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Lesson 4 - Rocking and Rolling Development

Safe Movement Exploration

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Reception

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Gymnastics

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56 min

Big Question

How can we move our bodies like different shapes when rolling and rocking?

Learning Objectives

To develop controlled rocking and rolling movements
To maintain body shape and control during rolling actions
To understand how physical exercise benefits our bodies

Key Outcomes

Students will demonstrate smooth rocking movements from sitting to lying
Students will perform barrel rolls and straight rolls with control
Students will explain how exercise makes their body feel

Equipment & Resources Required

Gymnastics Mats

Spread around hall with safe spacing

Alternative: Carpet tiles, yoga mats

Balls

Available at each station

Alternative: Small cushions, soft toys

Hoops

Arranged in lines of three for bunny hops

Alternative: Chalk circles, rope circles

Foam Wedge

Creates gentle slope for rolling

Alternative: Stacked mats, folded crash mats

Whiteboards

Cover with mat for safety

Alternative: Low bench, stacked mats

Key Vocabulary

Barrel roll

Rolling sideways whilst keeping a tight curled shape

Straight roll

Rolling sideways with body stretched long and straight

Rocking

Moving backwards and forwards in a controlled way

Body tension

Making muscles tight to control body shape

Tucked shape

Curled up tight like a ball

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple balance positions
Following movement instructions

Current Skills

Controlled rocking movements
Barrel roll technique
Straight roll with body tension

Next Steps

Forward roll progressions
Combining rolls with other movements
Partner rolling activities

Milestone Indicators

Maintains rounded shape during barrel roll

Keeps legs together during straight roll

Shows smooth control in rocking

Key Teaching Points

Always emphasise not rolling onto neck or head for safety
Body tension and muscle engagement is crucial for controlled rolling
Quality of movement is more important than speed or distance
Partner work builds confidence and social skills
Connect physical sensations to understanding of exercise benefits
Celebrate effort and improvement rather than just achievement
Use equipment challenges to enhance technique development

Common Misconceptions

Rolling faster means rolling better - correct: controlled rolling shows better skill
You need to be strong to roll well - correct: technique and body awareness matter most
If it's difficult, you're doing it wrong - correct: challenges help us learn and grow
Exercise only makes you tired - correct: exercise gives energy and makes us feel good
Only some people can do gymnastics - correct: everyone can learn with practice and support

SEN Adaptations

ADHD

Include frequent movement changes, provide clear physical boundaries, offer fidget alternatives during discussion, break instructions into smaller steps

dyspraxia

Slow down instruction pace, provide additional practice time, use larger equipment where possible, offer step-by-step movement breakdowns

autism spectrum

Provide clear visual schedule of activities, allow movement breaks if needed, maintain consistent routines, offer quiet space if overwhelmed

visual impairment

Use bright coloured equipment, provide tactile boundaries on mats, give clear verbal descriptions of movements, assign supportive partner

hearing impairment

Use visual demonstrations prominently, provide written instruction cards, use hand signals for stop/start, ensure face-to-face communication

physical disability

Offer seated rolling alternatives, adapt movements to individual capabilities, provide additional adult support, modified equipment as needed

Cross-Curricular Links

Science

Understanding how muscles work to control movement, effects of exercise on heart rate and breathing, forces in rolling motion

Teacher Guidance

Positioning

Central location during warm-up, move around stations during circuit, visible to all during cool-down

Observation Focus

Quality of rolling technique, maintenance of body shapes, safe movement patterns, positive social interactions

Intervention Points

Step in if unsafe rolling technique observed, support students struggling with movements, redirect negative peer interactions

Demonstration Notes

Demonstrate: Always show movements slowly first, emphasise key technique points, use children to help demonstrate when appropriate

Verbal Cues

•'Squeeze your muscles tight!'
•'Smooth and controlled!'
•'Look where you're going!'
•'Help your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall minimum 15m x 20m, clear of obstacles

Surface Check

Non-slip clean floor, mats flat and secure with no curled edges

Equipment Safety

Safety Checks

•Check mats for tears or worn areas
•Ensure beanbags properly filled and seams intact
•Verify foam wedge stability and covering
•Check hoops for cracks or sharp edges

Risk Management

Key Risks

•Neck strain from incorrect rolling
•Collisions during movement activities
•Dizziness from multiple rolling actions
•Slips on equipment

Risk Mitigation

•Emphasise not rolling onto neck/head
•Maintain adequate spacing between students
•Regular rest breaks during rolling practice
•Clear equipment storage areas

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all rolling activities
•Monitor closely during slope rolling station
•Watch for signs of fatigue or discomfort
•Ensure partner work remains supportive

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact medical support if needed