Lesson 3 - Judging Criteria Skills
Musical Performance Collaboration
•Year 6
•Gymnastics
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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
Arrange in parallel strips with safe spacing between each strip
Alternative: Yoga mats or crash mats if gymnastics mats unavailable
Pre-prepared with criteria headings and scoring spaces
Alternative: Simple paper and pencils for recording scores
Distributed to judging positions around performance area
Alternative: Hard books or folders for writing support
Positioned where all students can see for criteria discussion
Alternative: Flip chart paper and felt pens
Key Vocabulary
Specific standards used to evaluate and score gymnastics performances
How well movements are performed with proper technique and control
How well elements are arranged using different levels, directions and speeds
Points taken away from a score for errors or poor technique
Muscles working together to create strong, controlled positions
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
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