Lesson 3 - Forward and Side Rolling
Foundation Movement Patterns Through Rocking and Rolling
•Reception
•Gymnastics
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How can we use our bodies to roll safely and confidently in different directions?
Learning Objectives
- To develop forward and sideways rolling techniques with control
- To demonstrate safe rolling practices and body preparation
- To travel confidently around, under, over and through apparatus
Key Outcomes
- Students will roll sideways and forwards with improved control
- Students will demonstrate understanding of safe rolling techniques
- Students will travel with confidence through apparatus sequences
Equipment & Resources Required
Position for downward rolling practice
Alternative: Thick mats folded to create incline
Various heights for travelling over and under
Alternative: Benches, low boxes
One at end and parallel to each piece of apparatus
Alternative: None - essential for safety
3 per group for molehill flattening game
Alternative: Chalk circles, tape markers
For timing apparatus setup challenge
Alternative: Phone timer, class timer
Key Vocabulary
Rolling over forwards in a tucked position from standing to standing
Rolling sideways on the shoulder from squat to squat position
Body curled up with knees to chest and chin tucked down
Gymnastics equipment used for movement sequences
A series of movements performed one after another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple travelling movements (walking, running)
- Following instructions and safety rules
Current Skills
- Forward rolling technique development
- Side rolling coordination
- Apparatus confidence building
Next Steps
- Backward rolling introduction
- Linking multiple rolls in sequence
- Advanced apparatus work combinations
Milestone Indicators
Key Teaching Points
- Rolling must always be on shoulders and back, never on head or neck
- Chin tucked throughout rolling movements for safety
- Hand placement shoulder-width apart for forward rolls
- Progressive development from supported to independent rolling
- Apparatus work requires constant safety awareness
- Differentiation through choice of apparatus complexity
- Celebration of both effort and achievement equally
Common Misconceptions
- Rolling on head is acceptable - emphasise shoulder rolling only
- Faster rolling is better - focus on control over speed
- All students must achieve same level - celebrate individual progress
- Apparatus work is only for confident students - provide suitable challenges for all
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries and expectations, positive reinforcement for focus
dyspraxia
- Extra practice time for coordination, simplified sequences initially, verbal reminders for body position
autism spectrum
- Clear routine structure, visual timetable of lesson sections, quiet space available if needed
visual impairment
- Use tactile markers for hand placement, verbal descriptions of rolling actions, partner guidance for apparatus navigation
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written sequence cards available
physical disability
- Seated rolling alternatives, modified apparatus height, alternative jumping movements from wheelchair or standing
Cross-Curricular Links
Maths
Counting jumps and rolls, understanding spatial concepts (over, under, around, through)
Science
Forces in rolling and jumping, balance and centre of gravity, body systems during exercise
Geography
Directional language, spatial awareness, mapping movement pathways
PSHE
Risk assessment, cooperation and teamwork, celebrating personal achievement and effort
Teacher Guidance
Positioning
Move around the hall to observe all groups, position for maximum visibility during demonstrations
Observation Focus
Watch for correct rolling technique, confident apparatus work, safe practices throughout
Intervention Points
Step in immediately for unsafe technique, provide support for struggling students, celebrate good examples
Demonstration Notes
Use clear, exaggerated movements for rolling technique, emphasise safety points, select good student examples to model
Verbal Cues
- •'Chin tucked, look through your legs!'
- •'Roll on your shoulders, not your head!'
- •'Show me control in your movement!'
- •'Safety first, then challenge yourself!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m, clear of obstacles with adequate ceiling height for jumping
Surface Check
Clean, dry, non-slip surface essential for safe rolling and landing
Equipment Safety
Safety Checks
- •Check mats are properly positioned and not slippery
- •Ensure apparatus is stable and age-appropriate height
- •Inspect floor spots/hoops for damage or sharp edges
Risk Management
Key Risks
- •Head/neck injury from incorrect rolling technique
- •Falls from apparatus
- •Collisions during group activities
- •Impact injuries from jumping activities
Risk Mitigation
- •Emphasise rolling on shoulders not head
- •Ensure adequate matting around all apparatus
- •Maintain clear spacing during activities
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Actively monitor rolling technique
- •Watch for signs of fatigue affecting safety
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if required