Feedback Sequences

Overview

Students combine previously learned movement elements into short sequences using space, effort and timing, then collaborate with peers to perform and refine their work. They practise giving and receiving feedback using simple prompts.

Learning intentions

• Students will combine space, effort and timing into a short movement sequence.
• Students will practise using feedback to improve their sequence.
• Students will perform with control, safety and teamwork.

Success criteria

• I can create a sequence with at least 3 different shapes/locations (space).
• I can show at least 2 effort changes (e.g., slow/fast, strong/light).
• I can match my sequence to a clear timing pattern (e.g., 1–2–3 or beat counts).
• I can give and receive feedback using a kind, specific prompt (e.g., “Your timing was…”, “Next time try…”).

Curriculum links

• Movement and physical activity: creating, practising and performing movement compositions with clear elements and safe behaviours.
• Movement skills and concepts: applying control, coordination and body awareness through space, effort and time.
• Communicating and collaborating: using feedback and teamwork to improve performance and ensure safety.
• Personal and social capability through PE: fair play, respect, and shared responsibility in group tasks.

Lesson structure (50 minutes)

1. 0–6 Retrieval + active warm-up Students play “Echo Timing” in lines or a grid: one student leads an 8-count movement pattern using yesterday’s cues (freeze, travel, shape). The partner copies and completes the pattern with the same timing. Prompt: “¿Listos? Count with me: 1–2–3–4…”

2. 6–9 Goals (WALT) + success criteria Gather the class. State: WALT: We are learning to create movement sequences using space, effort and timing. Show a quick 10-second example: travel to a spot (space), do two different qualities (effort), then freeze for 2 counts (timing). Students repeat success criteria in “I can” form and indicate readiness with thumbs.

3. 9–16 Learning (I Do: model) Teacher models a simple sequence in three parts, clearly naming cues (in English with Spanish support):

• Space: “Go to a corner / middle / edge” (esquina / centro / borde)
• Effort: “Strong–light” or “Slow–quick” (fuerte–suave / lento–rápido)
• Timing: “1–2–3, then freeze on 4” (cuenta) Emphasise safety: keep spacing, no pushing, land softly, heads up.

4. 16–22 Learning (We Do: guided practice) In pairs, students practise creating a 3-part sequence on the floor using hoops or taped “zones” (space markers). Teacher calls out one change at a time:

• “Effort change!” (strong → light)
• “Timing change!” (count 1–2–3 faster/slower) Teacher checks: “Show me your freeze—how many counts?” Quick corrections using simple cues.

5. 22–35 Consolidation (You Do: build + feedback loop) Groups of 3 (or 4) create a short sequence (8 counts) including:

• 3 locations (space): start, middle, end
• 2 effort changes
• a clear timing pattern (count aloud or clap beats) Process:
• Round 1: Perform while others watch for one “success criterion”.
• Round 2: Add one improvement based on a peer prompt card (e.g., “Next time, change effort on count 3”, “Your freeze matched the beat”). Teacher roams with a checklist: safe spacing, clear sequence start/finish, visible effort change, consistent timing. Minimal downtime: each group has a designated “perform spot” and “feedback spot”.

6. 35–41 Show me (Game-based application) Play “Sequence Tag (Safe)” in a large area: students have a “home zone”. When tagged, they must perform their 8-count sequence to re-enter. Teammates can call a single cue (space/effort/timing). Teacher keeps it short and active; if tagging causes crowding, switch to “Sequence Relay” (next runner performs first 4 counts only).

7. 41–50 Show Me What You Know (5 minutes) + reflection Back to partners or small semicircles. Quick “Gallery Feedback”: 3 groups perform; classmates answer one sentence:

• “I can see your sequence had…” (space/effort/timing) Teacher confirms using the I can statements and highlights one effective feedback example.

Resources

• Cones or markers for zones (start/middle/end areas)
• Hoops or taped squares for space locations
• Beat clappers or optional music (low volume)
• Peer feedback prompt cards (space/effort/timing)
• Coloured pinnies or bibs (optional for group roles)
• Timer or visible count cards (1–8)
• Safety bibs/vests for teacher visibility (optional)
• Clear “perform spot” tape lines to prevent running through others

Assessment

• Teacher observation during group creation: can students show clear space, effort and timing in a 3-part sequence?
• Peer feedback quality: are comments specific and linked to the success criteria?
• Demonstration in the game: students can perform the sequence with consistent start/finish and safe control.

Differentiation

• Support: provide a sequence template (3 boxes for locations + two effort stickers + timing beat box) and fewer requirements (only 2 locations + 1 effort change).
• Support: allow counting aloud or partner clapping for timing; reduce travel distance between locations.
• Extension: require a second timing pattern (e.g., switch from slow to quick on count 6) or add a transitional movement (turn/travel) between locations.
• Extension: include “freeze with shape” quality (e.g., balance on 1 foot, wide/narrow base) and require an additional feedback improvement.
• EAL/SEN: include bilingual cue cards (esquina/centro/borde; lento/rápido; fuerte/suave) with gesture demonstrations; pre-teach one feedback sentence (“Next time try…”) using sentence starters.