Synchronised Group Sequences
•Year 7
•Gymnastics
•Stored on mat trolley or against wall, students collect in pairs using correct lifting technique
Alternative: Crash mats, floor panels, or designated floor spaces if mats limited
Keep accessible for timing apparatus setup/pack away challenges
Alternative: Mobile phone timer, classroom clock with second hand, digital timer
Laminated cards showing group numbers and apparatus allocation if used
Alternative: Verbal instructions, whiteboard diagrams
For clear start/stop signals during activities
Alternative: Voice commands, tambourine, other signal device
Small parts of the body used to balance or spin on, such as feet, hands, knees, elbows or head
Larger surface areas of the body used to balance or spin on, such as bottom, back, front or side
Rotating the body around a central axis while maintaining balance on a point or patch
The height at which movements are performed - high (standing/elevated), medium (kneeling/crouched), low (lying/floor-based)
The quality of movement including speed, force and energy - movements can be fast/slow, strong/gentle, sudden/sustained
When partners or groups perform the same movements simultaneously as if looking in a mirror (opposite sides)
When the same movement is performed by different people at staggered times, creating a ripple or wave effect
When all performers execute the same movement at exactly the same time, creating synchronised effect
Body shapes or movements where both sides of the body are doing different things, creating uneven or irregular positions
Body shapes or movements where both sides of the body mirror each other, creating balanced, even positions
The spatial arrangement of group members - can be linear, circular, scattered, triangular or other geometric shapes
The connecting movement between one balance or spin and the next, creating flow in a sequence
Understanding where pupils are coming from and where they're going
Technical vocabulary development (points, patches, dynamics, canon, unison, mirroring, symmetrical, asymmetrical); verbal communication of ideas during group planning; providing structured oral feedback to peers; following and giving multi-step verbal instructions; descriptive language when analysing performances
Counting beats and timing for sequences (1, 2, 3, spin); understanding angles of body positions during spinning (45°, 90°, 180° rotations); geometry of formations (linear, circular, triangular group shapes); symmetry and asymmetry concepts in movement; measuring time for apparatus setup/pack-away challenges; calculating improvements in timing
Forces acting on body during spinning - centripetal force, friction with floor surfaces; balance and centre of gravity in different spinning positions; muscular system - which muscles are working during back support and spinning; effects of exercise on heart rate and breathing (warm-up to cool-down changes); momentum and rotation physics
Body shapes creating visual patterns in space; symmetry and asymmetry as design principles; formations as geometric composition; dynamics as artistic expression (sharp vs smooth movements); levels creating visual interest like perspective in art; group tableaus as living sculptures
Creating sequences with beginning, middle and end (narrative structure); performance skills - facial expression, body tension, presentation; use of dynamics to create mood/atmosphere; formation and spatial awareness similar to staging; responding to audience (peer observers); timing and rhythm in group performance
Teamwork and collaboration skills in group sequence creation; communication and listening when giving/receiving feedback; resilience when sequences don't work first time - trying again; self-confidence building through performance; respecting others' ideas and abilities; honesty in self-assessment; celebrating diversity of movement solutions
During warm-up, stand at edge of space with back to wall for full visibility; during group sequence work, circulate continuously, spending 20-30 seconds with each group; during apparatus work, position at corner or on raised platform for clear sight lines to all stations, moving to elevated apparatus stations for closer supervision; during demonstrations, stand where all students and demonstrators are in view; during cool-down, central position allows scanning of all pairs
Watch for: quality of spinning technique (control, balance, completion), group collaboration dynamics, use of technical vocabulary, application of levels and dynamics concepts, safety-conscious choices, progression in confidence from floor to apparatus, precision of timing in group work, creativity in sequence construction, response to feedback, engagement of all students including those less confident
Intervene immediately if: unsafe apparatus use observed, spinning becoming too fast/uncontrolled, students attempting head/neck spins, apparatus setup rules broken, collisions occurring, any student showing signs of distress or dizziness, one group member being excluded, feedback becoming unkind or unconstructive, fatigue causing safety compromise; also intervene to: celebrate excellent practice, redirect off-task behaviour, provide scaffolding for struggling groups, extend learning for advanced students
Demonstrate: Always use exaggerated, slow movements for clarity when introducing new skills; for back support, emphasise fingers pointing to feet for wrist safety; for spinning, show control and complete rotation; for apparatus work, demonstrate mounting, spinning and dismounting sequence; use student demonstrations frequently to model variety and build confidence; when demonstrating what not to do, make it clearly humourous/different so students understand it's incorrect; stand where all students can see; repeat demonstrations if needed; provide commentary during demonstration: 'Watch my knees bend... now I'm pushing through my arms... now I'm spinning slowly...'
Minimum 15m x 20m hall or gymnasium space for 30 students, clear of obstacles and hazards; additional height clearance of 3m+ required for elevated apparatus work; perimeter wall space for apparatus storage
Clean, dry, non-slip floor surface essential for spinning activities; check for splinters on wooden floors; ensure no water, dust or debris that could cause slips; mats positioned on even floor areas without wrinkles or curling edges
On whistle blast, all students freeze immediately; teacher assesses situation; if injury, teacher approaches with first aid knowledge; other students moved to safe seated position away from incident; second adult summoned if available; first aid administered as appropriate; incident logged; parents informed if necessary; near-miss incidents also recorded for future risk assessment updates
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.