Lesson 2 - Travelling in Pathways
Exploring Movement Pathways Through Creative Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can I create different pathways when I travel close to the ground?
Learning Objectives
- To push and pull myself along the ground using different body parts
- To form sequences by travelling in specified pathways
- To recognise what success looks like in myself and others
Key Outcomes
- Students will demonstrate controlled pushing and pulling movements at low level
- Students will create simple sequences incorporating different pathway shapes
- Students will peer assess and self-assess movement quality
Equipment & Resources Required
Spread evenly around hall for apparatus work section
Alternative: Carpet squares or towels for sliding practice
Set up in stations around the hall with clear pathways between
Alternative: Sturdy chairs or low tables (supervised use only)
Use to mark pathway corners and starting positions
Alternative: Bean bags, plastic bottles, or chalk marks
For timing apparatus setup and pack away
Alternative: Phone timer or classroom clock
For recording peer assessment dialogue and movement examples
Alternative: Note-taking for assessment observations
Key Vocabulary
The route or direction you travel in, like straight, curved, or zigzag lines
Using your muscles to move yourself forward by pressing against the ground
Using your muscles to drag yourself forward by gripping and pulling
A series of movements performed one after another in order
Moving close to the ground, using hands, knees, or lying down
A shape with three sides and three corners
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple travelling movements like crawling and rolling
- Understanding of high, medium and low levels
Current Skills
- Controlled pushing and pulling movements at floor level
- Creating geometric pathway shapes
- Peer assessment and feedback skills
Next Steps
- Linking apparatus work with pathway concepts
- More complex pathway combinations
- Partner and group pathway sequences
Milestone Indicators
Key Teaching Points
- Emphasise control over speed in all pushing and pulling movements
- Insist on clear geometric shapes - use visual and verbal cues to reinforce
- Model high-quality peer feedback using specific, positive language
- Maintain strict apparatus safety rules throughout equipment handling
- Encourage experimentation while maintaining safety boundaries
- Connect pathway work to real-world examples children understand
- Celebrate both skill achievement and positive attitudes equally
Common Misconceptions
- Pushing and pulling are the same - demonstrate clear differences in muscle action and body position
- Faster movement equals better performance - emphasise control and accuracy over speed
- Peer feedback should focus on problems - teach positive, constructive observation skills
- Apparatus work is just free play - establish clear learning objectives for equipment use
- Shape pathways don't need to be accurate - use visual markers and checking techniques
- Self-assessment is about pleasing the teacher - encourage honest personal reflection
SEN Adaptations
ADHD
- Frequent movement breaks, clear time boundaries for activities, immediate positive feedback for on-task behaviour
dyspraxia
- Slower demonstration pace, broken-down skill teaching, additional practice time for coordination development
autism spectrum
- Clear visual schedules for lesson structure, quiet observation zones available, consistent routines for apparatus work
visual impairment
- Use bright coloured markers for pathways, provide tactile guidance for shapes, buddy system for demonstrations
hearing impairment
- Visual demonstrations emphasised, hand signals for instructions, written task cards available
physical disability
- Wheelchair pathway versions, seated push/pull alternatives, modified apparatus heights and positions
Cross-Curricular Links
English
Speaking and listening - giving feedback, following instructions, using descriptive vocabulary for movement
Maths
Geometry - recognising and creating 2D shapes, understanding properties of triangles, squares, circles
Science
Forces and motion - pushing and pulling forces, friction between body and floor, balance and stability
Geography
Direction and position - understanding pathways and routes, spatial awareness, mapping movement patterns
PSHE
Working with others - peer assessment skills, giving constructive feedback, celebrating others' achievements
Teacher Guidance
Positioning
Move around perimeter for full class visibility, closer supervision during apparatus work
Observation Focus
Monitor pathway accuracy, movement control, peer interaction quality, safety awareness
Intervention Points
Step in for unsafe movement, support struggling learners, manage peer assessment quality, enforce apparatus rules
Demonstration Notes
Use clear, slow demonstrations emphasising key teaching points. Include children as demonstrators where appropriate to model good practice
Verbal Cues
- •'Strong pushing with your hands!'
- •'Make your pathway shape really clear!'
- •'Smooth transitions between movements!'
- •'Tell your partner exactly what you saw!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Hall or large indoor space minimum 15m x 10m, clear of obstacles
Surface Check
Non-slip surface, checked for hazards, appropriate for floor work
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned securely and flat
- •Adequate spacing around each apparatus station
Risk Management
Key Risks
- •Collisions during warm-up activities
- •Falls from apparatus or during floor work
- •Strains from pushing/pulling movements
- •Overexertion during game activities
Risk Mitigation
- •Clear boundaries and pathways established
- •Controlled movement speeds emphasised throughout
- •Progressive skill building from simple to complex
- •Adult supervision of apparatus setup and use
- •Regular safety reminders and rule reinforcement
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all working areas
- •Circulate during individual practice to check technique
- •Monitor apparatus work closely for safe use
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation routes, contact emergency services if serious injury