Lesson 5 - Group Sequencing with Pathways and Apparatus Transfer
Collaborative Gymnastics: Synchronised Group Sequences and Performance
•Year 6
•Gymnastics
•Start Planning Better PE Lessons
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How can we create innovative group sequences that tell a story through movement and space?
Learning Objectives
- To perform sequences as a group with changes in direction, level and speed
- To create sequences with pathways that cross effectively
- To adapt floor sequences for apparatus work
Key Outcomes
- Students will demonstrate coordinated group sequences with clear spatial awareness
- Students will evaluate performances using correct technical language
- Students will successfully transfer floor work to apparatus with adaptations
Equipment & Resources Required
Placed in central area for warm-up activities
Alternative: Small balls, foam blocks, or bean-filled socks
Available for apparatus work and floor sequences
Alternative: Carpet tiles or marked floor areas
Pre-arranged around hall perimeter for easy access
Alternative: Chairs, tables, or playground equipment
For timing apparatus setup challenges
Alternative: Phone timer or wall clock
For capturing performances and supporting assessment
Alternative: Digital camera with video function
Key Vocabulary
When performers move through the same space at different times or intersect their movement patterns
The use of different speeds, forces and energies in movement
Methods of structuring and organising movements to create effective sequences
Two or more performers supporting each other's weight in equilibrium
Specific gymnastics vocabulary used to describe and evaluate performance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics movements and shapes
- Understanding of levels and directions
- Simple sequence work in pairs
- Basic apparatus safety and handling
Current Skills
- Group coordination and timing
- Creating crossing pathways
- Adapting sequences for different spaces
- Technical evaluation vocabulary
Next Steps
- Extended group performances with narrative
- Complex apparatus combinations
- Advanced compositional techniques
- Teaching and coaching roles
Milestone Indicators
Key Teaching Points
- Group sequences must include clear changes in direction, level, and speed
- Crossing pathways create visual interest and require spatial awareness
- Adaptation to apparatus maintains original sequence concepts while using equipment features
- Technical language should be specific and accurate when evaluating performances
- Collaborative planning requires active listening and inclusive decision-making
- Safety is paramount in both floor work and apparatus activities
- Creative expression should work within established safety and structural parameters
Common Misconceptions
- That group sequences must be completely uniform with everyone doing identical movements
- That crossing pathways means people must move at exactly the same time
- That apparatus work requires completely different movements rather than adaptations
- That technical language is just using complicated words rather than accurate descriptions
- That feedback should focus on what went wrong rather than specific improvements
- That apparatus setup should be rushed to save time rather than prioritising safety
SEN Adaptations
ADHD
- Frequent movement opportunities, clear role definitions in group work, visual timers for activity transitions, positive behaviour reinforcement
dyspraxia
- Simplified movement patterns initially, visual pathway markers, extra practice time, partner support for complex sequences
autism spectrum
- Clear visual schedule of lesson activities, predictable routines for apparatus setup, quiet space available if needed, advance notice of performance expectations
visual impairment
- Use verbal descriptions of pathways, physical guidance for spatial awareness, partner support for apparatus work, audio cues for timing
hearing impairment
- Visual demonstrations of all concepts, written instruction cards, clear sight lines to teacher, vibrating timer for rhythm work
physical disability
- Adapted movements within physical capabilities, wheelchair-accessible pathways, modified apparatus or floor-level alternatives, peer support roles
Cross-Curricular Links
English
Technical vocabulary development, descriptive language for evaluation, communication skills in group planning
Maths
Geometric understanding of pathways and angles, spatial reasoning for group formations, timing and rhythm calculations
Science
Forces and motion in crossing pathways, balance and counter-balance physics, biomechanics of apparatus adaptation
Art
Compositional techniques, aesthetic appreciation of movement patterns, creative expression through sequence design
PSHE
Leadership skills in group work, resilience in adaptation challenges, respect and cooperation in collaborative tasks
Teacher Guidance
Positioning
Circulate actively between groups during planning and practice, position centrally during performances for optimal observation
Observation Focus
Monitor collaborative skills, spatial awareness, creative problem-solving, and safe movement execution
Intervention Points
Step in if group dynamics become problematic, if safety is compromised, or if groups need guidance with adaptation challenges
Demonstration Notes
Use students as demonstrators when possible, model technical language constantly, show rather than tell for complex concepts
Verbal Cues
- •'Show me clear pathway crossing!'
- •'Use your technical vocabulary!'
- •'How can you adapt this for the apparatus?'
- •'I can see excellent group relationships!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space for group work, additional space for apparatus stations
Surface Check
Non-slip surface essential, check for any moisture or debris before activities
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned appropriately for landing areas
- •Bean bags inspected for tears or loose filling
- •Video equipment positioned to avoid trip hazards
Risk Management
Key Risks
- •Collisions during crossing pathway movements
- •Falls from apparatus during adaptation work
- •Inappropriate contact during sumo wrestling
- •Injuries during apparatus setup/pack away
Risk Mitigation
- •Clear boundaries established for each group's working area
- •Progressive building from simple to complex movements
- •Constant supervision during apparatus work
- •Emphasis on controlled movement rather than speed
- •Specific safety briefing before apparatus activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during group sequence work
- •Close monitoring during apparatus adaptation activities
- •Active circulation during planning and refinement phases
- •Focused attention during apparatus setup and pack away
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, contact emergency services if required