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Lesson 1 - Rocking and Rolling Fundamentals

Foundation Movement Patterns Through Rocking and Rolling

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Reception

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Gymnastics

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45 min

Big Question

How can we use our whole body to rock and roll safely in different ways?

Learning Objectives

To develop the ability to rock on different body parts with control
To perform sequences involving weight transfer between body parts
To understand the concept of rocking as controlled movement

Key Outcomes

Students will rock safely on different body parts
Students will create simple sequences involving rocking and travelling
Students will demonstrate controlled weight transfer movements

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Distributed around apparatus stations

Alternative: Crash mats or carpet tiles

Benches

3-4 benches

Various heights for jumping practice

Alternative: Low tables or platforms

Apparatus

Various pieces

Circuit arrangement around hall

Alternative: Boxes, planks, or improvised equipment

Cones

12 cones

Mark apparatus group positions

Alternative: Beanbags or markers

Stopwatch

For timing apparatus transitions

Alternative: Timer app on device

Key Vocabulary

Rocking

Moving back and forth or side to side on the same body part

Weight transfer

Moving your body weight from one part to another

Sequence

A series of movements performed one after another

Asymmetrical

When both sides of your body are doing different things

Symmetrical

When both sides of your body are doing the same thing

Balance

Staying steady and controlled in one position

Skill Progression Pathway

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

Prior Learning

Basic jumping and landing skills
Simple balancing on one foot
Following movement instructions

Current Skills

Controlled rocking on different body parts
Weight transfer between body parts
Creating simple movement sequences

Next Steps

Rolling movements and techniques
More complex gymnastics sequences
Partner work and mirroring

Milestone Indicators

Maintains control during rocking movements

Links movements together smoothly

Shows understanding of body positioning

Key Teaching Points

Safety is paramount - controlled movements at all times
Rocking is smooth and rhythmical, not fast and jerky
Core strength is essential for controlled rocking movements
Apparatus work requires systematic organisation and rule following
Self-assessment builds metacognitive awareness of learning
Partner work develops cooperation and social skills
Progression from simple to complex builds confidence

Common Misconceptions

Rocking means moving fast - correct: rocking is smooth and controlled
Only one way to rock - correct: many body parts can be used for rocking
Sequences must be complex - correct: simple, clear patterns are best
Apparatus work is about speed - correct: quality and safety come first
Balance is just about standing still - correct: balance involves active control and adjustment

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries marked, regular movement breaks, specific jobs during apparatus time

dyspraxia

Larger apparatus for easier targeting, simplified sequences, extra practice time, peer buddy support

autism spectrum

Clear visual sequence cards, consistent routines for apparatus, quiet space available if overwhelmed

visual impairment

Use verbal descriptions of movements, tactile guidance for body positioning, buddy system for apparatus work

hearing impairment

Use visual demonstrations, hand signals for instructions, written sequence cards

physical disability

Adapted rocking movements in seated position, modified apparatus heights, alternative travelling methods

Cross-Curricular Links

English

Following instructions, describing movements, using positional vocabulary

Science

Forces and movement, body parts and their functions, balance and centre of gravity

Mathematics

Counting during balance holds, timing apparatus setup, understanding patterns in sequences

PSHE

Cooperation during partner work, self-assessment and reflection, celebrating others' achievements

Teacher Guidance

Positioning

Central position with clear view of all students, move to apparatus areas during equipment work

Observation Focus

Safety first, then technique quality, participation levels, and understanding

Intervention Points

Step in immediately for unsafe movements, provide encouragement for effort, assist with technique

Demonstration Notes

Use clear, exaggerated movements for visibility, always demonstrate safety first, invite students to demonstrate good examples

Verbal Cues

•'Rock like a gentle boat on calm water'
•'Hug those knees like your favourite teddy'
•'Land like a cat - soft and quiet'
•'Keep those legs straight like tree trunks'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 15m clear space, plus apparatus storage areas

Surface Check

Non-slip surface, mats available for comfort during floor work

Equipment Safety

Safety Checks

•Check all apparatus stable and secure before use
•Ensure mats are flat and positioned correctly
•Verify adequate spacing between apparatus stations

Risk Management

Key Risks

•Falls during rocking movements
•Collisions during apparatus work
•Back strain from excessive arching
•Equipment handling injuries

Risk Mitigation

•Controlled movement emphasis throughout
•Clear apparatus rules and procedures
•Supervised equipment handling
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus
•Monitor rocking for safe back positioning
•Watch for fatigue during extended activities

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, contact medical help if needed