Lesson 5 - Rolling Techniques and Control
Animal Stories in Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we use different body shapes to roll safely and with control?
Learning Objectives
- To develop technique and control in barrel, straight and forward rolling
- To understand how body shape affects rolling movement
- To demonstrate safe practices when performing rolling activities
Key Outcomes
- Students will perform controlled barrel and straight rolls maintaining correct body shape
- Students will work cooperatively with partners during rolling activities
- Students will demonstrate safe movement and apparatus handling
Equipment & Resources Required
Arrange in rows for easy circuit setup, ensure mats are flat and secure
Alternative: Yoga mats or carpet tiles for home practice
Distribute to circuit stations, check for tears before use
Alternative: Small soft toys or bean-filled socks
Place flat on mats at station 4
Alternative: Cones or markers to create target areas
Ensure smooth edges, appropriate length for small hands
Alternative: Pool noodle or cardboard tube
Check stability and secure positioning for forward roll practice
Alternative: Stacked mats or springboard
Key Vocabulary
Rolling sideways keeping your body in a tucked position like a ball
Rolling from back to front keeping your body long and straight
Curled up small like a ball with knees close to chest
Lying on your back with arms and legs slightly lifted like a shallow bowl
Lying on your front with a gentle curve in your back
The force that keeps you moving during a roll
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (tuck, straight, arch)
- Simple travelling movements
- Following safety rules in gymnastics
Current Skills
- Barrel roll with tucked shape
- Straight roll maintaining dish and arch shapes
- Introduction to forward roll preparation
Next Steps
- Independent forward rolls
- Linking rolls with other gymnastics movements
- Creating simple sequences
Milestone Indicators
Key Teaching Points
- Body shape consistency is more important than speed in all rolling activities
- Safety through technique - shoulder blades contact ground first in forward rolls
- Partner support and encouragement develops both social skills and technique
- Progressive challenge through equipment use builds confidence and skill
- Rolling requires whole-body coordination and spatial awareness
- Quality of movement and control should always be emphasised over quantity of attempts
Common Misconceptions
- Faster rolling is better rolling - emphasise control and technique over speed
- Head touches ground first in forward rolls - teach shoulder blade contact for safety
- All rolls are the same - clearly distinguish between different roll types and their purposes
- Rolling is just for gymnastics - connect to movement patterns in other sports and activities
SEN Adaptations
ADHD
- Shorter station times, clear movement boundaries, regular positive feedback and refocusing
dyspraxia
- Extra practice time for motor planning, simplified instructions, larger equipment for easier handling
autism spectrum
- Clear routine and structure, visual timetable of activities, quiet space available if needed
visual impairment
- Use textured mats for boundary awareness, verbal descriptions of each movement, partner guidance throughout
hearing impairment
- Clear visual demonstrations, written instructions cards, tap signals for attention
physical disability
- Seated rolling variations, upper body movements only, adapted equipment as needed
Cross-Curricular Links
Maths
Counting rotations and turns, understanding directions (clockwise/anticlockwise), measuring distances rolled
Science
Forces and motion during rolling, gravity's effect on movement, momentum and energy transfer
Geography
Directional awareness, spatial concepts (forwards/backwards/sideways), mapping pathways
PSHE
Cooperation and teamwork, perseverance when learning challenging skills, celebrating others' achievements
Teacher Guidance
Positioning
Move between stations during circuit work, prioritise forward roll station for safety support
Observation Focus
Watch for consistent body shapes, safe technique, and positive peer interactions
Intervention Points
Step in if technique becomes unsafe, students struggling with shape consistency, or negative peer dynamics
Demonstration Notes
Demonstrate: Clear contrasts between different rolling shapes, emphasise safety points, show progression from simple to complex
Verbal Cues
- •'Stay in your shape throughout the roll!'
- •'Squeeze that beanbag tight!'
- •'Slow and controlled - technique over speed!'
- •'Support your partner by watching carefully!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with clear floor space minimum 15m x 10m
Surface Check
Clean, dry, non-slip surface free from hazards and obstacles
Equipment Safety
Safety Checks
- •Check all mats are in good condition with no tears or worn areas
- •Ensure beanbags are intact with no loose filling
- •Verify hoops have no sharp edges or cracks
- •Check relay baton is smooth with no splinters
Risk Management
Key Risks
- •Head/neck injury from incorrect rolling technique
- •Collisions between students during activities
- •Falls from loss of control during rolling
- •Equipment-related injuries from damaged items
Risk Mitigation
- •Teach correct technique progressively with support
- •Ensure adequate spacing between mats and students
- •Provide teacher support at forward roll station
- •Emphasise control over speed throughout
Supervision & Emergency Procedures
Supervision Points
- •Position at forward roll station for direct support
- •Maintain visual contact with all stations during circuit
- •Monitor partner work for appropriate cooperation
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school procedures as needed