Lesson 5 - Linking Body Part Movements
Body Awareness and Shape Exploration Through Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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Can we link our champion movements together to create flowing sequences?
Learning Objectives
- To combine two movement patterns using different body parts
- To add balances to create mini-sequences
- To apply the concept of flow when linking movements together
Key Outcomes
- Students will successfully link two different movements using body parts
- Students will hold balanced shapes for 4 seconds
- Students will demonstrate smooth transitions between movements
Equipment & Resources Required
Spread around hall with safe spacing
Alternative: Carpet squares or crash mats
Various heights and shapes around room
Alternative: Benches, low tables, or boxes
Available for students who need visual support
Alternative: Hand-drawn images or demonstrations
For movement activities and flow work
Alternative: Phone with speaker or singing
Key Vocabulary
Connecting movements together smoothly without stopping
Moving smoothly and continuously from one movement to the next
A series of movements performed one after another
Strong, controlled body positions that show good technique
Hands, feet, elbows, knees
Bottom, back, tummy, side
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Moving on different body parts
- Making shapes with bodies
- Basic balancing skills
- Understanding wide, narrow, and curled positions
Current Skills
- Linking two movements together
- Adding balances to movement sequences
- Applying flow to transitions
- Using apparatus to enhance movements
Next Steps
- Creating longer sequences
- Performing with a partner
- Adding levels and directions to sequences
- Demonstrating sequences to others
Milestone Indicators
Key Teaching Points
- Linking means connecting movements smoothly without stopping
- Flow is moving like water from one movement to the next
- Quality of individual movements is important before linking
- Apparatus can enhance movements but safety comes first
- All students can succeed with appropriate movement choices
- Sequences should have clear beginning, middle, and end
- Champion movements show control and strength
Common Misconceptions
- Faster linking is better - actually smooth control is more important
- Complex movements are better - simple movements done well are excellent
- Must use apparatus - floor work can be equally effective
- Sequences must be long - two movements linked well is perfect
- Everyone should do the same movements - personal choice develops ownership
SEN Adaptations
ADHD
- Frequent movement breaks, clear start/stop signals, simplified sequence instructions
dyspraxia
- Break down linking into smaller steps, extra practice time, physical guidance if needed
autism spectrum
- Clear routine structure, visual sequence cards, quiet space available if needed
visual impairment
- Use tactile apparatus identification, clear verbal descriptions of movements, buddy system for apparatus navigation
hearing impairment
- Visual demonstrations, hand signals for transitions, written sequence cards available
physical disability
- Seated versions of movements, modified apparatus heights, adapted linking techniques
Cross-Curricular Links
English
Following instructions, new vocabulary (linking, flow, sequence), descriptive language
Maths
Counting sequences, timing (4 seconds), spatial awareness, patterns in movement
Science
Forces and movement, balance and stability, body parts and their functions
PSHE
Personal confidence, cooperation with others, making good choices, celebrating success
Teacher Guidance
Positioning
Move around the space to observe all students, position near apparatus during equipment work
Observation Focus
Look for smooth transitions, controlled movements, safe apparatus use, and understanding of linking concepts
Intervention Points
Step in when students struggling with transitions, unsafe apparatus use, or losing sequence structure
Demonstration Notes
Always demonstrate linking slowly first, then at normal speed. Show common mistakes and correct versions.
Verbal Cues
- •'Smooth like honey'
- •'Link it together'
- •'Flow like water'
- •'Champion shapes'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 15m x 10m clear space
Surface Check
Non-slip surface, dry and even, free from obstacles
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned safely with no overlaps
- •Low apparatus only - maximum 30cm height
- •Clear pathways between apparatus pieces
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during sequence work
- •Unsafe transitions between movements
- •Overconfidence on equipment
Risk Mitigation
- •Teacher demonstration of safe apparatus use
- •Clear boundaries and personal space established
- •Progressive skill building from floor to apparatus
- •Constant teacher supervision during apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus
- •Move around during individual practice
- •Pay particular attention to apparatus transitions
- •Monitor energy levels and control
Emergency Procedures
Stop signal established, first aid accessible, clear evacuation routes maintained