Lesson 6 - Creating and Copying Sequences
Body Control Skills
•Reception
•Gymnastics
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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
Position around hall with adequate space between for safety
Alternative: Low tables, PE boxes
Place adjacent to benches and around activity areas
Alternative: Yoga mats, carpet squares
Scatter around teaching area as 'islands'
Alternative: Chalk circles, rope circles
Distributed throughout activity space for navigation
Alternative: Bean bags, markers
Key Vocabulary
A series of movements performed one after another in order
Staying still and controlled in one position
Connecting movements together smoothly without stopping
Having charge of your body and movements
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
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