

hearing impairment

Visual timing cues and signals, clear sight lines for demonstrations, written instruction cards, vibrating timer for rhythm work

physical disability

Adapted apparatus heights, modified supporting roles in group work, alternative participation in group balances, seated movement options

Cross-Curricular Links

Maths

Counting and timing sequences, pattern recognition in canon arrangements, spatial awareness and pathway geometry

Science

Forces and balance in gymnastics positions, understanding of body mechanics and leverage

Art

Creative composition in group formations, aesthetic appreciation of movement sequences

Music

Rhythm and timing concepts, tempo variations, coordinated performance skills

PSHE

Teamwork and cooperation, building confidence, supporting others, positive competition attitudes

Teacher Guidance

Positioning

Central position allowing view of all groups, move between stations during apparatus work

Observation Focus

Group timing accuracy, safe movement practices, cooperative behaviour, creative development

Intervention Points

Step in when timing becomes lost, when safety rules are compromised, when groups need creative inspiration

Demonstration Notes

Use students as demonstrators when possible, show clear contrasts between canon and unison, exaggerate timing differences for clarity

Verbal Cues

•'Remember your timing!'
•'Safety first with apparatus!'
•'Show me those clear shapes!'
•'Work together as a team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m, clear of obstacles with high ceiling for apparatus work

Surface Check

Non-slip surface, appropriate for gymnastics movements, level and even

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned for safe landing zones
•Clear pathways between apparatus stations
•Stopwatch/timer accessible but not in movement areas

Risk Management

Key Risks

•Collisions during group movement and pathway work
•Falls from apparatus or during balancing activities
•Strain injuries from supporting others in group balances
•Equipment handling injuries during setup/pack away

Risk Mitigation

•Clear spacing rules enforced between groups
•Progressive skill building from floor to apparatus work
•Continuous supervision of apparatus use
•Safety rules reinforced before equipment handling
•Immediate stop signals established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus stations
•Monitor group interactions for safe cooperation
•Check apparatus stability regularly during use
•Watch for fatigue levels during strength challenges

Emergency Procedures

Stop signal practiced, first aid kit accessible, clear evacuation route maintained, mobile phone available for emergency contact