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Lesson 5 - Linking Body Part Movements

Body Awareness and Shape Exploration Through Gymnastics

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Year 1

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

8-10 mats

Spread around hall with safe spacing

Alternative: Carpet squares or crash mats

Apparatus

6-8 pieces

Various heights and shapes around room

Alternative: Benches, low tables, or boxes

Cards

10-15 cards

Available for students who need visual support

Alternative: Hand-drawn images or demonstrations

Music Player

For movement activities and flow work

Alternative: Phone with speaker or singing

Key Vocabulary

Linking

Connecting movements together smoothly without stopping

Flow

Moving smoothly and continuously from one movement to the next

Sequence

A series of movements performed one after another

Champion shapes

Strong, controlled body positions that show good technique

Small body parts

Hands, feet, elbows, knees

Big body parts

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

Smooth transitions between movements

Sustained balances for full 4 seconds

Consistent application of body part themes

Confident use of apparatus

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