Lesson 2 - Rocking and Rolling Development
Foundation Movement Patterns Through Rocking and Rolling
•Reception
•Gymnastics
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How can we use different body shapes to rock and roll safely?
Learning Objectives
- To develop controlled rocking movements in different directions
- To perform log rolls and egg rolls with good technique
- To mount apparatus safely using alternate feet
Key Outcomes
- Students will demonstrate controlled rocking movements forwards, backwards and sideways
- Students will perform log and egg rolls as part of a simple sequence
- Students will show safe mounting techniques on apparatus using alternate feet
Equipment & Resources Required
Scattered around hall for rolling practice
Alternative: Carpet squares or crash mats
Set up in circuit formation around hall
Alternative: Benches, low boxes, wall bars
For timing apparatus setup and pack away
Alternative: Phone timer
Key Vocabulary
Rolling sideways keeping body straight and narrow like a log
Rolling while curled up in a tight ball like an egg
Making your body long and thin by keeping arms and legs close together
Using one foot then the other, not the same foot twice
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 rocking movements on back
- Simple balance positions
- Following apparatus safety rules
Current Skills
- Rocking in multiple directions
- Log and egg rolling techniques
- Safe apparatus mounting with alternate feet
Next Steps
- Combining rolls into longer sequences
- Dismounting apparatus safely
- Forward and backward rolling
Milestone Indicators
Key Teaching Points
- Emphasise narrow body shape for log rolling and tight ball shape for egg rolling
- Ensure alternate feet mounting pattern is consistently reinforced and demonstrated
- Build rolling sequences gradually from individual skills to combined movements
- Maintain strict apparatus safety rules throughout the session
- Use clear verbal cues and exaggerated demonstrations for body shapes
- Encourage controlled movement over speed in all rolling activities
- Connect rocking movements to rolling to show skill progression
Common Misconceptions
- Students think faster rolling is better - emphasise control and technique over speed
- Confusion between log and egg shapes - use clear contrasting demonstrations
- Believing same foot mounting is acceptable - consistently reinforce alternating pattern
- Thinking apparatus work is about queuing - explain continuous circuit movement
- Assuming rolling is just spinning - teach proper body shapes and control
SEN Adaptations
ADHD
- Short activity bursts, clear movement boundaries, regular positive feedback and movement breaks
dyspraxia
- Extra practice time for coordination, simplified sequences, adult support for complex movements
autism spectrum
- Clear visual schedule of lesson sections, consistent apparatus setup routine, quiet space available if needed
visual impairment
- Use verbal descriptions of body shapes, tactile guidance for rolling positions, buddy system for apparatus work
hearing impairment
- Clear visual demonstrations, hand signals for direction changes, written apparatus rules displayed
physical disability
- Adapted rolling on crash mats, alternative mounting activities, seated balance challenges
Cross-Curricular Links
English
Letter recognition in warm-up, following multi-step instructions, describing movements using action words
Maths
Counting alternate feet patterns, sequencing movements in order, spatial awareness concepts
Science
Forces in rolling movements, friction and movement, body systems and balance
PSHE
Following safety rules, cooperation in apparatus work, perseverance in skill development
Teacher Guidance
Positioning
Move around apparatus stations to supervise mounting and rolling techniques closely
Observation Focus
Watch for correct mounting technique, body shapes in rolling, and safety rule adherence
Intervention Points
Step in immediately for unsafe apparatus use or poor rolling technique
Demonstration Notes
Use clear body shapes, exaggerate narrow and tucked positions, show mounting technique slowly
Verbal Cues
- •'Narrow like a log!'
- •'Alternate feet - left, right, left!'
- •'Control your rolling speed!'
- •'Tight egg shape!'
Safety Considerations
Space & Surface Requirements
Space Requirements
School hall or large gymnasium with adequate ceiling height for apparatus
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all apparatus is stable and properly assembled
- •Ensure mats are flat with no tears or worn areas
- •Verify all equipment is age-appropriate for Reception students
Risk Management
Key Risks
- •Falls during rolling activities
- •Collisions during apparatus work
- •Overbalancing during mounting
- •Equipment-related injuries
Risk Mitigation
- •Adequate spacing during floor work
- •Supervised apparatus setup and use
- •Clear apparatus rules and procedures
- •Progressive skill development from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Active monitoring of mounting techniques
- •Immediate intervention for unsafe behaviour
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, follow school accident procedures