Lesson 8 - Linking Gymnastic Sequences
Animal Stories in Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we join different gymnastic movements together to create a flowing sequence that tells a story?
Learning Objectives
- To link simple gymnastic actions together in a flowing sequence
- To demonstrate control and awareness when using apparatus safely
- To remember and repeat actions and shapes with consistency
Key Outcomes
- Students will create a 4-part sequence including balance, jump, roll and travelling
- Students will perform sequences with clear starting and finishing positions
- Students will show spatial awareness when moving around apparatus
Equipment & Resources Required
Spread around teaching area for safe landing zones
Alternative: Yoga mats or carpet tiles
Positioned away from walls with mats underneath
Alternative: Low planks or balance beams
Laid flat on floor as targets or boundaries
Alternative: Rope circles or chalk circles
Lowest setting with thick mats around
Alternative: Sturdy boxes or platforms
Set low with planks for climbing/balancing
Alternative: A-frame supports
Ensure mats underneath and supervision nearby
Alternative: Wall bars or ladder
Key Vocabulary
A series of gymnastic movements linked together smoothly
A clear, still shape at the beginning of a sequence
A clear, still shape at the end of a sequence
Moving smoothly from one action to the next without stopping
Equipment used in gymnastics like mats, benches and hoops
How high or low your body is - high, medium or low
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic shapes (straight, tuck, star, straddle)
- Simple balances on different body parts
- Basic rolls and jumps
- Safe apparatus handling
Current Skills
- Linking actions together in sequence
- Adding starting and finishing positions
- Changing levels and directions
- Flowing movements between actions
Next Steps
- Longer sequences with more actions
- Partner and group sequences
- Advanced apparatus work
- Creating sequences to music
Milestone Indicators
Key Teaching Points
- Sequences must have clear beginning, middle and end structure
- Flow between actions is more important than individual skill difficulty
- Starting and finishing positions should be held still for 3 seconds
- Safety around apparatus is paramount - gentle hands, check landing space
- All students can create sequences at their own level with appropriate support
- Quality of movement and control matters more than speed
- Encourage creativity while maintaining safety standards
Common Misconceptions
- Thinking sequences are just random movements - emphasise the flowing connection
- Believing harder skills make better sequences - focus on control and flow
- Forgetting that sequences need clear starts and endings
- Assuming apparatus work is too difficult - adapt to individual capabilities
- Not understanding that practice improves memory - encourage repetition
SEN Adaptations
ADHD
- Shorter apparatus exploration time, clear boundaries marked, fidget tools available between activities
dyspraxia
- Simplified sequences, extra practice time, visual cues for body positions, peer support
autism spectrum
- Clear visual sequence cards, predictable apparatus rotation, quiet space available if needed
visual impairment
- Tactile exploration of apparatus, verbal descriptions of sequences, buddy system for guidance
hearing impairment
- Visual demonstrations, hand signals for start/stop, written sequence cards with pictures
physical disability
- Adapted apparatus heights, seated sequence variations, focus on upper body movements
Cross-Curricular Links
English
Sequencing vocabulary, following instructions, descriptive language for movement
Science
Forces and motion in jumps and landings, balance and gravity, body systems during exercise
Art
Creating flowing patterns with body shapes, understanding composition and flow
Mathematics
Counting beats in sequences, understanding numerical order of actions, timing and rhythm patterns
PSHE
Cooperation and taking turns, building confidence through performance, respecting others' efforts
Teacher Guidance
Positioning
Central location with clear view of all apparatus stations, moving between groups regularly
Observation Focus
Safety first, then sequence flow, apparatus use and student engagement
Intervention Points
Immediate safety issues, students struggling with sequence concepts, inappropriate apparatus use
Demonstration Notes
Show complete sequences yourself, emphasise start/finish positions, model safe apparatus handling
Verbal Cues
- •'Flow like water from one action to the next'
- •'Start tall and proud, finish tall and proud'
- •'Check your landing space is clear'
- •'Gentle hands on the apparatus'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 10m for apparatus stations and movement
Surface Check
Non-slip indoor surface, clean and free from obstacles
Equipment Safety
Safety Checks
- •All apparatus checked for stability before lesson
- •Safety mats positioned under and around all apparatus
- •Apparatus height appropriate for Year 1 (maximum 1m high)
- •Emergency first aid kit accessible
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Unsupervised apparatus use
- •Inadequate landing surfaces
Risk Mitigation
- •Teacher supervision at all times
- •Clear apparatus safety rules established
- •Controlled group rotations
- •Appropriate challenge level for age group
- •Safety mats under all apparatus
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all stations
- •Move between groups regularly
- •Watch for unsafe behaviour
- •Ensure apparatus used as intended
Emergency Procedures
Stop signal established, first aid trained staff present, clear access to exits maintained