Lesson 4 - Group Sequencing with Apparatus
Collaborative Gymnastics: Synchronised Group Sequences and Performance
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we create dynamic group sequences that flow seamlessly from floor to apparatus?
Learning Objectives
- To take weight on hands in different ways within group sequences
- To travel on different body parts while maintaining group coordination
- To adapt floor sequences for apparatus work effectively
Key Outcomes
- Students will create and perform coordinated group sequences
- Students will demonstrate various weight-bearing and travelling skills
- Students will adapt routines to work effectively on different apparatus
Equipment & Resources Required
Distributed around hall perimeter for warm-up activities
Alternative: Medium balls, bean bags
Stacked safely in designated area, students collect in pairs
Alternative: Yoga mats, carpet tiles
For timing apparatus setup challenge
Alternative: Smartphone timer
For recording final performances
Alternative: Tablet, smartphone
Mark apparatus boundaries and pathways
Alternative: Markers, spots
Key Vocabulary
When movements are performed one after another in sequence
When all performers do the same movement at exactly the same time
The variations in speed, force and flow within a sequence
The pattern or shape that performers make in space
Supporting body weight on specific body parts
Changing movements to suit different spaces or equipment
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic weight-bearing positions (front support, back support)
- Simple travelling actions (rolling, jumping, stepping)
- Understanding of sequence structure
Current Skills
- Advanced weight-bearing on hands
- Complex travelling patterns
- Group coordination and timing
Next Steps
- Partner matching and mirroring sequences
- Advanced apparatus combinations
- Performance with musical interpretation
Milestone Indicators
Key Teaching Points
- Always prioritise safety over complexity in apparatus work
- Encourage adaptation and creativity rather than perfect replication
- Focus on group cooperation as much as individual skill development
- Use apparatus to enhance sequences, not just add difficulty
- Reinforce that different ability levels can work together successfully
- Maintain clear structure while allowing creative freedom
- Connect floor work to apparatus work through progressive adaptation
Common Misconceptions
- Misconception: Everyone in the group must do identical skills. Reality: Groups work best when individuals contribute at their own level
- Misconception: Apparatus work means doing harder skills. Reality: Apparatus should enhance and support sequence development
- Misconception: Canon means fast, unison means slow. Reality: Both can be performed at any appropriate speed
- Misconception: More complex formations are always better. Reality: Simple formations performed well are more effective
- Misconception: Feedback should focus on what went wrong. Reality: Constructive feedback highlights success and suggests improvements
SEN Adaptations
ADHD
- Regular activity changes, clear boundaries marked, movement breaks between planning sessions
dyspraxia
- Simplified sequences initially, extra practice time, partner support for coordination
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Use verbal descriptions of formations, buddy system for apparatus work, textured mats for orientation
hearing impairment
- Visual demonstrations of sequences, hand signals for timing, written instruction cards
physical disability
- Modified weight-bearing positions, wheelchair-accessible apparatus options, adapted travelling methods
Cross-Curricular Links
Maths
Geometry in formations, counting beats for timing, measuring spaces around apparatus
Science
Forces in weight-bearing, momentum in travelling, balance and stability
Art
Creating patterns and formations, expressing ideas through movement
PSHE
Teamwork and cooperation, leadership skills, constructive feedback, conflict resolution
Teacher Guidance
Positioning
Move constantly between groups during practice, position for clear view of all apparatus stations
Observation Focus
Watch for safe weight-bearing technique, group cooperation, creative problem-solving
Intervention Points
Step in if safety compromised, support struggling groups, extend successful groups
Demonstration Notes
Use students to demonstrate good examples, show adaptations clearly, model group cooperation
Verbal Cues
- •'Strong arms for weight-bearing!'
- •'Listen to your group members!'
- •'Safety first, then creativity!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 20m, clear of obstacles, with apparatus storage area
Surface Check
Clean, dry, non-slip surface suitable for gymnastics work
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned appropriately around apparatus
- •Balls properly inflated and in good condition
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during group work
- •Injury from poor weight-bearing technique
- •Equipment-related accidents during setup/pack away
Risk Mitigation
- •Constant supervision during apparatus work
- •Clear safety rules reinforced throughout
- •Progressive skill building from floor to apparatus
- •Adequate spacing between groups
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus stations
- •Monitor weight-bearing skills continuously
- •Watch for fatigue affecting technique
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, clear space if needed