KS2 · Physical education · Year 3
Sequence completion and performance to peers
Gymnastics: movements, balances and sequence composition
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can rehearse and improve a group sequence, responding to peer feedback in preparation for our performance.
1 of 10
Sequence completion and performance to peers: 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 rehearse and improve a group sequence, responding to peer feedback in preparation for our performance.
Key learning points
- Move: performing a quality group sequence requires flow, control and extension, using apparatus throughout.
- Move: performing a quality group sequence requires balances to be held still, with flow in and out of the balances.
- Think: responding to feedback to improve our performance requires decision making to include all of the suggestions.
- Connect: listening to feedback to improve our performance requires trust and respect towards those observing.
- Feel: listening and responding to feedback demonstrates a commitment to improving our performance.
Words to know
- feedback
- comments to help know how you're doing or how you can improve.
- performance
- the execution or display of a series of actions
- quality
- the good characteristics of the performance that suggest the movements and balances are performed correctly.
Common mistakes
Some pupils may think that a performance should be perfect and if any improvements are suggested, they have failed or made a mistake.
Striving to be perfect is different to striving to do our best. It is good to want to perform at a high standard and it feels great when we achieve it, however, if we are seeking perfection, we might forget to celebrate everything we have achieved.
For parents, carers and teachers
- Try to avoid placing a focus on a faultless performance. Scoring systems at elite levels no longer award 'a perfect 10'. Instead they award scores for difficulty and execution. A difficult skill with lower execution could score the same as a less difficult skill performed without fault.