Lesson 1 - Pathways and Stepping
Exploring Movement Pathways Through Creative Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we create beautiful stepping patterns that show different pathways?
Learning Objectives
- To step with controlled and elegant movement in different directions
- To create sequences involving sideways, forwards and backward stepping
- To begin linking skills to perform actions and sequences of movement
Key Outcomes
- Students will demonstrate controlled stepping in multiple directions
- Students will create sequences using different pathways
- Students will link movements to form simple gymnastics sequences
Equipment & Resources Required
Placed around apparatus stations for safety
Alternative: PE mats or carpeted area
For warm-up game and music game activities
Alternative: Voice commands
For timing apparatus setup challenges
Alternative: Timer on phone
Key Vocabulary
The route or direction your body travels through space
A series of movements performed one after another
When both sides of your body do the same thing
When both sides of your body do different things
How fast or slow, strong or gentle your movements are
Body straight like a plank, arms supporting weight
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic front support position
- Simple travelling movements
- Following simple movement instructions
Current Skills
- Controlled stepping in multiple directions
- Creating pathway sequences
- Linking movements together
Next Steps
- Complex pathway combinations
- Adding levels to pathway work
- Incorporating rolls into sequences
Milestone Indicators
Key Teaching Points
- Emphasise control and elegance over speed in all stepping movements
- Model excellent technique constantly throughout the lesson
- Use children as positive examples to reinforce learning
- Connect all activities back to pathway creation and sequence building
- Maintain enthusiasm and energy while ensuring safety standards
- Celebrate effort and improvement as much as achievement
- Use spatial and directional vocabulary consistently throughout
Common Misconceptions
- Thinking faster movement is better - emphasise control and quality
- Believing pathways must be large - small, precise movements can be equally effective
- Assuming forwards movement is easier - backwards and sideways require different but valuable skills
- Thinking sequences must be complex - simple, well-executed sequences are more valuable
- Believing apparatus work is too difficult - scaffold confidence through progressive challenges
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, movement breaks between static activities, clear visual and verbal boundaries for work areas
dyspraxia
- Extra practice time for movement patterns, simplified pathway designs initially, verbal counting to support sequence memory, physical support available
autism spectrum
- Clear visual schedule of lesson sections, consistent routines for apparatus setup, quiet space available if needed, advance warning of music activities
visual impairment
- Use verbal descriptions of pathways, tactile markers for direction changes, buddy support system for spatial navigation
hearing impairment
- Visual demonstrations of all movements, hand signals for music game commands, written instruction cards available
physical disability
- Seated pathway creation using upper body, modified apparatus heights, alternative movement patterns for different mobility levels
Cross-Curricular Links
English
Following complex instructions, using descriptive vocabulary, communication during partner work and demonstrations
Maths
Exploring 2D shapes through letter pathways (L, W, M, V), understanding angles and turns, measuring distances stepped
Science
Understanding forces and motion through stepping movements, balance and stability concepts, body awareness and coordination
Art
Creating patterns and designs through movement pathways, understanding symmetry and asymmetry in body positions
Geography
Directional vocabulary (forwards, backwards, sideways), creating and following routes, spatial awareness and mapping concepts
Teacher Guidance
Positioning
Move around the space to observe all children, positioning near apparatus during complex activities
Observation Focus
Watch for pathway accuracy, stepping technique quality, balance and control throughout movements
Intervention Points
Step in when children show unsafe technique, lose balance repeatedly, or need encouragement with challenging skills
Demonstration Notes
Use clear, exaggerated movements to show technique. Demonstrate mistakes and corrections. Use children as positive examples when appropriate
Verbal Cues
- •'Pointed toes, controlled steps'
- •'Strong aeroplane arms'
- •'Make your pathway clear and deliberate'
- •'Link your movements smoothly together'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space for movement activities, additional space for apparatus stations
Surface Check
Clean, dry, non-slip surface free from obstacles. Mats available for apparatus work
Equipment Safety
Safety Checks
- •Check apparatus is stable and secure before use
- •Ensure mats are positioned correctly around apparatus
- •Test music equipment volume levels for safe communication
Risk Management
Key Risks
- •Collisions during pathway activities
- •Falls from apparatus during stepping sequences
- •Strain injuries during front support positions
- •Trips during backwards stepping movements
Risk Mitigation
- •Clear spatial boundaries established for individual work
- •Progressive skill building from floor to apparatus
- •Constant supervision during apparatus work
- •Emphasis on controlled movement over speed
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Monitor front support positions for technique and fatigue
- •Watch for spatial awareness during backwards movement
Emergency Procedures
Stop activity immediately for any safety concerns, assess injury or risk, provide appropriate first aid, modify activity if needed