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Lesson 4 - Routine Performance & Eval

Apparatus Mastery and Routine Composition

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Year 8

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Gymnastics

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Big Question

How can we combine technical precision with artistic expression to create a memorable gymnastics performance?

Learning Objectives

To perform a complete gymnastics routine across three pieces of apparatus with control and fluency
To demonstrate smooth transitions between apparatus while maintaining gymnastic principles
To evaluate own and peers' performances using structured assessment criteria

Key Outcomes

Students will perform a polished routine incorporating small mat, balance beam, and trampet/vault apparatus
Students will provide constructive feedback to peers using technical vocabulary and assessment criteria
Students will identify personal strengths and areas for improvement in their gymnastics performance

Equipment & Resources Required

Gymnastics Mats

11 (one per pair)

Position in designated mat area with 2m spacing between mats

Alternative: Yoga mats or crash mats if small mats unavailable

Balance Beams

4-6 (low level beams preferred)

Secure with mats underneath, positioned along one wall with 3m spacing

Alternative: Benches turned upside down for narrower surface

Trampette

3-4

Position against wall with thick crash mat in landing area

Alternative: Small trampolines or springboards if trampets unavailable

Step Boxes

2 (various heights)

Set at appropriate heights (low, medium) with trampet approach and landing mats

Alternative: Stacked mats to create vaulting platform

Tablets

8-10 (one per group of three)

Fully charged, video recording app ready, allocated to groups at start

Alternative: Smartphones on tripods, or teacher-led video recording

Score Sheets

30 (one per student)

Printed with clear assessment criteria, attached to clipboards

Alternative: Digital assessment forms on shared tablets

Cones

Mark boundaries for warm-up area and apparatus zones

Alternative: Spots or chalk marks on floor

Sun Markers

Display assessment criteria and routine expectations

Alternative: Flip chart or pre-printed visual aids

Key Vocabulary

Routine

A planned sequence of gymnastic movements performed continuously across apparatus

Transition

The controlled movement from one apparatus to another or between skills

Fluency

Smooth, flowing movements without hesitation or breaks in performance

Precision

Exact, accurate execution of movements with correct body positions

Extension

Fully stretched body positions showing length in limbs and body

Body Tension

Controlled muscle engagement throughout the body to maintain shape and control

Mount

The controlled way of getting onto a piece of apparatus

Dismount

The controlled way of getting off apparatus, usually with a landing

Skill Progression Pathway

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

Prior Learning

Basic gymnastic shapes and balances on floor and apparatus
Individual skills on small mat, balance beam, and trampet
Understanding of gymnastic principles: control, extension, body tension
Experience with isolated apparatus work from previous lessons

Current Skills

Combining multiple apparatus into a cohesive routine
Executing smooth transitions between different apparatus
Performing under assessment conditions with confidence
Providing structured peer assessment and feedback

Next Steps

Developing more complex routines with advanced linking movements
Incorporating partner or group synchronised sequences
Creating choreographed routines to music
Exploring competitive gymnastics assessment criteria

Milestone Indicators

Completion of routine without stopping or losing balance

Visible body tension and extension throughout performance

Confident transitions showing spatial awareness

Accurate use of technical vocabulary in assessment

Key Teaching Points

Maintain body tension throughout all movements - squeeze muscles, create strong shapes, no floppy positions
Point toes in all skills - creates clean lines, shows attention to detail, demonstrates control
Land with soft knees - protects joints, shows control, demonstrates safe technique for vault and dismounts
Hold balances and finish positions for full 3 seconds - shows stability, control, and completion of movement
Eyes forward on beam - maintains balance, shows confidence, prevents looking down which destabilizes
Smooth transitions between apparatus - no stopping, maintain flow, confident movement shows routine cohesion
Assessment criteria guides practice - technical skills, fluency, extension, creativity all equally important

Common Misconceptions

MISCONCEPTION: 'Gymnastics is only about flexibility.' CORRECTION: 'Gymnastics equally requires strength, control, balance, and courage. Flexibility helps but isn't the only factor in success.' Demonstrate strong, controlled movements by less flexible students.
MISCONCEPTION: 'Going fast makes my routine look better.' CORRECTION: 'Gymnastics values control and precision over speed. Slower, controlled movements with proper technique score higher than rushed, sloppy movements.' Show contrasting videos of rushed vs controlled routines.
MISCONCEPTION: 'I can't do gymnastics if I can't do a cartwheel/handstand.' CORRECTION: 'Gymnastics includes many skills at all levels - balances, rolls, jumps, travels. Everyone can participate and achieve in gymnastics regardless of advanced skills.' Highlight diverse skills in assessment criteria.
MISCONCEPTION: 'Peer assessment means finding faults.' CORRECTION: 'Assessment identifies strengths AND areas for improvement. Good feedback is constructive - two positives and one target.' Model positive, specific feedback language throughout.
MISCONCEPTION: 'Making mistakes means I failed.' CORRECTION: 'Mistakes are part of learning. The unit has been about progress, not perfection. Your routine today shows how far you've come.' Celebrate growth and effort over flawless performance.

SEN Adaptations

ADHD

Short, focused activity bursts with clear time boundaries. Regular movement breaks incorporated naturally. Immediate feedback and positive reinforcement. Clear visual timers showing time remaining in each section. Simplified instructions with one-step-at-a-time approach. Fidget tools available during seated reflection if helpful. High-energy role (performer first) to channel energy positively. Checkpoints and clear success criteria.

dyspraxia

Additional practice time and repetition of skills. Simplified routines with fewer transitions. Larger, more stable apparatus (wider beam, lower height). Breaking skills into smaller component parts. Visual and verbal cues combined for movement memory. Reduced performance pressure - option to demonstrate to teacher rather than peers. Peer support with patient partner. Celebrating effort and progress over perfection.

autism spectrum

Clear visual schedule showing lesson structure and timing. Advance notice of assessment requirements - no surprises. Quiet practice area available if sensory overwhelm occurs. Social stories about performance expectations. Consistent routine throughout unit builds security. Visual assessment checklist. Option to perform to teacher only rather than peers if anxiety severe. Transition warnings before role changes.

visual impairment

Bright coloured tape on beam edges for contrast. Verbal descriptions of all demonstrations with tactile guidance to feel positions. Buddy system with sighted partner for spatial orientation. Audio cues for routine structure. Textured mats to indicate apparatus zones. Teacher providing hand-over-hand support for new skills. Reduced apparatus height for increased confidence.

hearing impairment

Visual demonstration emphasised over verbal instruction. British Sign Language support if available or communication support worker. Written instruction cards with images showing routine structure. Visual signals for start/stop instead of verbal cues. Face student directly when giving instructions ensuring lip-reading possible. Vibrating timer for routine duration. Pre-teach key vocabulary with visual supports.

physical disability

Wheelchair users: adapted routine using floor work and accessible apparatus. Modified movements maintaining same principles (e.g., seated balances instead of standing). Adjusted apparatus heights for accessibility. Use of support rails or adapted beam. Alternative to vault - rolling, transferring, or adapted movement. Assessment criteria adjusted to recognise achievement within capability. Support worker assistance available if required.

Cross-Curricular Links

English

Technical vocabulary acquisition and accurate usage in feedback. Verbal communication skills when providing peer assessment. Descriptive language to articulate movement quality. Following complex multi-step instructions. Speaking and listening during group discussions and reflections.

Maths

Angles of body positions in balances and shapes (acute, right, obtuse). Scoring and assessment criteria calculations. Timing routines and transitions. Sequencing numbers in routine order. Rotation patterns in group organisation (systematic rotation of three roles).

Science

Forces acting on body during vault and beam work - gravity, thrust, friction. Muscular system - identifying muscles used in gymnastics (core, quadriceps, shoulders). Balance and centre of gravity in static holds. Levers in body movements - first, second, third class lever systems. Heart rate and breathing changes during exercise and recovery.

Art & Design

Aesthetic appreciation of movement quality and artistic expression. Creating visually pleasing routines with attention to lines and shapes. Performance quality and presentation aspects. Choreography as creative composition of movements.

Computing

Digital literacy using iPads for video recording. Critical evaluation of digital video evidence. Safe and responsible use of technology. Video editing potential for performance compilation (extension activity).

PSHE

Resilience - persevering when skills are challenging. Growth mindset - understanding that practice leads to improvement. Emotional regulation during performance anxiety. Peer relationships - supporting and encouraging others. Constructive feedback - delivering and receiving criticism positively. Self-confidence building through achievement and performance.

Teacher Guidance

Positioning

During warm-up: central position with 360° visibility. During skill introduction: beside apparatus being demonstrated. During practice: circulate between stations with emphasis on higher-risk apparatus (beam, vault). During performances: position allowing observation of multiple groups while maintaining sight of vault station. Never stand with back to active apparatus.

Observation Focus

SAFETY FIRST - constant scanning for unsafe technique or risk-taking. Technical focus: body tension, control, extension, pointed toes. Performance focus: fluency, transitions, confidence, routine structure. Assessment focus: Head (decision-making, understanding), Hands (technical execution), Heart (teamwork, resilience). Note students exceeding or struggling with expectations for differentiated support.

Intervention Points

Immediate intervention for: unsafe apparatus use, improper technique risking injury, students showing distress or anxiety, equipment malfunction or instability, inadequate spacing or collision risks. Teaching intervention for: poor technique patterns developing, students not following assessment criteria, ineffective peer feedback, lack of progress during practice. Supportive intervention for: students lacking confidence, groups struggling with organisation, students needing encouragement or reassurance.

Demonstration Notes

Always demonstrate on same apparatus students will use. Exaggerate key teaching points (pointed toes, bent knees) for visibility. Use student demonstrators when possible to show age-appropriate execution. Demonstrate common mistakes then correct version for contrast. Break down complex skills into component parts. Ensure all students can see demonstration - arrange viewing positions carefully. Verbalize what you're demonstrating: 'Watch my knees bend deeply as I land.' Use slow-motion demonstrations for detailed technique points.

Verbal Cues

•'Soft knees on landing!' - for vault dismounts
•'Point those toes!' - for all gymnastic movements
•'Hold it... 1, 2, 3!' - for balance holds
•'Eyes forward, not down!' - for beam work
•'Tight body, squeeze muscles!' - for body tension
•'Smooth transition - no stopping!' - between apparatus
•'Show me confidence!' - for performance quality
•'Breathe and believe!' - for anxious performers

Safety Considerations

Space & Surface Requirements

Space Requirements

Full gymnasium or sports hall, minimum 20m x 15m. Clearly defined apparatus zones with 3m spacing between stations. Warm-up area separate from apparatus zones, marked with cones.

Surface Check

Dry, even, non-slip sports hall floor. No water, debris, or obstacles present. Apparatus secured and stable on floor surface. All matting checked for tears, gaps, or movement.

Equipment Safety

Safety Checks

•Balance beams secured with no wobble - check stability before use
•Trampet springs and frame inspected for wear or damage
•Vault box heights appropriate and locked securely in position
•All mats (small mats, crash mats, beam mats) checked for adequate thickness and positioning with no gaps
•iPads in protective cases to prevent damage from drops

Risk Management

Key Risks

•Falls from balance beam - height-related injury risk
•Improper landing from vault - ankle, knee, or wrist injury potential
•Collisions during warm-up activities or transitions between apparatus
•Muscle strains from inadequate warm-up or over-stretching
•Equipment-related injuries from unstable or improperly positioned apparatus

Risk Mitigation

•Comprehensive warm-up including dynamic movements and gymnastic-specific shapes
•Mats positioned under all apparatus with no gaps - double-check before each performance
•Progressive skill building throughout unit - students only performing practiced skills
•Clear boundaries and traffic flow between apparatus stations established
•Teacher positioned for maximum visibility with continuous scanning of all working areas
•Students briefed on safe apparatus use and reminded of safety expectations
•Partner system provides spotting and support during practice
•Adequate spacing between groups during assessed performances
•Fatigue monitoring - lesson stopped if students showing exhaustion
•Equipment checks conducted before lesson and between performance rounds

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally during warm-up with clear sightlines to all students
•During practice phase: circulate between apparatus stations prioritising higher-risk areas (beam, vault)
•During assessed performances: position to observe multiple groups while maintaining focus on vault/trampet station
•Teaching assistant (if available) stationed at beam or vault for additional supervision
•Never turn back on working apparatus areas - maintain constant visual monitoring

Emergency Procedures

STOP signal immediately halts all activity. Assess injury severity. Minor injuries: first aid applied, student rested. Moderate injuries: send for trained first aider, reassure student, keep still. Serious injuries: call emergency services via office, do not move student, send responsible student for help, clear area, provide first aid within competence, complete accident report. Defibrillator location known. Emergency contacts accessible.