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Lesson 6 - Pathways on Apparatus and Floor

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 I use different pathways to create an interesting sequence that flows from beginning to end?

Learning Objectives

To use different pathways within a sequence on floor and apparatus
To mount and dismount apparatus using different pathways
To create sequences that flow from one movement to the next

Key Outcomes

Students will demonstrate competent basic skills within sequences
Students will show imaginative and safe mounting/dismounting of apparatus
Students will perform sequences with clear pathway variations

Equipment & Resources Required

Cones

10 upturned, 4 coloured

10 cones in circle for warm-up, 4 coloured cones for conclusion

Alternative: Markers, spots

Balls

Central pile for dinosaur egg game

Alternative: Soft balls, foam blocks

Gymnastics Mats

Various pieces

Distributed around hall in stations

Alternative: Benches, mats, low tables

Mats

As needed for apparatus

Placed safely around apparatus

Alternative: Crash mats, thin mats

Stopwatch

For apparatus setup challenge

Alternative: Timer app, wall clock

Key Vocabulary

Pathway

The route or direction you travel when moving

Sequence

A series of movements joined together in order

Mount

Getting onto apparatus safely and with control

Dismount

Getting off apparatus safely and with control

Flow

When movements connect smoothly without stopping

Control

Being in charge of your body and movements

Skill Progression Pathway

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

Prior Learning

Basic travelling movements (walking, crawling, hopping)
Simple balances and static positions
Safe apparatus handling and rules

Current Skills

Pathway awareness and variation
Sequence creation and performance
Apparatus mounting and dismounting techniques

Next Steps

Complex sequence development
Advanced apparatus work
Performance evaluation skills

Milestone Indicators

Can identify different pathway types

Demonstrates safe apparatus use

Shows improvement in sequence flow

Key Teaching Points

Safety is paramount - reinforce apparatus rules consistently throughout
Pathway variety is more important than complex skills - encourage creativity
Flow between movements creates better sequences than individual brilliant moves
Peer assessment develops both performance and evaluation skills
Control must always come before speed in gymnastics
Every child can succeed with appropriate differentiation and support
Assessment should celebrate progress and effort alongside attainment

Common Misconceptions

Children thinking gymnastics is only about advanced skills like handstands - emphasise that pathway control and sequence flow are equally important
Believing apparatus work is more valuable than floor work - both develop essential skills
Thinking speed equals skill - control and technique are more important
Assuming all children should achieve the same level - celebrate individual progress and variety
Misconception that peer assessment means criticism - teach constructive feedback skills
Believing apparatus must be high to be challenging - low apparatus can provide excellent learning opportunities

SEN Adaptations

ADHD

Shorter activity segments, clear physical boundaries for sequences, regular movement breaks, specific roles during peer assessment

dyspraxia

Break down sequences into smaller steps, provide additional practice time, use wall support for balance challenges, simplified apparatus arrangements

autism spectrum

Clear visual schedule of lesson sections, consistent apparatus setup routines, quiet reflection time options, predictable peer assessment structure

visual impairment

Use tactile pathway markers on floor, provide verbal descriptions of apparatus layout, buddy system for apparatus work, bright coloured equipment

hearing impairment

Visual demonstrations of all movements, visual cues for start/stop, written pathway cards, clear hand signals for apparatus rules

physical disability

Adapt apparatus heights, provide additional support during mounting, wheelchair-accessible pathways, modified travelling movements as appropriate

Cross-Curricular Links

English

Following instructions accurately, using descriptive vocabulary for movement and pathways, giving constructive feedback to peers

Maths

Identifying and naming different shapes in pathways (straight lines, curves, zigzags), counting movements in sequences, understanding spatial concepts

Science

Understanding forces needed for movement, balance and stability concepts, how muscles work during different travelling movements

Art

Creating visual pathways and patterns, understanding how movements can create artistic sequences, appreciation of aesthetic qualities in gymnastics

Teacher Guidance

Positioning

Central position during demonstrations, circulate during apparatus work, position for maximum visibility during peer assessment

Observation Focus

Look for controlled movements, safe apparatus use, pathway variety, sequence flow, and cooperative behaviour

Intervention Points

Step in for unsafe apparatus use, support struggling children with mounting/dismounting, facilitate positive peer feedback

Demonstration Notes

Use clear, exaggerated movements for pathway demonstration, show both correct and incorrect examples, involve children in demonstrations where safe

Verbal Cues

•'Control first, then speed!'
•'Show me your pathway choice!'
•'Make it flow from start to finish!'
•'Safety rules always!'
•'Help your partner succeed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m, clear of obstacles, with wall space for advanced activities

Surface Check

Non-slip hall floor, dry and even surface, no protruding fixtures

Equipment Safety

Safety Checks

•Check all apparatus is stable and secure before use
•Ensure adequate mat coverage around apparatus
•Inspect cones and bean bags for damage
•Verify stopwatch is working for timed challenges

Risk Management

Key Risks

•Falls from apparatus during mounting/dismounting
•Collisions during floor sequences
•Poor landing technique during jumps
•Unsafe apparatus handling during setup/pack away

Risk Mitigation

•Clear boundaries for individual sequence work
•Adequate spacing between apparatus stations
•Progressive skill building from floor to apparatus
•Constant adult supervision during apparatus work
•Enforcement of walking-only policy around apparatus

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus
•Circulate to monitor mounting and dismounting
•Watch for safe apparatus handling during transitions
•Monitor pathway intersections during floor work

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, ensure other children are safe and supervised