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Lesson 3 - Elegant Turning and High-Level Pathways

Exploring Movement Pathways Through Creative Gymnastics

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Year 1

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Gymnastics

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1h 14min

Big Question

How can we move like graceful dancers while creating patterns on the floor?

Learning Objectives

To step and turn gracefully using coordinated arm and foot movements
To travel at high levels whilst tracing geometric patterns on the floor
To demonstrate elegant direction changes using left and right turns

Key Outcomes

Students will perform smooth, controlled turns to left and right
Students will trace square pathways using high-level travelling movements
Students will link different turns with travelling skills competently

Equipment & Resources Required

Cones

10 upturned

Arranged in circle around central area

Alternative: Marker spots, plastic cups

Balls

Central stash as 'dinosaur eggs'

Alternative: Soft balls, juggling scarves

Gymnastics Mats

Class set

Pre-arranged in stations around hall

Alternative: Benches, mats, boxes as available

Mats

Sufficient for each apparatus station

Placed safely around apparatus

Alternative: Carpet tiles, crash mats

Stopwatch

For apparatus setup timing challenge

Alternative: Phone timer, wall clock

Key Vocabulary

Graceful

Moving in a smooth, controlled, and elegant way

High level

Moving with body parts elevated above the ground

Pathway

The route or pattern traced when moving across the floor

Direction change

Altering the way you are facing or moving

Elegant turning

Changing direction smoothly with coordinated arm and foot movements

Skill Progression Pathway

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

Prior Learning

Basic balance and coordination skills
Simple travelling movements (walking, running)
Understanding of left and right directions

Current Skills

Elegant stepping and turning techniques
High-level travelling movements
Pathway creation and direction changes

Next Steps

Complex gymnastic sequences with multiple direction changes
Partner and group pathway activities
Advanced balance and coordination challenges

Milestone Indicators

Smooth coordination of arm and foot movements during turns

Consistent high-level travelling maintaining control

Accurate pathway tracing with clear direction changes

Key Teaching Points

Coordinate hand and foot movements during elegant turns for smooth technique
Maintain high-level travelling throughout pathway creation
Trace accurate square shapes with equal sides and clear corners
Apply apparatus safety rules consistently throughout the lesson
Link different turns with travelling skills for smooth sequences
Develop spatial awareness when working around others
Build confidence through progressive skill development

Common Misconceptions

Students think turning faster makes it more elegant - emphasise control and coordination
Confusion between left and right during turns - use consistent hand-to-shoulder cues
Belief that high-level means moving fast - clarify that it means body elevation
Thinking pathways must be large - show that accuracy matters more than size
Assumption that apparatus work is about climbing high - emphasise movement quality

SEN Adaptations

ADHD

Clear boundaries, frequent movement changes, explicit praise for following instructions

dyspraxia

Break down turns into smaller steps, additional practice time, simplified pathway patterns

autism spectrum

Predictable lesson structure, visual schedule available, quiet zones for breaks if needed

visual impairment

Use tactile markers for pathway boundaries, verbal descriptions of all movements, partner support system

hearing impairment

Clear visual demonstrations, hand signals for instructions, written step cards available

physical disability

Adapted turning in seated position, modified apparatus heights, alternative pathway shapes

Cross-Curricular Links

Maths

Geometry - square shapes, right angles, symmetry in turns, counting sides and corners

Science

Forces and motion - spinning, balance, centre of gravity during turns

Geography

Direction and navigation - left/right orientation, pathway mapping, spatial awareness

PSHE

Self-assessment skills, cooperation during apparatus work, perseverance with new skills

Teacher Guidance

Positioning

Central position for skill demonstration, circulate during practice for individual feedback

Observation Focus

Watch for turning coordination, pathway accuracy, and apparatus safety

Intervention Points

Step in when students struggling with left/right concepts or apparatus safety

Demonstration Notes

Exaggerate turning movements for clarity, show pathway tracing clearly, model elegant poses

Verbal Cues

•'Step forward with that foot!'
•'Hand to opposite shoulder!'
•'Spin like a dancer!'
•'Finish like a statue!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 20m with apparatus storage, clear of obstacles

Surface Check

Dry, non-slip surface essential for safe turning and apparatus work

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Adequate matting around all apparatus
•Bean bags and cones inspected for damage
•Wall space clear for handstand attempts

Risk Management

Key Risks

•Collisions during turning practice
•Falls from apparatus
•Unsafe apparatus handling
•Injuries from handstand attempts

Risk Mitigation

•Adequate personal space during skill practice
•Clear apparatus safety rules enforced
•Progressive skill building from simple to complex
•Supervised handstand attempts with wall support

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during apparatus work
•Active monitoring of apparatus setup and pack-away
•Close supervision of handstand and support attempts

Emergency Procedures

Stop signal established, first aid accessible, clear evacuation routes maintained