Lesson 3 - Spinning & Turning Levels
Creative Movement & Teamwork
•Year 1
•Gymnastics
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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
Spread around hall with adequate space between each mat
Alternative: Carpet squares, yoga mats
Used to help children understand quarter, half and full turns
Alternative: Chalk marks, tape on floor
Optional for adding rhythm to sequences
Alternative: Phone speaker, tablet
Key Vocabulary
Rotating quickly on the spot, usually on a small point of contact
Changing direction by rotating the whole body to face a new way
The height at which movements are performed - low, medium, high
A series of movements performed one after another in order
Keeping muscles tight and controlled during movement
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
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