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Lesson 3 - Judging Criteria Skills

Musical Performance Collaboration

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Year 6

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Gymnastics

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Big Question

How can we judge gymnastics performances fairly and use feedback to improve our sequences?

Learning Objectives

To work collaboratively to create appropriate judging criteria for gymnastics sequences
To apply judging criteria consistently when assessing performances
To perform a ten-element sequence with improved execution based on feedback

Key Outcomes

Students will have created fair judging criteria covering key performance elements
Students will have judged sequences accurately and provided constructive feedback
Students will have refined their sequences based on judging feedback to achieve higher scores

Equipment & Resources Required

Gymnastics Mats

3-4 mats per group (approximately 12-16 total)

Arrange in parallel strips with safe spacing between each strip

Alternative: Yoga mats or crash mats if gymnastics mats unavailable

Score Sheets

1 per judge (8-10 total)

Pre-prepared with criteria headings and scoring spaces

Alternative: Simple paper and pencils for recording scores

Clipboards

1 per judging group (4-5 total)

Distributed to judging positions around performance area

Alternative: Hard books or folders for writing support

Sun Markers

1 board, 3 coloured markers

Positioned where all students can see for criteria discussion

Alternative: Flip chart paper and felt pens

Side-by-side comparison of good vs poor...

image

Side-by-side comparison of good vs poor gymnastics technique (pointed toes vs flexed, controlled vs uncontrolled landings, tight vs loose body positions)

Key Vocabulary

Judging criteria

Specific standards used to evaluate and score gymnastics performances

Execution

How well movements are performed with proper technique and control

Composition

How well elements are arranged using different levels, directions and speeds

Deductions

Points taken away from a score for errors or poor technique

Body tension

Muscles working together to create strong, controlled positions

Extension

Stretching limbs fully to create clean lines and shapes

Skill Progression Pathway

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

Prior Learning

Students can perform individual gymnastics elements with control
Students have created and memorised ten-element sequences
Students understand the concept of performance quality and execution

Current Skills

Creating objective judging criteria for gymnastics performances
Applying judging criteria consistently across different sequences
Using feedback to refine and improve sequence execution

Next Steps

Creating more complex sequences with increased difficulty elements
Understanding competition-style judging systems
Developing coaching skills to help others improve

Milestone Indicators

Can identify specific technical errors in execution

Provides constructive feedback that leads to measurable improvement

Demonstrates clear understanding of what constitutes quality in gymnastics

Key Teaching Points

Fair judging requires consistent application of agreed criteria across all performances
Quality feedback should be specific, constructive and related to established criteria
Performance improvement comes from understanding what judges look for and acting on feedback
Good judges balance recognition of strengths with identification of areas for improvement
Clear start and end positions help judges know when sequences begin and end
Body tension and extension are fundamental to quality gymnastics execution
Practice based on specific feedback is more effective than general sequence repetition

Common Misconceptions

Judging is about finding faults - actually it's about recognising quality and helping improvement
Harder moves always get higher scores - execution quality is more important than difficulty
Judges should always agree - different perspectives can lead to slightly different scores
Feedback should focus on mistakes - balanced feedback includes what was done well
Sequences must be perfect to get good scores - improvement and effort should be recognised

SEN Adaptations

ADHD

Frequent role changes between performing and judging, clear focus tasks during each activity, movement breaks built into judging periods

dyspraxia

Simplified sequences with fewer elements, extra practice time for sequence memorisation, partner support during performances

autism spectrum

Clear structure for judging activities, visual schedules showing rotation order, quiet spaces available if overwhelmed by judging pressure

visual impairment

Use verbal descriptions of judging criteria, provide tactile demonstration of body positions, ensure clear verbal feedback during performances

hearing impairment

Use visual demonstrations of judging criteria, written scorecard systems, clear visual signals for start/stop of performances

physical disability

Adapt sequences to individual capabilities, modified judging criteria focusing on effort and personal improvement, seated judging positions

Cross-Curricular Links

English

Speaking and listening through feedback discussions, using specific vocabulary to describe performance, developing argumentation skills in judging

Maths

Calculating scores, understanding decimal deductions, working with totals out of 10, data handling through recording scores

Science

Understanding forces in gymnastics movements, body systems during exercise, balance and stability principles

PSHE

Fair play and respect in judging, giving and receiving constructive feedback, working collaboratively in teams, building confidence through performance

Teacher Guidance

Positioning

Central location with clear sight lines to all mat areas and judging positions

Observation Focus

Watch for technique quality, fair judging application, and constructive feedback exchanges

Intervention Points

Step in if judging becomes unfair or unconstructive, support students struggling with criteria application

Demonstration Notes

Use clear, exaggerated movements to show technique differences, model fair judging language and constructive feedback

Verbal Cues

•'Judges - be specific about what you see'
•'Performers - focus on the quality criteria we discussed'
•'Remember to explain your scoring decisions'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m hall space, clear of obstacles with adequate ceiling height for jumping

Surface Check

Non-slip indoor surface, preferably sprung gymnasium floor, dry and free from hazards

Equipment Safety

Safety Checks

•Check gymnastics mats are in good condition with no tears or worn areas
•Ensure mats lie flat without curled edges or gaps between sections
•Verify adequate thickness for safe landing and rolling activities

Risk Management

Key Risks

•Collisions between performers and judges
•Falls during sequence performance
•Strains from excessive stretching during warm-up
•Injury from attempting moves beyond ability level

Risk Mitigation

•Clear separation between performance and judging areas established
•Progressive skill building from simple to complex movements
•Adequate warm-up before complex sequence performance
•Constant supervision during all gymnastics activities
•Emphasis on performing within personal ability levels

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all performance and judging areas
•Monitor high-activity areas during sequence performances
•Watch for overexertion or students pushing beyond safe limits
•Ensure judges maintain safe distances from performers

Emergency Procedures

Stop activity immediately, assess injury severity, provide appropriate first aid, seek additional help if needed