Unified Group Performance
•Year 8
•Gymnastics
•Placed in equipment store, distributed to groups at start of warm-up
Alternative: Medium-sized playground balls, basketballs
Stored on mat trolley, carried in pairs using handles, laid in grid formation for skill work
Alternative: Crash mats for lower ability groups, interlocking foam tiles
Four students per bench for carrying, positioned with mats at both ends
Alternative: Low beams, planks on low supports
Carried by four students, positioned with approach and landing mats
Alternative: Stacked mats, tables with padding
Teacher held for timing apparatus setup challenge
Alternative: Phone timer, wall clock with second hand
Teacher held for stop signals and attention
Alternative: Hand clap, verbal signals
A series of movements performed in a specific order that flow smoothly from one to the next
Performing movements at exactly the same time as others in perfect synchronisation
A sideways roll with knees bent and tucked into chest, arms wrapped around knees
A sideways roll with body fully extended in a straight line, arms above head
A diagonal roll across shoulders from one shoulder blade to opposite hip
A curled roll with body in tight ball position, knees to chest
A roll with body in curved dish shape, slight hollow in lower back
Variations in movement including changes of speed, level, direction and pathway
The height at which movements are performed - low (floor), medium (kneeling/sitting) or high (standing)
The pattern or route travelled during movement - straight, curved, zigzag or circular
Linking movements that connect one skill to the next smoothly
Gymnastics equipment including mats, benches, boxes, beams and bars used for skill development
Controlled tightness in muscles to create strong, defined positions and controlled movement
Understanding where pupils are coming from and where they're going
Listening skills during teacher instructions and peer feedback, speaking and presenting when performing sequences to class, using technical vocabulary accurately in discussions and feedback (unison, dynamics, transition), following sequential instructions for complex activities, giving clear explanations when teaching peers or providing feedback, descriptive language to articulate movement quality and performance elements
Counting in rhythm during synchronized sequences (1, 2, 3, roll!), timing apparatus setup challenge in minutes and seconds, measuring distances between equipment for safety spacing, calculating angles of roll direction (diagonal shoulder roll - 45 degrees), symmetry in body positions and group formations, patterns and sequences - mathematical concepts applied to movement sequences
Forces and motion during rolls - friction, momentum, gravity affecting rolling speed and control, body systems during exercise - cardiovascular response to warm-up activities, muscular system engagement in different roll types, physics of levers during leapfrog activity, energy transfer from potential to kinetic during apparatus dismounts, balanced and unbalanced forces when holding start/finish positions with tension
Planning and designing sequences - creative problem solving, evaluating and refining sequences based on feedback - iterative design process, considering audience and purpose when creating performances, understanding structure and stability during apparatus setup and balance work, spatial design in arranging equipment and group formations for optimal performance and safety
Directional language - rolling forwards, backwards, sideways, diagonal pathways, spatial awareness and mapping movement patterns across hall space, describing position and routes using directional vocabulary (north, south, east, west if hall has compass points), understanding of pathways - straight, curved, zigzag as geographical route concepts
Teamwork and collaboration during group sequence creation - communication, compromise, cooperation, resilience when learning challenging skills - perseverance and managing frustration, managing emotions during performance situations - nerves, excitement, confidence building through achievement and public demonstration, peer relationships and inclusion - ensuring all group members contribute and are valued, leadership opportunities during apparatus setup and group work
During warm-up: Stand centrally at hall edge for panoramic view of all groups. During skill introduction: Position centrally with back to wall so all students face you for demonstrations. During group sequence work: Circulate between groups, spending 1-2 minutes with each to provide feedback. During apparatus work: Position at corner of hall for diagonal sightlines covering multiple stations - rotate position every 2 minutes to monitor all areas. During cool-down: Central position to observe all leapfrog activity and self-assessment responses.
PRIORITY 1 - Safety: Constantly scan for correct chin tuck on shoulder rolls, safe apparatus use, appropriate carrying techniques, one person per apparatus, mat coverage. PRIORITY 2 - Technique: Watch for correct body positions in each roll type, synchronization quality in group work, smooth transitions, visible dynamics. PRIORITY 3 - Engagement: Monitor participation levels, group collaboration quality, confidence levels, facial expressions indicating struggle or success.
IMMEDIATE intervention needed for: unsafe shoulder roll attempts (no chin tuck), multiple students on apparatus, aggressive leapfrogging, running with apparatus, any technique causing pain/discomfort. PROMPT intervention for: groups struggling with synchronization (provide counting strategy), students attempting rolls beyond capability (modify to safer option), exclusion in group work (facilitate inclusion), loss of focus/off-task behaviour (re-engage with challenge or responsibility). SUPPORTIVE intervention for: groups stuck in planning (offer suggestions), techniques nearly mastered (provide specific refinement tips), low confidence (pair with confident peer or provide encouragement).
Always demonstrate at student eye level - kneel or crouch rather than standing over them. Use exaggeration to make key points visible - extra tucked chin, very straight pencil roll, super slow motion for precision. Show common mistakes deliberately then correct form to contrast. Use confident students to demonstrate when possible - builds their confidence and shows peer achievement. Provide running commentary during demonstrations explaining what to look for. For complex skills like shoulder rolls, demonstrate multiple times from different angles. Break down complex sequences into component parts before showing full version. Always check for understanding after demonstration: 'Who can tell me the key points?'
Large indoor hall - minimum 20m x 15m clear space required for warm-up activities, skill practice and apparatus work. High ceiling height essential for safe apparatus setup (minimum 4m). Adequate storage areas nearby for gymnastics equipment.
Dry, even, non-slip indoor floor surface essential. Sprung gymnastics hall floor ideal. Check for water spills, dust or debris before lesson. Ensure floor markings are not creating slip hazards. All mat surfaces must be secure and not sliding.
On whistle - all students FREEZE immediately. Assess situation quickly: minor injury (first aid on site, student sits out), moderate injury (first aid, possible removal from activity), serious injury (STOP lesson, send for first aider/call emergency services, keep student still, comfort and reassure). Ensure other students moved to safe area and supervised. Incident recorded following school procedures. If equipment failure, remove apparatus immediately and substitute alternative activity.
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