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Lesson 5 - Creating Curved Pathways in Gymnastics

Exploring Movement Pathways Through Creative Gymnastics

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Year 1

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Gymnastics

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45 min

Big Question

How can we use curved pathways to make our gymnastics movements more beautiful and interesting?

Learning Objectives

Create sequences using curved pathways on floor and apparatus
Travel with control using different body parts
Recognise and describe successful performance in self and others

Key Outcomes

Students will create and perform sequences following curved pathways
Students will demonstrate spider walking with correct technique
Students will assess their own and others' performances using success criteria

Equipment & Resources Required

Gymnastics Mats

6-8

Distributed around hall for apparatus stations

Alternative: Yoga mats or movement mats

Gymnastics Benches

4-6

Positioned to create different height challenges

Alternative: Sturdy low benches or balance beams

Low Gymnastics Boxes

2-3

Various heights for progressive challenge

Alternative: Stable platforms or raised surfaces

Cones

20-30

Mark starting positions and pathway guides

Alternative: Bean bags or spots

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer or classroom clock

Video Device

1 (optional)

Capture assessment conversations for evidence

Alternative: Tablet or smartphone

Key Vocabulary

Pathway

The route or line of travel your body follows through space

Curved

A smooth, rounded line that bends like part of a circle

Sequence

A series of movements that flow together with a clear beginning and end

Spider walking

Moving on hands and feet with straight arms and legs like a spider

Levels

How high or low your body is - floor level, medium level, high level

Apparatus

Special gymnastics equipment like mats, benches, and boxes

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, running, jumping)
Simple balancing on hands and feet
Following straight pathways
Basic apparatus safety rules

Current Skills

Creating curved pathway sequences
Spider walking technique
Combining floor and apparatus work
Peer assessment skills

Next Steps

Complex pathway combinations
Advanced travelling techniques
Partner sequence work
Performance evaluation skills

Milestone Indicators

Maintains control throughout curved pathways

Shows clear beginning, middle and end in sequences

Demonstrates technical improvement after feedback

Can articulate what makes a performance successful

Key Teaching Points

Curved pathways should flow smoothly like rainbows, not have sharp corners
Spider walking requires straight arms and legs with body held high off the ground
Sequences need clear beginning, middle and end with definite starting positions
Peer feedback should be specific, kind, and focused on technique improvement
Apparatus work must combine floor and equipment elements in curved pathways
Safety rules for apparatus handling are non-negotiable and must be followed consistently
Self-assessment helps students understand their own learning and progress

Common Misconceptions

Thinking curved pathways are just zigzag movements - curves should be smooth and flowing
Believing spider walking is about speed - it's about control and maintaining proper body position
Assuming feedback means finding faults - good feedback recognises success first
Thinking apparatus work is separate from floor work - they should be combined seamlessly
Believing louder voices make better demonstrations - controlled, precise movements are more effective

SEN Adaptations

ADHD

Frequent activity changes built in, clear physical boundaries marked, regular movement breaks incorporated

dyspraxia

Extra practice time for spider walking, simplified pathway patterns initially, additional visual/physical supports for technique

autism spectrum

Clear visual schedule of lesson sections, quiet area available if needed, consistent routine for apparatus setup

visual impairment

Use tactile markers for pathway boundaries, verbal descriptions of curved shapes, partner guidance for apparatus work

hearing impairment

Visual demonstrations of all movements, clear visual signals for start/stop, written instruction cards available

physical disability

Seated versions of pathway creation, adapted spider walking on knees or using walking aids, modified apparatus heights

Cross-Curricular Links

Science

Forces and motion in curved movements, balance and stability, body systems working during exercise

Art

Creating flowing, curved lines and patterns, aesthetic appreciation of movement sequences, visual design principles

Geography

Directional awareness, mapping pathways and routes, understanding of spatial relationships

Mathematics

Understanding of curved and straight lines, shape recognition, spatial awareness and direction, measuring pathways

PSHE

Teamwork and cooperation, giving and receiving feedback positively, self-confidence and resilience

Teacher Guidance

Positioning

Circulate around hall perimeter for maximum visibility of all students, focus on apparatus area during equipment work

Observation Focus

Watch for pathway maintenance, safe apparatus use, quality of peer interactions, and technique development

Intervention Points

Step in if apparatus safety compromised, peer feedback becoming negative, or students attempting skills beyond ability

Demonstration Notes

Use large, clear movements to show curved pathways. Demonstrate spider walking with exaggerated straight limbs. Show contrast between good and developing technique.

Verbal Cues

•'Smooth curves like a rainbow!'
•'Spider bodies high off the ground!'
•'What did you notice that was successful?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m clear of obstacles for apparatus and movement activities

Surface Check

Clean, dry, non-slip surface essential for hand weight-bearing and rolling movements