KS2 · Physical education · Year 5
Performance and giving feedback to others
Gymnastics: counter balance and counter tension
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can perform, evaluate and improve my own and others' sequences to ensure everyone's performance is high quality.
1 of 10
Performance and giving feedback to others: 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 perform, evaluate and improve my own and others' sequences to ensure everyone's performance is high quality.
Key learning points
- Move: quality performances require consistency in flow, extension, control and still balances on a variety of apparatus.
- Think: knowing how to respond to feedback and action the suggestions that improve our sequences requires reflection.
- Think: accurately evaluating others' work enables us to make effective suggestions as to how their sequence can improve.
- Connect: giving accurate feedback to another group requires trust that the feedback is received in good faith.
- Feel: striving to want to succeed and produce the best sequence we are capable of demonstrates integrity.
Words to know
- evaluate
- to look at something carefully and decide how good it is
- feedback
- helpful comments to know how you're doing or how you can improve
- performance
- the execution or display of a series of actions
Common mistakes
Pupils may rush to complete their sequence and therefore do not perform to their potential. Pupils may give very brief, low quality feedback to their peers.
Encourage pupils to reflect on feedback and keep striving to produce the best sequence by continually making changes to improve their performance. When pupils feedback to each other, encourage them to use key terminology and give quality feedback.
For parents, carers and teachers
- At this stage, the pupils should have their final sequence, however pupils may struggle to continually work on trying to improve their sequences. Some pupils may need more structure therefore you could address different sections of the sequence for pupils to work on improving throughout the lesson.