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Lesson 3 - Spinning & Turning Levels

Creative Movement & Teamwork

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Year 1

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Gymnastics

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45 min

Big Question

How can we control our bodies when spinning and turning at different levels like fairground rides?

Learning Objectives

Experiment with spinning and turning on different parts of the body at different levels
Adapt spins and turns on and off apparatus safely
Link spins and turns to create flowing sequences through changing levels

Key Outcomes

Students will demonstrate controlled spinning and turning on various body parts
Students will transfer spinning and turning skills from floor to apparatus
Students will create sequences combining spins and turns through low, medium and high levels

Equipment & Resources Required

Gymnastics Mats

6-8 pieces

Spread around hall with adequate space between each mat

Alternative: Carpet squares, yoga mats

Sun Markers

12-16 markers

Used to help children understand quarter, half and full turns

Alternative: Chalk marks, tape on floor

Music Player

Optional for adding rhythm to sequences

Alternative: Phone speaker, tablet

Key Vocabulary

Spinning

Rotating quickly on the spot, usually on a small point of contact

Turning

Changing direction by rotating the whole body to face a new way

Levels

The height at which movements are performed - low, medium, high

Sequence

A series of movements performed one after another in order

Body tension

Keeping muscles tight and controlled during movement

Apparatus

Gymnastics equipment like mats, benches, and low boxes

Skill Progression Pathway

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

Prior Learning

Basic travelling actions (walking, running, hopping, skipping)
Understanding of personal space and general space
Simple balance on different body parts
Following simple movement commands

Current Skills

Spinning on different body parts with control
Distinguishing between quarter, half and full turns
Creating sequences combining spins and turns
Moving through different levels (low, medium, high)

Next Steps

Linking spins and turns with travelling actions
Creating more complex sequences on apparatus
Adding rhythm and timing to movement sequences
Partner and group work in gymnastics

Milestone Indicators

Demonstrates controlled spinning without losing balance

Shows clear difference between spinning and turning movements

Creates flowing sequences with recognisable beginning and end

Uses apparatus safely to enhance movement sequences

Key Teaching Points

Spinning requires small contact points with floor and good body tension for control
Turning involves whole body direction changes - quarter (90°), half (180°), full (360°)
Sequences should flow smoothly with clear beginning and ending positions
Level changes (low, medium, high) add variety and challenge to movement combinations
Partner cooperation enhances learning through observation and feedback
Safety awareness is essential during all spinning, turning and apparatus work

Common Misconceptions

Spinning and turning are the same movement - clarify spinning stays in place, turning changes direction
Faster spinning is always better - emphasise control and technique over speed
Only certain body parts can be used for spinning - encourage creative exploration of different contact points
Turns must always be performed standing - show variety of positions and methods for turning
Sequences need to be complex to be good - focus on quality execution and smooth flow

SEN Adaptations

ADHD

Shorter activity bursts with movement breaks, clear boundaries and expectations, use of movement to aid concentration

dyspraxia

Slower skill progression, extra demonstration time, simplified movement patterns initially, additional verbal cues for body awareness

autism spectrum

Clear visual schedule of lesson sections, quiet spaces available if overwhelmed, consistent routines and predictable structure

visual impairment

Use bright coloured markers for directions, provide verbal descriptions of all movements, buddy system with sighted partner for spatial guidance

hearing impairment

Visual demonstrations of all skills, written instruction cards, hand signals for start/stop, vibration cues for rhythm

physical disability

Seated spinning and turning variations, upper body focus for wheelchair users, adapted apparatus heights, modified sequences

Cross-Curricular Links

Maths

Understanding of fractions through quarter, half and full turns; spatial awareness and directions; counting rotations and timing

Science

Forces and motion - friction affecting spinning; balance and gravity during turning; body systems responding to physical activity

Geography

Directional vocabulary - north, south, east, west applied to turning; compass points and navigation concepts

PSHE

Cooperation and teamwork in partner work; resilience when learning challenging skills; celebrating others' achievements

Teacher Guidance

Positioning

Move around the outside of the activity space to observe all pairs, position near apparatus during equipment use

Observation Focus

Watch for correct technique application, safe movement choices, positive partner interaction, and progress through skill levels

Intervention Points

Step in immediately for unsafe movements, provide technique reminders during practice, encourage positive partner feedback

Demonstration Notes

Always demonstrate skills slowly first, then at normal speed. Use students as demonstrators when appropriate. Show common mistakes and corrections clearly.

Verbal Cues

•'Small contact points for better spinning!'
•'Whole body turns to face new direction!'
•'Control is more important than speed!'
•'Flow from one movement into the next!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m with mats providing personal space for each pair

Surface Check

Clean, dry, non-slip surface free from obstacles, mats secure and flat

Equipment Safety

Safety Checks

•Check mats have no tears or worn areas
•Ensure apparatus is stable and appropriate height
•Verify adequate space around all equipment
•Check wall markers or direction aids are secure

Risk Management

Key Risks

•Dizziness from spinning activities
•Falls during turning movements
•Collisions during sequence work
•Inappropriate use of apparatus

Risk Mitigation

•Controlled spinning speeds with regular rest breaks
•Clear boundaries established around each working area
•Progressive skill building from simple to complex
•Constant supervision of apparatus use
•Partner system for safety support

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all spinning activities
•Monitor closely during apparatus integration
•Watch for signs of dizziness or discomfort
•Ensure safe entry and exit from movements

Emergency Procedures

Stop activity immediately, assess injury, apply first aid as needed, contact office if required