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Lesson 6 - Creating and Copying Sequences

Body Control Skills

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Reception

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Gymnastics

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40 min

Big Question

How can we link different movements together to create exciting gymnastics sequences?

Learning Objectives

To copy and create short sequences linking actions together
To handle equipment safely and effectively during gymnastics activities
To demonstrate good control and coordination in gymnastic movements

Key Outcomes

Students will be able to copy a given sequence of three linked actions
Students will create their own short sequence including a balance, jump and roll
Students will show improved control and coordination when performing gymnastic movements

Equipment & Resources Required

Benches

Position around hall with adequate space between for safety

Alternative: Low tables, PE boxes

Gymnastics Mats

Place adjacent to benches and around activity areas

Alternative: Yoga mats, carpet squares

Hoops

Scatter around teaching area as 'islands'

Alternative: Chalk circles, rope circles

Cones

Distributed throughout activity space for navigation

Alternative: Bean bags, markers

Key Vocabulary

Sequence

A series of movements performed one after another in order

Balance

Staying still and controlled in one position

Linking

Connecting movements together smoothly without stopping

Control

Having charge of your body and movements

Apparatus

Large gymnastics equipment like benches, mats and boxes

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements (walking, running, jumping)
Simple balances on different body parts
Following single-step instructions safely

Current Skills

Linking two or more actions together smoothly
Creating simple gymnastic sequences
Copying demonstrated sequences accurately

Next Steps

Performing sequences with greater complexity
Working collaboratively to create partner sequences
Evaluating and improving sequence quality

Milestone Indicators

Can perform three consecutive actions without stopping

Shows clear start and finish positions

Maintains control throughout the sequence

Key Teaching Points

Model all movements with clear, controlled technique before expecting children to copy
Emphasise smooth transitions between movements rather than individual isolated actions
Encourage personal creativity while maintaining safety standards throughout
Use positive reinforcement to build confidence in gymnastic abilities
Connect learning to real gymnastics to inspire and motivate children
Provide adequate practice time for each sequence before progressing to more complex combinations
Focus on quality of movement over quantity or speed of performance

Common Misconceptions

Thinking sequences must be performed quickly - emphasise control and smooth flow
Believing all children must do identical movements - encourage personal adaptation
Assuming bigger movements are better - focus on controlled, precise technique
Thinking gymnastics is only for naturally flexible children - emphasise that all can participate
Believing making mistakes means failure - promote learning through trial and practice

SEN Adaptations

ADHD

Clear boundaries and expectations, regular movement breaks built in, simplified instructions, positive reinforcement frequently

dyspraxia

Break movements into smaller steps, additional practice time, use of visual supports, simplified sequences initially

autism spectrum

Clear visual schedule of lesson structure, predictable routines, quiet space available if needed, additional processing time

visual impairment

Use bright coloured equipment, provide tactile exploration of apparatus, clear verbal descriptions of all movements, buddy system for guidance

hearing impairment

Visual demonstrations with exaggerated movements, visual cues and hand signals, written instruction cards with pictures

physical disability

Adapted apparatus heights, seated sequences using upper body, modified movements within individual capability

Cross-Curricular Links

English

Following instructions, vocabulary development, describing movements and actions

Maths

Counting in sequences, understanding of position and direction, sequencing and patterns

Science

Understanding forces and movement, balance and stability, body awareness

PSHE

Cooperation and teamwork, building confidence, resilience when learning new skills

Teacher Guidance

Positioning

Circulate between stations during apparatus work, position centrally during demonstrations

Observation Focus

Safety first, then technique quality, creativity, and cooperation

Intervention Points

Step in when safety compromised, when children struggling with sequence, when conflicts arise

Demonstration Notes

Always demonstrate with correct technique, show movements slowly first then at normal speed, use children as positive examples

Verbal Cues

•'Soft landings like a cat!'
•'Squeeze those muscles for strong balances!'
•'Flow like water from one movement to the next!'
•'Show me your gymnast shape!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 8m clear space for free movement, additional space for apparatus stations

Surface Check

Non-slip surface essential, check for wet areas, ensure mats lie flat

Equipment Safety

Safety Checks

•Check bench stability before each use
•Ensure mats are positioned correctly beside apparatus
•Verify hoops have no cracks or sharp edges
•Check cones are not damaged and are appropriate height

Risk Management

Key Risks

•Falls from benches during jumping
•Collisions during free movement activities
•Incorrect landing technique
•Equipment misuse

Risk Mitigation

•Clear demonstration of safe jumping and landing technique
•Adequate spacing between apparatus stations
•Constant supervision during apparatus work
•Progressive skill building from simple to complex movements

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Circulate actively during skill development
•Monitor landing technique especially
•Watch for fatigue affecting safety

Emergency Procedures

Stop activity immediately if accident occurs, assess injury, appropriate first aid, clear area of other children