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Lesson 6 - Asymmetrical Shape Refinement

Unified Group Performance

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Year 8

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Gymnastics

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1h 4min

Big Question

How can we use unison, canon and asymmetry to create a gymnastics masterpiece that showcases our group's creative vision?

Learning Objectives

Enjoy competing and challenging yourself to improve through collaborative refinement of group sequences
Mirror and create asymmetrical body shapes within a group context while maintaining control and precision
Demonstrate sophisticated understanding of unison, canon, levels, and dynamics in group gymnastics work

Key Outcomes

Students will refine and perform a polished group gymnastics sequence incorporating asymmetrical and symmetrical shapes
Students will collaborate effectively to give and receive constructive feedback on gymnastics performances
Students will demonstrate understanding of gymnastics pathways beyond the curriculum including community opportunities
Students will self-assess their progress and enjoyment throughout the gymnastics unit

Equipment & Resources Required

Large Balls

1 per group (6 balls for class of 30)

Placed in centre of hall, one ball per group of 5 students ready for warm-up collection

Alternative: Medium-sized foam balls, basketballs, or volleyballs

Gymnastics Mats

4 benches, 2 tables, 3 box tops, 2 sections of wall bars

Stored in designated mat storage area for student collection, carried by pairs with correct lifting technique

Alternative: Crash mats for safety zones, panel mats for building height

Stopwatch

Teacher-controlled for timing apparatus setup challenge and practice intervals

Alternative: Smartphone timer, classroom clock with second hand, visual timer app projected

Video Device

2 devices (tablet, smartphone, or camera)

Fully charged, sufficient storage space, positioned on stable surface or tripod for clear recording angle

Alternative: Student smartphones (if school policy permits), school iPads with storage capacity

Whistles

Worn on lanyard for immediate access during apparatus work supervision

Alternative: Loud voice, tambourine, drum for attention signals

Key Vocabulary

Refine

To improve something by making small changes and adjustments based on practice and feedback

Unison

When all group members perform the same movement at exactly the same time, creating synchronised movement

Canon

When group members perform the same movement one after another in sequence, like a Mexican wave

Asymmetrical

A body shape where the left and right sides are different from each other, creating an unbalanced but controlled position

Symmetrical

A body shape where the left and right sides mirror each other exactly, creating perfect balance

Levels

The different heights at which movements can be performed - low (floor), medium (kneeling/sitting), high (standing/jumping)

Dynamics

The quality of movement including speed (fast/slow), energy (sharp/smooth), and force (strong/gentle)

Direction

The pathway of movement through space - forwards, backwards, sideways, diagonal, or turning

Group balance

A balanced position created by multiple people working together, often with some supporting others

Community gymnastics

Gymnastics clubs and opportunities available outside school for continued participation and skill development

Skill Progression Pathway

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

Prior Learning

Students have been working on group sequences for 5 previous lessons
Students understand basic symmetrical and asymmetrical shapes
Students can work safely on gymnastics apparatus in established groups
Students have experience of peer observation and basic feedback
Students know apparatus safety rules and routines

Current Skills

Refining group sequences through rehearsal and feedback
Incorporating unison (simultaneous movement) and canon (sequential movement) into routines
Creating and mirroring asymmetrical body shapes within group work
Working at different levels, speeds and directions for variety
Providing constructive peer feedback using technical vocabulary
Self-assessing progress and reflecting on unit learning

Next Steps

Applying choreographic principles to other movement forms (dance, cheerleading)
Exploring more complex partner work including lifts and counterbalances
Developing extended sequences with narrative or thematic content
Participating in community gymnastics clubs or display opportunities
Leading warm-ups or coaching younger students in basic gymnastics skills

Milestone Indicators

Groups show clear improvement from Lesson 5 to Lesson 6 in precision and synchronisation

Students can articulate specific changes made to their routine and why

Routines demonstrate clear use of at least 3 contrasting dynamics (slow/fast, sharp/smooth)

All group members contribute ideas during refinement discussions

Students can identify at least one element they're proud of in their sequence

Video recordings show technical improvement across the unit

Key Teaching Points

Safety is paramount in gymnastics - establish and enforce apparatus rules with zero tolerance for running or unsafe equipment handling. Position yourself for maximum visibility during setup/pack-away and apparatus work.
Refinement requires specific, actionable feedback - avoid vague comments like 'make it better'. Use technical vocabulary and precise observations: 'Your canon timing needs 3-second gaps between performers' is more helpful than 'improve your canon'.
True unison means EXACTLY simultaneous - demonstrate the difference between 'roughly together' and perfect synchronisation. Use counts or music to help groups achieve tight unison.
Asymmetrical shapes require one side of body doing something different from the other - check students aren't confusing asymmetry with imbalance. An asymmetrical shape can still be controlled and balanced.
Variety in apparatus work means using equipment in multiple ways (on, over, under, using for support) - push groups beyond their comfort zone of just 'jumping over' everything. Model creative uses.
Video recording serves both assessment and learning purposes - play back examples to highlight excellent technique and to help groups see their own areas for refinement. Students learn powerfully from seeing themselves.
Group balances require careful risk assessment - select base layer students for actual strength capability not volunteers. Be prepared to modify structure (reduce height, fewer layers) if safety concern arises. Teacher acts as primary spotter always.

Common Misconceptions

MISCONCEPTION: 'Unison and canon are the same thing - we're all doing the same movement.' CORRECTION: Demonstrate with 3 students: unison = all at exactly same time (synchronised), canon = same movement performed sequentially one after another (like a wave). Use visual of dominoes falling for canon.
MISCONCEPTION: 'Asymmetrical means unbalanced or wobbly.' CORRECTION: Explain and show that asymmetrical means left and right sides are DIFFERENT but you're still balanced and controlled. Example: scale balance (one leg back, one arm forward) - different sides, fully balanced.
MISCONCEPTION: 'Refining means starting over and creating something completely new.' CORRECTION: Clarify that refinement means making small improvements to EXISTING work - like polishing something to make it shine. You keep the foundation but enhance details: tighter synchronisation, clearer shapes, smoother transitions.
MISCONCEPTION: 'Variety just means doing lots of different random moves.' CORRECTION: Explain that variety means deliberately choosing contrasting elements - if you have fast movement, add slow; if you have high level, add low level. Variety is strategic, not random.
MISCONCEPTION: 'The more people we lift in group balance, the better it is.' CORRECTION: Emphasise that group balance success is about SAFE, CONTROLLED, COLLABORATIVE balance, not height or complexity. A simple 3-person balance held perfectly is better than an ambitious 8-person collapse.
MISCONCEPTION: 'Community gymnastics is only for talented/competitive gymnasts.' CORRECTION: Share that community gymnastics includes recreational classes for FUN and FITNESS where everyone is welcome regardless of ability level. It's not just about Olympics - it's about enjoying movement.
MISCONCEPTION: 'If we drop the ball in warm-up, we've failed.' CORRECTION: Reframe as: 'Dropping the ball is feedback - it tells you to adjust your technique or communication. Restarting is practicing resilience, not failure. Champions restart more times than average people attempt!'
MISCONCEPTION: 'Apparatus setup time challenge is about speed.' CORRECTION: Clarify that it's about SAFE and EFFICIENT setup - we want quick work but only if rules are followed. Breaking rules adds penalties because safety always comes first, speed second.

SEN Adaptations

ADHD

Break activities into shorter intervals with clear start/end points - use timers visible to students. Provide immediate, frequent feedback and praise for on-task behaviour. Offer leadership roles in apparatus setup (directing others) to channel energy positively. Allow brief movement breaks between sections if needed. Use high-energy activities strategically (warm-up) to burn excess energy early. Provide fidget tool during seated discussion times if helpful. Position near teacher during instructions for focus support. Clear, concise instructions (3 steps maximum) rather than lengthy explanations. Visual reminders of behavioural expectations.

dyspraxia

Use larger, softer balls for warm-up reducing fine motor demands. Break down gymnastics shapes into smaller steps with additional demonstration and practice time. Provide photos/diagrams of required shapes that student can refer to during practice. Allow extra time for sequence learning and refinement - reduce expectation of quantity, focus on quality. For apparatus work, offer simpler apparatus options (benches rather than tables) reducing balance complexity. Provide specific verbal cues for body positioning: 'Bend knees to 90 degrees, arms shoulder-width apart'. Partner with patient, supportive peers. Celebrate effort and improvement over absolute achievement.

autism spectrum

Provide visual schedule at start showing lesson structure with timings and transitions. Establish clear, consistent routines for apparatus setup/pack-away reducing unpredictability. Offer quiet zone option if overwhelmed by noise/activity - can observe rather than participate for short breaks. Use concrete, literal language avoiding idioms or abstract concepts. Provide advance warning of transitions: '2 minutes until we change activity'. For group work, assign specific role within group reducing ambiguity. Allow use of ear defenders if hall noise overwhelming. Provide visual checklist for sequence elements rather than remembering all 5 verbally.

visual impairment

Use bright coloured balls with high contrast for warm-up (e.g., yellow balls on dark floor). Provide verbal descriptions of all demonstrations in detail. Pair with sighted buddy for apparatus setup and sequence work. Use tactile markers (textured spots) to define practice spaces. Provide additional physical guidance when learning new shapes - allow student to feel teacher's body position. Describe peer performances verbally during observation sections. For group balance, position in base layer where visual input less critical.

hearing impairment

Ensure student can see teacher's face for lip-reading during all instructions - position at front. Use visual demonstrations for every instruction, not just verbal. Provide printed cards with apparatus safety rules and lesson objectives. Use visual signals for transitions (e.g., lights flicker, hand raise) in addition to whistle. Pair with hearing buddy who can tap shoulder to gain attention for important instructions. For warm-up, use visual countdown (fingers showing 3-2-1) rather than just verbal. Ensure group members face student when discussing in circles.

physical disability

Adapt warm-up ball transfers: allow seated passing with hands if feet not functional, or use larger lighter balls for easier handling. Modify floor sequences to wheelchair-based choreography focusing on arm movements, spins, and formations. For apparatus work, ensure wheelchair-accessible equipment options (e.g., low benches, floor-based challenges). Group balance adaptation: essential spotter role or base position that accommodates wheelchair (e.g., wheelchair as part of base structure if safe). Allow seated or supported balances rather than standing. Extend time allocations for transitions and setup.

general adaptation principles

Differentiation embedded throughout lesson at three levels (support/core/extension) allows all to access learning. Focus on individual progress and effort rather than comparison to peers. Provide multiple means of representation (visual, verbal, kinesthetic). Allow choice in participation levels while maintaining engagement. Celebrate diverse strengths - some excel at creativity, others at precision, others at leadership. Ensure all students experience success through appropriately pitched challenges. Communicate with SENCo and TAs about specific student needs before lesson. Have apparatus alternatives ready (e.g., if student can't access table, bench option available).

social communication difficulties

Provide structured sentence starters for group discussions: 'I think we should... because...', 'My idea is...'. Assign specific roles in group work reducing ambiguity (e.g., 'You are the timer', 'You are the equipment collector'). Model appropriate feedback language before peer assessment activities. For group balance, provide clear, step-by-step role explanation. Support understanding of non-verbal cues in teamwork - explicitly teach what cooperation looks like. Allow option to provide feedback in writing rather than verbally if preferred. Teacher facilitates group inclusion ensuring student's ideas are heard and valued.

Cross-Curricular Links

English

Speaking and listening - articulating feedback using technical vocabulary, spokesperson presentations, group discussions with turn-taking. Descriptive language - using precise adjectives to describe movements (sharp, smooth, explosive, controlled). Following instructions - multi-step apparatus safety rules, complex warm-up variations. Evaluative writing (extension) - written reflections on unit learning and progress.

Maths

Counting and timing during warm-up variations (e.g., 2-second intervals for canon timing). Geometry of body shapes - recognising symmetry and asymmetry, angles in body positions (90-degree knee bends, 180-degree swivels). Measurement of time during apparatus setup challenges (recording times, calculating improvements, adding penalties). Spatial reasoning when planning formations and apparatus spacing.

Science

Forces and motion - understanding balance as equal distribution of forces, gravity's effect on balances, friction between feet and ball during passes. Human body systems - recognising increased heart rate during warm-up, muscle engagement during holds, breathing rate changes with exercise intensity. Levers in the body - how limbs work as levers in gymnastics shapes and balances.

Art and Design

Composition and aesthetics - creating visually interesting sequences using variety, levels, and shapes. Symmetry and asymmetry in visual art - applying same concepts to body shapes and group formations. Performance quality - understanding that gymnastics is artistic as well as athletic, creating impact through movement choices.

Geography

Spatial awareness - understanding personal space and group spacing in hall environment. Directions and pathways - incorporating forwards, backwards, sideways, diagonal movements into sequences. Mapping movement - visualising sequence pathways through space, understanding how bodies travel through environment.

PSHE

Teamwork and cooperation - working collaboratively in groups of 5 throughout lesson, depending on each other in group balances. Resilience and growth mindset - persisting through challenges when refining sequences, viewing mistakes as learning opportunities. Leadership skills - guiding group discussions, encouraging peers, taking responsibility for group success. Managing emotions - performing under pressure, coping with nerves during filmed performances. Reflection and self-awareness - honest self-assessment of progress and enjoyment.

Teacher Guidance

Positioning

Start centrally for warm-up instructions with all students able to see and hear clearly. During warm-up, position to see all 6 groups simultaneously - adjust position if groups obscured. For floor sequence work, circulate around practice areas spending 1-2 minutes with each group offering specific feedback. During performances, position at optimal filming angle (diagonal to performing area for depth) while maintaining awareness of observing students. For apparatus setup/pack-away, stand in absolute centre of hall - this is safety-critical supervision time. During apparatus practice, rotate position every 2 minutes to observe each station from different angles. For group balance, position directly beside structure as primary spotter.

Observation Focus

WARM-UP: Watch for safe ball transfers (feet only, controlled passing, no collisions between groups), core engagement during swivels/rocks, and group communication/cooperation. FLOOR SEQUENCES: Focus on presence of required 5 elements (unison, canon, levels, speed/direction changes, both shapes), synchronisation quality in unison sections, deliberate timing gaps in canon, and whether all group members contribute. APPARATUS WORK: Priority observe safety (stable apparatus use, no dangerous attempts), then creative variety (on/over/under equipment), shape clarity, and performance quality. GROUP BALANCE: Intensely watch base layer for signs of strain, middle layer for weight distribution, top layer for balance control, and all spotters for readiness.

Intervention Points

Intervene IMMEDIATELY if: any apparatus safety rule broken (running, solo carrying, poor lifting), dangerous skill attempts beyond ability level, apparatus showing instability, group balance base layer wobbling/collapsing, collisions occurring or imminent, any student expressing pain/discomfort, exclusion of group member observed. Intervene PROMPTLY if: groups off-task during refinement time, poor quality feedback being given (too vague or unkind), lack of variety in sequences, timing falling behind lesson plan significantly. PAUSE WHOLE CLASS if: pattern of unsafe behaviour across multiple groups, teaching point needed for everyone, excellent example to share, or energy/focus declining significantly.

Demonstration Notes

Use demonstrations strategically throughout: WARM-UP - demonstrate each variation clearly before students attempt, exaggerating key points (e.g., swivel technique). VOCABULARY - physically demonstrate each term as you define it (show asymmetrical shape while explaining). FLOOR SEQUENCES - pause class after 2-3 minutes to show brief example of unison vs canon using 3 volunteers (10-15 seconds max). APPARATUS - if groups struggling with variety, demonstrate quickly: 'Watch - travel ON the bench, balance UNDER the table, jump OVER the box - variety!' GROUP BALANCE - demonstrate base plank position yourself showing strong core and flat back before selecting base students. Always demonstrate with SAFETY as priority - never model dangerous techniques. Use students as demonstrators when they show excellent examples - builds confidence and provides authentic models.

Verbal Cues

•WARM-UP: 'Feet only!', 'Smooth passing!', 'Communicate with your team!', 'Control that swivel!', 'If you drop it, restart - no problem!'
•FLOOR SEQUENCES: 'I want to see unison - everyone exactly together!', 'Canon means one after another, not all at once!', 'Show me LOW level work!', 'Where are your asymmetrical shapes?', 'Precision in every movement!'
•APPARATUS WORK: 'Walk, don't run!', 'Pairs to carry benches!', 'Check it's stable before you use it!', 'Show me variety - on, over, under!', 'Performance quality - this counts!'
•GROUP BALANCE: 'Base layer, tell me if it's too much weight!', 'Middle layer, distribute your weight!', 'Spotters, hands ready!', 'If anything feels unsafe, call STOP!'
•GENERAL: 'Brilliant teamwork, Group X!', 'Show me those pointed toes!', 'Remember your technical vocabulary!', '3, 2, 1, freeze!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall size: 15m x 10m for floor work with 6 groups. Apparatus work requires larger space (20m x 15m ideal) with designated zones for each apparatus station. Clear 2-3 metres between apparatus stations to prevent collisions. Adequate height clearance for standing balances and jumps (minimum 3m ceiling height).

Surface Check

Ensure floor surface is clean, dry, and free from slip hazards before lesson begins. Check for protruding splinters on wooden floors. Ensure floor is swept - no dust or debris that could cause slips. For apparatus work, confirm surface can support apparatus weight safely. If outdoors (emergency), ensure grass is dry, even, and free from holes, stones, or glass.

Equipment Safety

Safety Checks

•Check all balls are correctly inflated (not over-inflated which could cause bursting, not under-inflated which affects handling)
•Inspect all gymnastics mats for tears, holes, or worn areas - replace or avoid damaged mats
•Verify apparatus (benches, tables, box tops) has no splinters, sharp edges, or loose parts before student use
•Ensure all apparatus has rubber feet/grips and is stable when positioned - test by applying pressure before student use
•Confirm adequate number of mats for all apparatus landing zones - no hard landings
•Check video recording equipment is on stable surface or tripod - not held while moving around (trip hazard)
•Ensure apparatus storage areas are organised and items won't fall when accessed

Risk Management

Key Risks

•Collisions between students during warm-up ball transfers when swivelling/rocking - groups too close together
•Falls from apparatus during sequence work - particularly from tables or box tops if balance lost
•Apparatus-related injuries during setup/pack-away - poor lifting technique, running with equipment, dropping items on feet
•Strains or injuries during group balance if base layer not strong enough to support weight
•Overconfidence leading to attempts of skills beyond ability level during apparatus work
•Crush injuries if apparatus collapses or tips during use - especially tables and benches
•Impact injuries from balls during warm-up if control lost and balls fly into other groups
•Fatigue-related loss of control in final sections of lesson - concentration lapses

Risk Mitigation

•Establish minimum 2-3 metre spacing between groups during warm-up before activity begins - mark with spots if needed
•Implement strict apparatus safety rules with no exceptions: no running, pairs/groups carrying, correct lifting technique, walking only
•Teacher actively supervises apparatus work from central position with maximum visibility of all stations
•Carefully select base layer students for group balance based on demonstrated strength - use teacher judgement not volunteers alone
•Set clear skill level expectations - no attempts of advanced skills (aerials, unsupported handsprings) without proper training
•Test all apparatus stability before student use - push/apply pressure to ensure no movement
•Teach and reinforce 'stop' call - if anyone says stop, all activity ceases immediately for safety check
•Build in rest/discussion breaks to maintain concentration and reduce fatigue-related incidents
•Use spotter system during group balances - teacher plus assigned student spotters around structure
•Progressive skill building - floor work before apparatus, simple before complex

Supervision & Emergency Procedures

Supervision Points

•Position yourself in central location during warm-up with view of all groups - monitor ball control and spacing
•During floor sequence refinement, circulate continuously offering feedback while maintaining overview of whole class
•For apparatus setup, stand in central hall position observing all groups simultaneously - intervene immediately for rule breaks
•During apparatus practice, position at location where maximum number of stations visible - rotate position regularly to observe all angles
•For group balance, position as primary spotter directly beside structure with hands ready to support
•Maintain active supervision - not filming/writing notes for extended periods, regular scanning of all students
•Be especially vigilant during transitions (setup/pack-away) when incidents more likely due to excitement/distraction
•Watch for signs of fatigue in latter part of lesson - reduce intensity or provide extra rest if needed

Emergency Procedures

STOP signal (whistle blow + 'FREEZE' call) - all students immediately stop and sit where they are. Assess situation: minor injury (bruise, small bump) - apply ice, comfort, monitor; moderate injury (suspected sprain, impact injury) - sit student down, assess with questions, apply RICE (rest, ice, compression, elevation), send responsible student to get First Aider/office if needed; major injury (suspected fracture, head injury, unconscious) - do NOT move student, send two responsible students to get First Aider and office immediately, keep student still and reassured, clear area of other students, stay with injured student until help arrives. Always complete accident report form same day. For apparatus collapse/tip incidents - evacuate area immediately, assess for injuries, do not attempt to right apparatus with students present.