Lesson 4 - Zig-Zag Pathway Sequences
Exploring Movement Pathways Through Creative Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we link different jumping skills to create exciting zig-zag pathways?
Learning Objectives
- To jump in different pathways with coordination and control
- To link different travelling actions into sequences
- To understand how to share space safely with others
Key Outcomes
- Students will be able to jump using different take-off and landing combinations
- Students will create and perform a zig-zag pathway sequence
- Students will demonstrate improved coordination when changing direction
Equipment & Resources Required
Spread around hall for apparatus work
Alternative: Carpet tiles or marked floor areas
For timing apparatus setup challenge
Alternative: Phone timer, wall clock
For finishing activity music game
Alternative: Phone, tablet with speaker
To mark pathways and boundaries
Alternative: Bean bags, chalk marks
For lesson conclusion rewards
Alternative: Verbal praise, thumbs up cards
Key Vocabulary
The line or route along which we travel
A pathway with sharp turns from side to side
A series of movements linked together smoothly
Using different parts of your body together smoothly
How you leave the ground when jumping
How you arrive back on the ground safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic jumping with two feet together
- Simple directional changes
- Following pathways on the floor
Current Skills
- Jumping with different take-off and landing patterns
- Creating zig-zag pathways
- Linking movements into sequences
Next Steps
- More complex pathway sequences
- Adding rolls and balances to pathways
- Partner pathway work
Milestone Indicators
Key Teaching Points
- Emphasise soft, controlled landings with bent knees for all jumping activities
- Maintain clear zig-zag pathway concept throughout all activities and apparatus work
- Focus on smooth transitions and flow between different jumping patterns in sequences
- Prioritise safety during apparatus setup, use and pack-away procedures
- Encourage creativity while maintaining technical skill development
- Use peer assessment to develop observation skills and build supportive learning community
- Apply differentiation to ensure all children can access learning at appropriate level
Common Misconceptions
- Children may think jumping higher is better than jumping with control - emphasise control over height
- May believe zig-zag means any random direction changes - clarify the specific sharp-angled pathway pattern
- Could assume sequences need to be fast - stress that smooth, controlled linking is more important than speed
- Might think apparatus work is separate from floor skills - reinforce connection between apparatus and pathway work
- May believe peer feedback should only be positive - teach constructive suggestions for improvement
SEN Adaptations
ADHD
- Regular movement breaks built into instruction time, clear boundaries marked, immediate positive feedback for good choices
dyspraxia
- Slower progression through skills, visual guides for apparatus setup, extra practice time for coordination activities
autism spectrum
- Clear visual schedule of lesson sections, quiet space available for breaks, consistent routines for apparatus work
visual impairment
- Use brightly coloured floor markers for pathways, provide verbal descriptions of demonstrations, buddy system for apparatus work
hearing impairment
- Use visual signals and gestures, written instruction cards, demonstration-heavy teaching approach
physical disability
- Seated pathway creation using arms, adapted apparatus heights, focus on upper body sequences where appropriate
Cross-Curricular Links
English
Vocabulary development (pathway, sequence, coordination), descriptive language for movement, listening skills during instructions
Maths
Geometry - angles and turns (90, 270 degrees), patterns and sequences, counting jumps and repetitions
Science
Forces - push and pull in jumping, gravity and landing, body systems during exercise and movement
Geography
Direction and pathways, spatial awareness, mapping movement patterns across space
PSHE
Cooperation and teamwork, giving constructive feedback, building confidence through achievement, resilience during challenges
Teacher Guidance
Positioning
Move around hall perimeter during floor work, central position during demonstrations, close supervision during apparatus work
Observation Focus
Landing technique and control, pathway clarity, cooperation and safety awareness, sequence quality and flow
Intervention Points
Step in for unsafe jumping technique, apparatus safety concerns, or significant skill difficulties
Demonstration Notes
Use clear, exaggerated movements for skill demonstrations, involve children in showing good examples, emphasise key teaching points visually
Verbal Cues
- •'Soft landings with bent knees!'
- •'Show me your zig-zag pathway!'
- •'Smooth linking between jumps!'
- •'Safe approach to apparatus!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, additional perimeter space for apparatus stations
Surface Check
Non-slip floor surface, free from obstacles and moisture
Equipment Safety
Safety Checks
- •Check all apparatus is stable before use
- •Ensure mats are properly positioned under apparatus
- •Verify adequate space around each apparatus station
Risk Management
Key Risks
- •Falls from apparatus or during jumping
- •Collisions between children during floor work
- •Injury from improper lifting of apparatus
- •Overexertion during repeated jumping activities
Risk Mitigation
- •Clear boundaries and adequate spacing established
- •Progressive skill building from simple to complex
- •Systematic apparatus setup and pack-away procedures
- •Regular rest breaks during jumping activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during apparatus work
- •Actively monitor jumping technique and fatigue levels
- •Ensure apparatus rules are consistently followed
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid/support, inform senior staff if required