Lesson 2 - Sport Dance & Choreography
Cultural Expression to Creative Choreography
•Year 7
•Dance
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- Complete activity instructions & timing
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- Assessment guidance & success criteria
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How can sports movements be transformed into expressive dance choreography that tells a story?
Learning Objectives
- To apply existing knowledge of sports skills to create dance movements
- To collaborate effectively in creating a group routine combining 3+ sport-inspired movements
- To demonstrate understanding of dance terminology and movement qualities
Key Outcomes
- Students will create original dance movements inspired by sports actions
- Students will work collaboratively to teach and learn movements from peers
- Students will perform a group routine with clear sport-dance connections
- Students will assess peer performances using dance criteria
Equipment & Resources Required
Positioned for clear audio throughout dance space
Alternative: Portable speaker with Bluetooth/aux connection
Connected to sound system for video clips and music
Alternative: Smartphone with video capability
One per group for peer assessment activity
Alternative: Simplified feedback sheets with key criteria
Available for movement inspiration if needed
Alternative: Mime balls for movement inspiration
For recording sports and skills during warm-up
Alternative: Large paper sheets for mind mapping
Key Vocabulary
Moving from one place to another using various locomotor skills
Rotating the body around its central axis
Taking off from one or both feet and landing on one or both feet
Movements of body parts that don't support body weight
Holding a still position with control and tension
The speed of movement or music
Moving in relationship to the beat or rhythm
Everyone performing the same movement at exactly the same time
The same movement performed by different people at different times
A short sequence of movements that forms the basis of dance composition
The height of movements in relation to the floor
The artistic and visual appeal of movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of fundamental movement skills from sports
- Experience working in pairs and small groups
- Basic knowledge of dance actions: travel, turn, jump, gesture
Current Skills
- Translating sports movements into dance vocabulary
- Creating original choreographic material
- Teaching and learning movement from peers
- Collaborative composition in groups
Next Steps
- Developing more complex choreographic devices
- Understanding dance styles and genres
- Advanced performance skills and expression
- Independent choreographic projects
Milestone Indicators
Key Teaching Points
- Emphasise creative interpretation rather than realistic sports mimicry
- Use specific dance vocabulary consistently throughout lesson
- Encourage positive peer interaction and supportive learning environment
- Connect all activities back to sport-dance transformation concept
- Value effort and creativity over technical perfection
- Provide clear structure while allowing creative freedom
- Use demonstrations effectively to show possibilities rather than dictate outcomes
Common Misconceptions
- Thinking movements must be exactly like real sports actions - emphasise stylisation and artistic interpretation
- Believing only 'sporty' students can succeed - highlight that dance skills are different from sports performance
- Assuming all group members must do identical movements - introduce concepts of unison and canon
- Thinking dance is only for certain types of people - emphasise inclusion and different ways to contribute
- Focusing only on technical accuracy - balance technique with creativity and expression
SEN Adaptations
ADHD
- Short, focused activities with regular movement breaks; clear, simple instructions; positive reinforcement for attention and effort
dyspraxia
- Break movements down into smaller steps; allow extra practice time; provide visual and verbal cues for sequence learning
autism spectrum
- Clear structure and routine; visual schedule of lesson activities; quiet space available if needed; predictable partner arrangements
visual impairment
- Clear verbal descriptions of movements; buddy system for spatial awareness; use of music with strong beat for timing cues
hearing impairment
- Visual demonstrations emphasised; written instructions available; use of visual cues for timing and coordination
physical disability
- Adapt movements for seated or limited mobility; focus on upper body expression; modified spatial requirements
Cross-Curricular Links
English
Vocabulary development through dance terminology; descriptive language when giving feedback; communication skills in peer teaching
Art
Visual composition through group formations; understanding of line, shape and aesthetic qualities in movement
Drama
Performance skills, use of space and levels, creating characters through movement, audience awareness
History
Understanding how dance reflects culture and society; exploring traditional and contemporary dance forms
Music
Understanding of rhythm, tempo and timing; moving to beat and rhythm patterns; appreciation of music for dance
PSHE
Collaboration and teamwork skills; giving and receiving constructive feedback; building confidence through performance
Teacher Guidance
Positioning
Move constantly around space during activities to observe all students; position at corner for maximum visibility during performances
Observation Focus
Watch for creative interpretation, effective collaboration, safe movement practices, and engagement levels
Intervention Points
Step in if groups struggle with collaboration, if movements become unsafe, or if students disengage from activities
Demonstration Notes
Always demonstrate movements clearly; exaggerate key features; show both realistic and stylised versions for comparison
Verbal Cues
- •'Make it bigger and more expressive!'
- •'Think about your sport - how can we see it in your movement?'
- •'Use your whole body to tell the story!'
- •'Great collaboration - I can see everyone contributing!'
- •'Remember to watch your spacing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (sports hall or drama studio) minimum 15m x 10m, clear of obstacles
Surface Check
Clean, dry, non-slip surface suitable for dance movement; check for any hazards or debris
Equipment Safety
Safety Checks
- •Ensure sound system cables are safely positioned to avoid tripping
- •Check any sports balls are properly inflated and safe to handle
- •Verify technology is set up securely
Risk Management
Key Risks
- •Collisions between students during energetic movement
- •Slips and falls during dynamic activities
- •Overexertion or strain from repetitive movements
- •Inappropriate physical contact during partner work
Risk Mitigation
- •Clear boundaries established for each group's working space
- •Progressive warm-up to prepare body for movement
- •Regular reminders about spatial awareness and safe movement
- •Clear guidelines for appropriate partner contact
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of entire space during group work
- •Monitor partner work for appropriate interaction
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately if injury occurs; assess and provide appropriate first aid; follow school accident procedures