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Lesson 6 - Canon and Unison Group Routines

Partner Synchronisation: Mirror, Match and Contrast

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Year 5

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Gymnastics

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Big Question

How can we create spectacular group routines that showcase both unity and beautiful contrasts in timing?

Learning Objectives

To perform elements of unison and canon in a group gymnastics routine
To understand how to perform effectively in canon with precise timing
To enjoy competing and challenging ourselves to improve our performance

Key Outcomes

Students will perform group routines incorporating both unison and canon elements
Students will demonstrate understanding of timing and synchronisation in gymnastics
Students will show enjoyment in challenging themselves and refining their performances

Equipment & Resources Required

Large Balls

8 (1 per group of 4)

Distributed at starting positions for warm-up

Alternative: Medicine balls, playground balls

Gymnastics Mats

15-20

Arranged around hall in circuit format

Alternative: Benches, mats, low boxes, wall bars

Coloured Cones

4 different colours

For assessment activity at lesson end

Alternative: Coloured spots, markers

Stopwatch

For timing apparatus setup challenge

Alternative: Phone timer, wall clock

Digital Cameras

For filming performances and assessment evidence

Alternative: Phone camera for recording

Key Vocabulary

Canon

A performance where movements are performed one after another in sequence, like a wave effect

Unison

Performing movements at exactly the same time together

Synchronisation

Perfectly matching timing with other performers

Transition

The movement that connects one gymnastics position or skill to another

Dynamics

The variation in speed, force and energy in a gymnastics routine

Skill Progression Pathway

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

Prior Learning

Basic gymnastics positions (tuck, pike, straddle, pencil)
Simple unison movements with partners
Basic apparatus safety and handling
Understanding of levels in gymnastics

Current Skills

Performing in canon with precise timing
Combining unison and canon in group routines
Creating smooth transitions between movements
Adapting routines to different apparatus layouts

Next Steps

Complex multi-level canon sequences
Creating original group choreography
Teaching and coaching other students
Performance confidence in larger audiences

Milestone Indicators

Groups maintain synchronisation throughout routine

Clear distinction between unison and canon sections

Smooth, controlled transitions between movements

Confident adaptation to different apparatus

Key Teaching Points

Canon creates a wave effect - emphasise the timing delay between performers
Unison requires perfect synchronisation - use clear counting rhythms
Transitions should flow like water - smooth and controlled movements
Different levels add visual interest - use high, medium, and low positions
Feedback should be specific and constructive - link to success criteria
Apparatus adaptation challenges creativity while maintaining routine core
Self-assessment develops reflection skills and personal challenge attitudes

Common Misconceptions

Canon and unison are the same thing - clarify the timing differences clearly
Faster transitions are always better - emphasise control over speed
All group members must do identical movements - explain adaptation for individual abilities
Apparatus work is completely different from floor work - show adaptation principles
Feedback should only focus on mistakes - model positive, constructive approaches
Self-assessment should match others' opinions - encourage honest personal reflection

SEN Adaptations

ADHD

Frequent activity changes, clear physical boundaries, movement breaks between feedback sessions, specific roles within groups

dyspraxia

Simplified counting patterns, extra practice time for coordination, visual aids for position sequences, peer support for timing

autism spectrum

Clear routine structure, visual timetable for lesson sections, quiet reflection spaces available, consistent group arrangements

visual impairment

Use bright coloured equipment, clear verbal cues for timing, buddy system for apparatus work, tactile markers for positioning

hearing impairment

Visual counting signals and hand gestures, demonstration-heavy teaching, written instruction cards, vibrating signals for timing

physical disability

Adapted apparatus heights, modified positions for routines, alternative movement patterns, seated versions where appropriate

Cross-Curricular Links

Maths

Counting patterns and rhythms for synchronisation, timing intervals for canon sequences, spatial awareness and positioning

Science

Forces and balance in gymnastics positions, momentum in transition movements, coordination and body systems during exercise

Music

Rhythm and timing for group synchronisation, dynamics and tempo changes, listening skills for group coordination

PSHE

Teamwork and cooperation, resilience when facing challenges, self-assessment and reflection skills, positive feedback and communication

Teacher Guidance

Positioning

Circulate actively during routine development, position centrally during demonstrations, move to apparatus stations during equipment work

Observation Focus

Watch for synchronisation quality, safe apparatus use, positive group dynamics, implementation of feedback

Intervention Points

Step in when safety rules are broken, provide coaching for timing difficulties, support groups struggling with collaboration

Demonstration Notes

Use clear, exaggerated movements to show unison vs canon, model safe apparatus handling, demonstrate quality feedback language

Verbal Cues

•'Count together - 5, 6, 7, 8!'
•'Smooth transitions like flowing water!'
•'Safety first with apparatus!'
•'Show me your personal best!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 20m clear space, additional space for apparatus stations

Surface Check

Non-slip floor surface, clean and dry, appropriate for gymnastics movements

Equipment Safety

Safety Checks

•Check all apparatus for stability and secure positioning
•Ensure mats are properly positioned under and around apparatus
•Verify large balls are appropriately inflated and free from damage
•Check cones and markers are positioned safely away from movement areas

Risk Management

Key Risks

•Collisions during group routine practice
•Falls from apparatus during adaptations
•Improper apparatus handling during setup/pack-away
•Injury during transition movements (rolling, spinning)

Risk Mitigation

•Clear boundaries established between group practice areas
•Strict apparatus safety rules enforced throughout
•Controlled progression from floor to apparatus work
•Constant teacher supervision of apparatus activities
•Emergency stop signal established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus stations
•Circulate actively during apparatus work
•Monitor high-activity areas during routine development
•Pay special attention during apparatus setup and pack-away

Emergency Procedures

Immediate stop, assess injury, appropriate first aid response, clear evacuation routes maintained