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Lesson 3 - Group Sequencing with Spinning and Levels

Collaborative Gymnastics: Synchronised Group Sequences and Performance

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Year 6

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Gymnastics

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Big Question

How can we create dynamic group gymnastics sequences that showcase different levels, spinning actions and synchronisation?

Learning Objectives

To create a group gymnastics sequence working at different levels with varied dynamics
To demonstrate spinning skills on a variety of points and patches of the body
To understand and apply mirroring, canon and unison in group compositions

Key Outcomes

Students will have created and performed a group sequence incorporating spinning and levels
Students will have demonstrated control and body tension whilst spinning on various body parts
Students will have collaborated effectively using different timing methods in their sequences

Equipment & Resources Required

Gymnastics Mats

6 stations (benches, low boxes, mats)

Arranged around hall perimeter for apparatus stations

Alternative: Carpet tiles or designated floor area

Stopwatch

For apparatus set-up timing challenge

Alternative: Mobile phone timer or wall clock

Video Device

1 (tablet/phone)

For assessment and feedback purposes

Alternative: Written observation notes

Key Vocabulary

Points and patches

Different body parts used for spinning - points are small contact areas (fingertips, toes) whilst patches are larger surfaces (back, bottom)

Canon

Performing the same movement with a time delay, like a round in music

Unison

Performing movements at exactly the same time

Mirroring

Copying movements as if looking in a mirror - opposite sides move

Dynamics

The quality of movement including speed, force and flow

Body tension

Controlled muscle engagement to maintain strong, clear shapes

Skill Progression Pathway

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

Prior Learning

Basic gymnastics balances and shapes
Simple spinning actions on safe body parts
Working cooperatively in pairs

Current Skills

Spinning on variety of points and patches with control
Creating group sequences with different levels
Understanding and applying mirroring, canon and unison

Next Steps

Complex apparatus work with group sequences
Advanced compositional techniques
Teaching and evaluating others' performances

Milestone Indicators

Consistent body tension maintained during spinning

Smooth transitions between different actions

Precise timing in group work

Key Teaching Points

Emphasise body tension and control in all spinning activities
Ensure inclusive group decision-making processes
Prioritise safety in apparatus handling and use
Develop clear understanding of mirroring, canon and unison concepts
Foster supportive and encouraging group dynamics
Promote appropriate challenge selection for different abilities
Maintain high expectations for technique and presentation

Common Misconceptions

Misconception: Faster spinning looks more impressive. Correction: Controlled, precise spinning shows real skill
Misconception: Everyone must do identical movements in sequences. Correction: Differentiated difficulty within groups creates better compositions
Misconception: Mirroring means copying exactly. Correction: Mirroring means opposite sides move to create reflection effect
Misconception: Canon and unison are the same thing. Correction: Canon has time delays, unison is simultaneous
Misconception: Apparatus work is only for advanced gymnasts. Correction: Apparatus can be adapted for all ability levels

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries and rules, positive behaviour reinforcement, movement breaks as needed

dyspraxia

Simplified sequences initially, additional practice time, larger apparatus for easier use, clear step-by-step instructions

autism spectrum

Clear routine structure, visual schedule of activities, quiet spaces available if needed, consistent partner pairings

visual impairment

Use tactile markers for apparatus positions, clear verbal descriptions of demonstrations, buddy system for apparatus work

hearing impairment

Visual signals for timing, written instruction cards, demonstrate all verbal instructions clearly

physical disability

Adapt spinning to accessible body parts, modify apparatus height, provide additional support options

Cross-Curricular Links

Maths

Counting beats for timing, understanding angles in spinning, measuring apparatus heights, symmetry and asymmetry concepts

Science

Forces in spinning motion, centre of gravity and balance, momentum and rotation, body systems during exercise

Art

Creating aesthetic sequences, understanding composition and form, expressing dynamics through movement

Music

Rhythm and timing in sequences, understanding tempo and canon concepts, coordinating movement to beats

PSHE

Teamwork and collaboration, building confidence through challenge, respecting others' abilities and contributions

Teacher Guidance

Positioning

Central position during demonstrations, perimeter during practice for maximum observation

Observation Focus

Watch for spinning control, group cooperation, safe apparatus use, and inclusive participation

Intervention Points

Step in for safety issues, technique refinement, group dynamics problems, or confidence building

Demonstration Notes

Use confident students for demonstrations, show both correct and incorrect examples, emphasise key technique points visually

Verbal Cues

•'Body tension tight!'
•'Control the spin!'
•'Work together!'
•'Safe apparatus handling!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full hall space (minimum 15m x 10m) with apparatus storage areas

Surface Check

Non-slip floor surface, clean and dry throughout

Equipment Safety

Safety Checks

•Check all apparatus stability before use
•Ensure mats are positioned correctly under apparatus
•Verify adequate spacing between apparatus stations

Risk Management

Key Risks

•Collisions during spinning activities
•Falls from apparatus
•Unsafe apparatus handling
•Dizziness from spinning

Risk Mitigation

•Clear personal space boundaries established
•Graduated progression from floor to apparatus work
•Strict apparatus safety rules enforced
•Regular checks for student fatigue and dizziness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during apparatus work
•Circulate actively during group practice phases
•Monitor apparatus handling closely

Emergency Procedures

Stop activity immediately, assess injury, apply first aid protocols, contact office if serious