KS3 · Physical education · Year 7
Reviewing, refining and improving aesthetic performance using feedback
Gymnastics: body control and paired sequences
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can refine and improve the aesthetic performance of my routine using feedback from others.
1 of 10
Reviewing, refining and improving aesthetic performance using feedback: 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 refine and improve the aesthetic performance of my routine using feedback from others.
Key learning points
- Move: focusing on control, body language and tension can enhance the aesthetics of the gymnastic routine.
- Move: using the entire mat and space area will engage the audience by extending movements.
- Think: applying feedback from previous lessons will help to improve performance of the routine.
- Feel: being open to improve routines builds confidence, enhances performance quality and increases success.
- Connect: recognising and articulating flaws in technique by fellow classmates needs to be done with sensitivity.
Words to know
- aesthetics
- making the routine look beautiful and pleasing to watch
- control
- being able to manage your body and movements really well to stay in the right position without wobbling or falling
- feedback
- information provided about someone's performance, behaviour or work, to help them understand how they are doing and to guide improvements
Common mistakes
Pupils rush their feedback and don't give detailed advice to enable pupils to make improvements. Pupils may rush to refine their routines without carefully considering how they can make improvements.
Provide numerous examples of high quality feedback throughout to highlight your expectations. Ensure that pupils take care over the details to improve their routine.
For parents, carers and teachers
- With longer routines, always encourage the pupils to stick with less choreography that is of high quality rather than longer routines that lack control and have poor timing. Provide pupils with plenty of time to make improvements to their routine and to act on the feedback of their peers.