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Lesson 2 - Sport Dance & Choreography

Cultural Expression to Creative Choreography

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Year 7

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Dance

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50 min

Big Question

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

Tunnel Systems

Positioned for clear audio throughout dance space

Alternative: Portable speaker with Bluetooth/aux connection

Laptop/Tablet

Connected to sound system for video clips and music

Alternative: Smartphone with video capability

Assessment Matrix

8 copies

One per group for peer assessment activity

Alternative: Simplified feedback sheets with key criteria

Game Balls

12.5

Available for movement inspiration if needed

Alternative: Mime balls for movement inspiration

Whiteboards

For recording sports and skills during warm-up

Alternative: Large paper sheets for mind mapping

Key Vocabulary

Travel

Moving from one place to another using various locomotor skills

Turn

Rotating the body around its central axis

Jump

Taking off from one or both feet and landing on one or both feet

Gesture

Movements of body parts that don't support body weight

Freeze

Holding a still position with control and tension

Tempo

The speed of movement or music

Timing

Moving in relationship to the beat or rhythm

Unison

Everyone performing the same movement at exactly the same time

Canon

The same movement performed by different people at different times

Motif

A short sequence of movements that forms the basis of dance composition

Levels

The height of movements in relation to the floor

Aesthetic

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

Clear connection between sport action and dance movement

Ability to teach movement accurately to others

Confident performance with peers

Use of dance terminology in feedback

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