Movement Sequences Worksheet for 13-Year-Olds (Dance & PE) — Adapt & Perform Using Time, Effort, Space, People & Objects

Instructions

1. Read through Part 1 to understand the five key elements of movement. Complete the matching activity to check your understanding.
2. In Part 2, you will become a choreographer! Design a simple, 3-step movement sequence based on an everyday activity.
3. In Part 3, you will adapt your original sequence for a completely new and challenging context. Think like a problem-solver.
4. Use the reflection questions in Part 4 to explain how your changes enhance the performance.
5. If you're ready for a bigger challenge, try the optional Challenge Question at the end.

Part 1: Know Your Tools - The 5 Elements of Movement

To create a great performance, you need to master the 5 elements of movement. Think of them as the ingredients you can change to make any action more interesting, effective, or dramatic.

• TIME: How fast or slow the movement is. (e.g., sudden, sustained, accelerating, rhythmic)
• EFFORT: How much force or energy is used. (e.g., strong, light, sharp, gentle)
• SPACE: Where the body moves and the pathways it takes. (e.g., high/low, forward/backward, direct/indirect, large/small)
• PEOPLE: How you move in relation to others. (e.g., leading, following, mirroring, avoiding)
• OBJECTS: How you interact with items in your environment. (e.g., carrying, pushing, avoiding, balancing on)

Activity: Match the Element to the Description

Draw a line or write the correct letter next to the number.

Part 2: The Blueprint - Design Your Sequence

Choose a simple, everyday activity. Your mission is to break it down into a 3-step movement sequence. Describe the basic elements you are using for each step.

Your Chosen Activity: ____________________________________________________
(Example ideas: Brushing your teeth, packing a bag, getting a snack from the kitchen)

Part 3: The Adaptation Challenge - Change the Context

Now, perform the exact same activity from Part 2, but in a totally new context. How must you adapt your movements to succeed? Describe your new sequence below, focusing on how the elements of People and Objects might now be involved.

Your New Context: __________________________________________________
(Example ideas: On a moving train, in complete darkness, while a toddler is trying to "help" you, with oversized gloves on)

Part 4: The Performance Review - Reflection

Answer the following question based on your work in Part 3.

How did adapting the elements of movement enhance your performance in the new context? Did it make it safer, more efficient, funnier, or more dramatic? Explain your answer with one specific example from your adapted sequence.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Challenge Question (Optional)

You are designing a movement sequence for a dance or a scene in a play. The goal is to show a character's journey from being shy and uncertain to becoming confident and bold.

Describe one movement you would use to show the "shy" character and one for the "confident" character. Explain how you would use at least THREE of the five movement elements (Time, Effort, Space, People, Objects) differently for each to create the contrast.

Shy Movement: ____________________________________________________________________
Element Changes: _________________________________________________________________

Confident Movement: _________________________________________________________________
Element Changes: _________________________________________________________________

Answer Key

Part 1: Match the Element to the Description

1. Time → E. A movement performed very slowly, then speeding up.
2. Effort → C. Pushing a heavy box across the floor with great force.
3. Space → A. Moving around a desk and over a chair.
4. People → B. Suddenly jumping back to avoid a collision with a classmate.
5. Objects → D. Picking up and carefully placing a glass on a shelf.

Parts 2, 3, and 4: Answers will vary based on your creative choices. A good answer will show clear and logical thinking. Here is an example based on "Making a Sandwich."

• Part 2 (Example): Step 1 is getting bread (steady time, light effort, personal space). Step 2 is spreading butter (quick time, firm effort, reaching forward). Step 3 is placing fillings (sustained time, careful effort, downward space).
• Part 3 (Example in New Context: "On a moving train"): For Step 2 (spreading butter), I would adapt by bracing my body against a counter (Object). I would use slower, more deliberate Time and stronger Effort to control the knife. I would also keep my body in a smaller, more stable area of Space.
• Part 4 (Example Reflection): Adapting my movements made the performance safer and more efficient. By slowing down (changing Time) when spreading the butter, I avoided making a mess or dropping the knife when the train lurched. This shows how controlling the elements is key to success in a difficult environment.

Challenge Question (Example Answer):

• Shy Movement: A small step forward, then quickly back. Changes: Small use of Space (doesn't travel far), light Effort (looks hesitant), and quick, jerky Time (looks nervous).
• Confident Movement: A long, powerful stride across the stage. Changes: Large, direct use of Space (covers ground), strong Effort (looks purposeful), and a steady, sustained Time (looks determined).