KS2 · Physical education · Year 5
Group jumping sequences; turning, canon, unison, levels and direction
Gymnastics: flight
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can create a jumping sequence in groups incorporating canon, unison and changes in level and direction on a variety of apparatus.
1 of 10
Group jumping sequences; turning, canon, unison, levels and direction: 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 a jumping sequence in groups incorporating canon, unison and changes in level and direction on a variety of apparatus.
Key learning points
- Move: quality sequences demonstrate accurate fluidity between the jumps with control and extension on and off apparatus.
- Move: using changes in level and direction, canon and unison requires accurate timings and fluidity between the jumps.
- Think: knowing how to create the sequence with flow, including all the components, relies on careful planning.
- Feel: integrity enables us to strive to create a quality sequence including all the components.
- Connect: performing our jumping sequence with accurate timings in canon and unison requires trust and communication.
Words to know
- levels
- creating movements and balances that are performed using different heights either on the floor or on apparatus
- direction
- changing the course along which we are moving
- sequence
- combination of controlled movements and balances that have been linked together in a particular order
Common mistakes
As pupils add more and more elements to their sequences, the quality of their performance decreases. There may be issues with group dynamics as pupils work in bigger group sizes.
Stress the importance of only moving on to add another element to the sequence once all members of the group are ready to move on. Pupils may have to delegate a leader or be encouraged to listen to each other when working in bigger groups.
For parents, carers and teachers
- Pupils may have to consider adapting their sequences when working with bigger groups so that all pupils can perform the jumps and movements. Some pupils may also take over all the decisions that are made in the group. Therefore, try to ensure that all voices within the group are listened to.