KS2 · Physical education · Year 3
Sequence formation combining individual and pair balances
Gymnastics: movements, balances and sequence composition
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can create a sequence, using apparatus, that flows and includes a combination of movements, plus individual and pair balances.
1 of 10
Sequence formation combining individual and pair balances: 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 sequence, using apparatus, that flows and includes a combination of movements, plus individual and pair balances.
Key learning points
- Move: quality sequences are performed silently, with control, extended fingers and toes, flow and no stopping between.
- Move: quality balances are held still; movements into and out of balances will flow without stopping.
- Think: making decisions as to the best apparatus to use will improve the quality of a performance.
- Feel: taking responsibility for the ideas we try involves being brave to try a range of movements and balances.
- Connect: listening to our partners' ideas and trying to create a range of movements and balances demonstrates trust.
Words to know
- extended
- stretched fingers and pointed toes
- control
- being purposeful; moving every body part with thought, precision and balance
- flow
- moving from one action to another
Common mistakes
Some pupils may think that successful sequences are long and consist of lots of different movements and balances.
Successful sequences can be performed with control and flow. They can be short and may repeat some movements if the pupils feel this is the best decision to improve the quality of their performance.
For parents, carers and teachers
- Sometimes we ask pupils to be brave and try a movement for the first time that they might feel unsure about. It is important when we do this that we model our thinking about safety so that when pupils make their own decisions they understand that being brave does not mean being unsafe.