KS3 · Physical education · Year 7
Creating sequences with locomotion, rotation and balance
Gymnastics: body control and paired sequences
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can create short sequences to incorporate locomotion, rotation and balances.
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Creating sequences with locomotion, rotation and balance: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can create short sequences to incorporate locomotion, rotation and balances.
Key learning points
- Move: to transition smoothly between balances, maintain momentum and control movements to create fluidity.
- Move: Using your eyes to see cues to ensure timing is cohesive with the group enhancing the elegance of performance.
- Think: adding movement patterns like unison and canon into a sequence enhances visual interest and difficulty.
- Feel: devising a sequence with good timing, flow and body awareness improves creativity skills.
- Connect: moving in unison or cannon gives a sense of teamwork, showcasing coordination and harmony.
Words to know
- unison
- you and your partner do the same moves at exactly the same time, perfectly matching each other's timing and movements
- canon
- when performing a sequence of movements, group members do the same order of moves but at a different time
- sequence
- a combination of two or more movements and balances performed in succession
Common mistakes
When pupils add more content to their sequence, they can lose flow with the sequence looking unpolished. Pupils show limited variety in their locomotive elements.
Practise the sequence slowly at first, focusing on smooth transitions between movements and balances. Encourage pupils to be creative and add variety to their locomotive movements throughout the sequence.
For parents, carers and teachers
- If pupils lack creativity and use repetitive movements in their sequence, ask them to reflect and discuss all of the different ways in which they can travel in gymnastics. Give pupils time to explore different ways in which they can move and share ideas with others.