Lesson 2 - Group Formations and Flight Sequences
Collaborative Gymnastics: Synchronised Group Sequences and Performance
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we create spectacular group gymnastics sequences that showcase teamwork, timing, and technical excellence?
Learning Objectives
- To work collaboratively in groups of 6 to create sequences involving different formations and pathways
- To demonstrate controlled flight techniques with safe landings
- To evaluate others' work using correct technical gymnastics terminology
Key Outcomes
- Students will perform coordinated group sequences showing unison and canon
- Students will demonstrate safe jumping techniques from various apparatus
- Students will provide technical feedback using appropriate gymnastics vocabulary
Equipment & Resources Required
Arranged in large circle with central space
Alternative: Marker cones, hoops
Central pile for warm-up game
Alternative: Foam balls, tennis balls
Multiple stations with different heights and surfaces
Alternative: Benches, boxes, mats as available
Placed around all apparatus for safe landings
Alternative: None - essential safety equipment
For timing apparatus setup challenges
Alternative: Phone timer, wall clock
For assessment recording if available
Alternative: Tablet, smartphone
Key Vocabulary
The airborne phase of a jump where both feet leave the ground
The arrangement or pattern that gymnasts create with their bodies in space
Performing movements at exactly the same time
Performing the same movement one after another in sequence
The route or direction of travel through space
Absorbing impact by bending knees and using whole foot contact
Jump with straight legs extended forward at hip level
Jump with legs wide apart to the sides
Partners creating balance by pulling against each other
Specific gymnastics vocabulary used to describe movements and techniques
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping and landing techniques from previous gymnastics units
- Understanding of apparatus safety rules and procedures
- Experience working in pairs and small groups
Current Skills
- Group choreography and timing skills
- Advanced jumping techniques including flight phases
- Peer evaluation using technical vocabulary
Next Steps
- Complex apparatus sequences with multiple elements
- Advanced group balances and counter-tensions
- Competition-level sequence composition
Milestone Indicators
Key Teaching Points
- Consistent emphasis on controlled, cushioned landings throughout all jumping activities
- Clear distinction between unison (together) and canon (sequential) timing concepts
- Progressive skill development from individual to partner to group coordination
- Integration of technical vocabulary into all assessment and feedback conversations
- Safety-first approach to apparatus work with appropriate height and challenge selection
- Inclusive group formation ensuring all students can participate successfully
- Connection between warm-up activities and main gymnastics skills
Common Misconceptions
- Higher jumps are always better - emphasise control and technique over height
- Canon means fast sequence - clarify that canon can be slow and controlled
- Apparatus work is about showing off - focus on skill development and creativity
- Only flexible students can do gymnastics - demonstrate adaptations for all abilities
- Peer assessment means finding faults - teach constructive feedback techniques
- Group work means strongest students lead - encourage shared leadership and contribution
SEN Adaptations
ADHD
- Frequent activity changes, clear physical boundaries, additional movement breaks, simplified instruction sequences
dyspraxia
- Larger apparatus for easier targeting, additional practice time, simplified sequence patterns, peer support partnerships
autism spectrum
- Clear structure and routines, visual sequence cards, quiet spaces available if needed, consistent apparatus layout
visual impairment
- Use verbal cues for formations, tactile guidance for apparatus positioning, bright coloured equipment for visibility
hearing impairment
- Visual demonstrations of timing, hand signals for group coordination, written instruction cards available
physical disability
- Seated jumping variations, modified apparatus heights, alternative movement patterns for non-ambulatory students
Cross-Curricular Links
English
Technical vocabulary development, descriptive language for movement, verbal feedback and evaluation skills
Maths
Counting sequences, timing and rhythm patterns, geometric formations and spatial arrangements
Science
Forces in jumping and landing, gravity and flight phases, biomechanics of movement
Art
Creative formation design, aesthetic appreciation of movement sequences, visual composition in group work
Teacher Guidance
Positioning
Move constantly during lesson - corner position for group work observation, central for demonstrations, circulation during apparatus work
Observation Focus
Monitor landing technique consistently, watch for group dynamics and inclusion, assess technical vocabulary usage
Intervention Points
Step in when safety compromised, support struggling groups with sequence creation, challenge advanced students with complex variations
Demonstration Notes
Use students regularly as positive examples, demonstrate jumping technique with exaggerated key points, show clear timing differences between unison and canon
Verbal Cues
- •'Soft landings like springs!'
- •'Eyes up, spot your landing!'
- •'Equal timing in your unison work!'
- •'Use those technical words!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium minimum 20m x 15m with high ceiling for jumping activities
Surface Check
Non-slip surface, free from obstacles, appropriate mats available for apparatus work
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Sufficient safety mats for all jumping areas
- •Apparatus heights appropriate for Year 6 abilities
Risk Management
Key Risks
- •Hard landings from apparatus causing injury
- •Collisions during group work and apparatus rotation
- •Overconfidence leading to inappropriate risk-taking
Risk Mitigation
- •Consistent emphasis on controlled landings throughout lesson
- •Clear spacing maintained between groups and individuals
- •Progressive skill building from simple to complex movements
- •Continuous teacher monitoring of apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during apparatus work
- •Circulate during group work to monitor technique and cooperation
- •Maintain awareness of fatigue levels affecting safety
Emergency Procedures
Stop activity immediately if injury occurs, appropriate first aid, clear evacuation routes maintained