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Lesson 2 - Group Formations and Pathways

Synchronised Group Sequences

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Year 7

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Gymnastics

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Big Question

How can we work together to create visually impressive group sequences that combine different formations and pathways?

Learning Objectives

Evaluate the work of others using correct technical gymnastics language
Work collaboratively in groups of 6 to create sequences involving different formations and pathways
Perform a variety of jumps with control, demonstrating safe landing technique

Key Outcomes

Students will be able to use technical vocabulary such as canon, unison, and formations when providing peer feedback
Students will create and perform group sequences that incorporate at least two different formations and clear pathways
Students will demonstrate safe jumping and landing technique across various jump types

Equipment & Resources Required

Dish Cones

Arrange in a large circle (approximately 10m diameter) with equal spacing between each cone

Alternative: Plastic bowls, small buckets, or marked spots on floor

Balls

Place all 30 in the centre of the cone circle to create the 'treasure chest'

Alternative: Small foam blocks, tennis balls, or soft play objects

Gymnastics Mats

Various (benches, boxes, tables, beams)

Storage location accessible for students to collect in pairs; ensure no tears or damage before use

Alternative: Crash mats or padded flooring if available

Stopwatch

Used for timing apparatus setup challenge and activity durations

Alternative: Smartphone timer, wall clock with second hand

Key Vocabulary

Canon

A compositional device where movements are performed one after another in sequence, like a Mexican wave

Unison

When all performers execute the same movement at exactly the same time

Formations

The shapes and patterns created by group members' positions in space, such as lines, circles, or diamonds

Pathways

The routes or patterns of travel through space, including straight, curved, zigzag, or circular paths

Pike Jump

A jump where legs are extended straight out in front with toes pointed, arms reaching towards feet

Straddle Jump

A jump where legs are spread wide apart to the sides with toes pointed

Cushioned Landing

Landing technique where knees bend to absorb impact, weight is distributed through the balls of feet, and arms help with balance

Technical Language

Specific gymnastics vocabulary used to describe movements, positions, and compositional elements accurately

Skill Progression Pathway

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

Prior Learning

Basic body control and spatial awareness
Understanding of personal space and working safely
Experience of simple individual gymnastic movements
Basic understanding of teamwork and cooperation

Current Skills

Group coordination and synchronisation
Technical vocabulary for gymnastics evaluation
Creating and performing sequences with formations
Advanced jumping technique and safe landings
Peer assessment using technical language

Next Steps

Complex apparatus-based group sequences
Advanced compositional devices including mirroring and matching
Performance quality and artistic expression
Leadership roles in choreography and direction

Milestone Indicators

Consistent use of technical language in peer feedback

Smooth transitions between formations in group work

Controlled landings with knees bent and weight absorbed

Ability to perform in both canon and unison timing

Key Teaching Points

Cushioned landing technique is the foundation of safe gymnastics - knees bent to 90 degrees, weight through balls of feet, head up, arms for balance. Emphasise this in EVERY jumping activity.
Technical vocabulary (canon, unison, formations, pathways) must be explicitly taught, modelled, and reinforced throughout the lesson. Use it yourself constantly and demand students use it in peer feedback.
Group work success depends on inclusive decision-making - actively monitor that all voices are heard, not just dominant personalities. Intervene if exclusion observed.
Apparatus safety is non-negotiable - establish rules, review them, enforce them consistently. Never compromise on paired carrying, walking not running, and mat positioning.
Differentiation is about challenge level not different activities - all students attempt jumps but at appropriate heights and complexity. Ensure extension and support options available at every stage.
Peer assessment quality depends on clear success criteria - tell students exactly what to look for (formations, canon/unison, jump types) and require technical language in feedback.
Performance is a learning tool not just a showcase - use it to develop evaluation skills, build confidence, and celebrate creativity. Ensure supportive audience expectations established.

Common Misconceptions

Misconception: 'Higher jumps are better jumps.' Correction: Emphasise that controlled technique and safe landing are the priority. A lower jump with perfect form is superior to a high jump with poor landing.
Misconception: 'Canon and unison are the same thing.' Correction: Explicitly contrast them side-by-side. Unison = exactly together (demonstrate with 4 students jumping simultaneously). Canon = one after another (demonstrate with same 4 students jumping in sequence). Use visual and kinesthetic demonstration.
Misconception: 'Formations are just where you stand.' Correction: Explain formations are deliberate spatial designs that create visual impact. Show how a circle formation creates different audience experience than a line formation. Link formations to purpose/effect.
Misconception: 'Peer feedback means saying nice things.' Correction: Model technical feedback structure: 'I observed [specific thing using technical language], which was effective because [reason]. To improve, I suggest [specific action].' Vague praise like 'good job' is insufficient.
Misconception: 'In group work, the loudest person should lead.' Correction: Explicitly teach democratic decision-making - everyone suggests ideas, group discusses pros/cons, vote or reach consensus. Assign rotating leader roles to ensure all experience leadership.
Misconception: 'Landing on the balls of feet means tiptoes.' Correction: Demonstrate difference between balls of feet (weight forward, heels slightly raised) versus tiptoes (unstable, heels high). Balls of feet = stable, grounded position for weight absorption.
Misconception: 'You jump from apparatus the same way you jump from floor.' Correction: Teach that jumping from height requires deeper knee bend on landing, more controlled approach, assessment of landing surface, and awareness of increased impact forces.

SEN Adaptations

ADHD

Short activity bursts with frequent changes maintain engagement. Clear visual boundaries for game areas and group spaces. Use of stopwatch and timed challenges harnesses competitive energy positively. Provide movement breaks between seated instruction periods. Offer leadership roles in groups to channel energy positively. Clear, concise instructions with one step at a time. Use positive specific feedback frequently.

dyspraxia

Break down jumping technique into smaller micro-steps with extended practice time. Use larger, softer equipment (bigger mats, lower apparatus). Reduce complexity of sequences - fewer jumps, simpler formations. Provide visual reference cards showing jump shapes and formations. Allow extra time for motor planning before attempting movements. Focus on one element at a time (landing OR shape, not both simultaneously). Buddy support for apparatus navigation.

autism spectrum

Provide visual schedule showing lesson structure and timings. Give advance warning before transitions ('In 2 minutes we will...'). Offer quiet zone option if overwhelmed by noise/activity. Use clear concrete language avoiding idioms. Provide structure for group work - assign specific roles. Allow processing time for questions - use 'wait time'. Offer predictable routine in warm-up/cool-down structure.

visual impairment

Use brightly coloured bean bags and cones for warm-up. Verbal descriptions of all demonstrations - describe body positions in detail. Buddy system for apparatus work - sighted partner provides verbal guidance. Tactile markers on floor for formation positions. Ensure bright lighting throughout hall. Describe other groups' performances verbally during peer assessment.

hearing impairment

Visual demonstrations essential - exaggerated movements. Use visual signals for stop/start (raised hand, flag) as well as whistle. Provide written task cards for apparatus stations. Ensure student can see teacher's face for lip-reading during instructions. Use visual cues for counting/timing - hold up fingers for counts. Buddy positioned where student can see both buddy and teacher.

physical disability

Adapt jumps to seated or supported standing variations - focus on arm movements and upper body. Use wheelchair-accessible apparatus or floor-based alternatives. Modify sumo wrestling to seated position using hands only. Allow use of walking aids/support throughout. Reduce intensity or duration if stamina limited. Focus assessment on cognitive understanding and contribution to group planning rather than physical performance.

Cross-Curricular Links

English

Technical vocabulary development and precise language use. Peer assessment requires clear communication and structured feedback. Descriptive language to explain formations and pathways. Speaking and listening skills during group discussions and decision-making. Following complex multi-step instructions.

Maths

Counting in sequences during canon timing (1, 2, 3, 4 start points). Spatial geometry - recognising and creating formations (lines, circles, diamonds, triangles). Symmetry in group formations. Angles of movement and pathways (90-degree turns, 180-degree half turns). Timing and rhythm - consistent 2-second intervals in canon.

Science

Forces in action - gravity, air resistance during flight phase. Newton's third law - equal and opposite forces in take-off and landing. Energy transfer from kinetic to potential and back. Muscular system - which muscles used in jumping (quadriceps, gastrocnemius, core). Skeletal system - impact on joints, importance of cushioned landing to protect bones. Levers in the body - ankle, knee, hip as levers during jumping.

Art and Design

Visual composition through formations creating aesthetic shapes. Pathways as lines and patterns through space. Symmetry and asymmetry in group arrangements. Design thinking in sequence creation - planning, drafting, refining.

Drama

Performance skills - presenting to an audience with confidence. Timing and synchronization as ensemble. Spatial awareness and use of stage/performance space. Canon and unison as theatrical devices. Choreography and composition skills.

PSHE

Teamwork and collaboration in group sequence creation. Resilience when learning challenging new skills. Leadership opportunities in choreography roles. Respect and sportsmanship during peer assessment. Honesty in self-assessment. Inclusion and ensuring all group voices heard. Communication skills and active listening.

Teacher Guidance

Positioning

Warm-up: position at corner of cone circle for maximum visibility. Skill introduction: central position where all students can see demonstrations. Group work: circulate between groups spending 30-60 seconds with each, listening to discussions and providing feedback. Apparatus: mobile supervision, checking each station every 2-3 minutes, never static at one station. Cool-down: central position for demonstrations and reflection.

Observation Focus

Prioritise safety observation: landing technique, apparatus stability, fatigue levels. Then technique: jump shapes, timing, formations. Finally creativity: pathway choices, innovative use of space. Balance safety vigilance with educational feedback.

Intervention Points

Intervene immediately if: unsafe apparatus use, poor landing technique risking injury, students overexerting to point of dangerous fatigue, group dynamics excluding individuals, technical language being misused or misunderstood. Positive intervention when: excellent examples to model, creative solutions to share, groups needing direction or inspiration.

Demonstration Notes

Always use exaggerated movements for visibility - over-emphasise knee bend in landings, make body shapes very clear in jump demonstrations. Use student models regularly - builds confidence and provides peer learning. Demonstrate mistakes as well as correct technique: 'This is wrong [show stiff landing], this is right [show cushioned landing].' For apparatus, demonstrate safe approach, take-off, flight, and landing sequence completely before students attempt.

Verbal Cues

•'Soft landings, bouncy knees!' - reminder for cushioned landing technique
•'Head up, eyes forward!' - correct landing posture
•'Show me your technical language!' - prompt for vocabulary use
•'Canon means one after another - like a wave!' - clarify compositional device
•'What formation are you using?' - prompt spatial awareness
•'Walk, don't run!' - apparatus safety reminder
•'Is everyone in your group involved?' - inclusion check

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space for warm-up and group work. Apparatus stations require 4m x 4m zones each with 2m clearance between stations. Total recommended space: full school hall or large gymnasium.

Surface Check

Dry, clean, even floor surface essential for jumping activities. Check for wet patches, debris, or damage before lesson. Gymnastics mats must be intact with no tears or exposed foam. Apparatus surfaces checked for splinters or damage.

Equipment Safety

Safety Checks

•Bean bags checked - no splits or loose filling
•Cones stable with no sharp edges or cracks
•Gymnastics mats inspected - no tears, adequate padding, velcro working if applicable
•Apparatus safety-checked before lesson - benches stable, boxes intact, no protruding bolts or splinters
•All apparatus carried by minimum 2 students, maximum weight appropriate for age
•Stopwatch functioning correctly for timed challenges

Risk Management

Key Risks

•Collisions during warm-up game due to multiple students moving in confined space
•Impact injuries from poor landing technique - ankle, knee, wrist strains
•Falls from apparatus if jump-from height inappropriate or landing area inadequate
•Apparatus handling injuries - trapped fingers, dropped equipment, lifting strain
•Wrist strain during sumo wrestling table-top position
•Overexertion leading to loss of technique and increased injury risk

Risk Mitigation

•Clear boundaries established for warm-up game with controlled movement (crab walk not running)
•Explicit teaching of cushioned landing technique before any jumping
•Progressive skill building - master floor jumps before apparatus jumps
•Individual choice of jump-from height based on personal confidence and ability
•Mats positioned to cover ALL potential landing areas around apparatus
•Apparatus rules reviewed and enforced - no running, paired carrying, walking only
•Teacher safety-checks all apparatus stations before student use
•Regular rotation during apparatus work prevents overuse injuries and fatigue
•Cool-down activity gentle and controlled - sumo wrestling not overly vigourous
•Continuous monitoring for signs of fatigue - stop activities if technique deteriorates

Supervision & Emergency Procedures

Supervision Points

•Position during warm-up: corner of circle for visibility of all students and centre stash
•Position during jumping practice: central location with ability to see all students, rotate to check individuals
•Position during group work: circulate between groups providing feedback and safety monitoring
•Position during apparatus: mobile supervision checking all stations regularly, never station-bound
•Monitor high-activity areas: apparatus with height (boxes, tables) require more frequent checking
•Watch for fatigue indicators: slowing pace, poor technique, heavy landings, lack of focus

Emergency Procedures

STOP signal (whistle) - all students freeze immediately. Assess incident severity. Minor: provide first aid/comfort on site, document in accident book. Moderate: send reliable student to office for first aider, keep injured student still and comfortable, supervise rest of class in calm activity. Major: send TWO students to office for immediate help, perform emergency first aid if trained, keep class calm and controlled, do not move injured student. Always document all incidents and inform parents of any injury requiring first aid.