Lesson 6 - Pathways on Apparatus and Floor
Exploring Movement Pathways Through Creative Gymnastics
•Year 1
•Gymnastics
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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
10 cones in circle for warm-up, 4 coloured cones for conclusion
Alternative: Markers, spots
Central pile for dinosaur egg game
Alternative: Soft balls, foam blocks
Distributed around hall in stations
Alternative: Benches, mats, low tables
Placed safely around apparatus
Alternative: Crash mats, thin mats
For apparatus setup challenge
Alternative: Timer app, wall clock
Key Vocabulary
The route or direction you travel when moving
A series of movements joined together in order
Getting onto apparatus safely and with control
Getting off apparatus safely and with control
When movements connect smoothly without stopping
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
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