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Lesson 3 - Narrow Shapes and Rolling Sequences

Foundation Body Shapes and Rolling Control

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Year 1

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Gymnastics

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1h 6min

Big Question

How can I create smooth sequences using long, narrow shapes while staying in control?

Learning Objectives

Form sequences of long shapes whilst in balance, motion and flight
Transfer floor work movements onto apparatus safely
Demonstrate physical confidence in gymnastics movements

Key Outcomes

Students will create and perform a sequence of narrow movements at different levels
Students will demonstrate controlled movements on both floor and apparatus
Students will show improved physical confidence through progressive challenges

Equipment & Resources Required

Gymnastics Mats

8-10

Distribute around apparatus stations

Alternative: Yoga mats or crash mats

Benches

4-6

Set at various heights and angles

Alternative: Low balance beams

Low Boxes

2-3

Different heights for progression

Alternative: Stacked mats

Balls

Central pile for warm-up game

Alternative: Small balls or scarves

Cones

Circle formation around bean bags

Alternative: Markers or spots

Stopwatch

For timing apparatus setup

Alternative: Phone timer

Key Vocabulary

Narrow

Making your body long and thin, like a pencil

Sequence

A series of movements performed one after another

Balance

Staying steady and controlled in one position

Log roll

Rolling sideways while keeping your body straight and narrow

Pencil jump

Jumping up while keeping your body long and straight

Apparatus

Gymnastics equipment like mats, benches, and boxes

Skill Progression Pathway

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

Prior Learning

Basic body shapes (straight, curled, wide)
Simple rolling movements
Fundamental movement patterns (walking, jumping)

Current Skills

Long, narrow body shapes
Pencil jumps and log rolls
Sequence building with narrow movements
Apparatus work with narrow shapes

Next Steps

Complex rolling sequences
Advanced balancing on apparatus
Partner and group work

Milestone Indicators

Maintains narrow shape throughout movement

Shows control in transitions between movements

Demonstrates confidence on apparatus

Key Teaching Points

Narrow shapes must be maintained throughout all movements and sequences
Sequences should flow smoothly with controlled transitions between movements
Different levels (high, medium, low) add variety and challenge to sequences
Apparatus work requires increased focus on safety and control
Physical confidence builds through progressive challenges and positive reinforcement
Partner work enhances learning through peer observation and feedback
Creative starting positions and movement variations should be celebrated

Common Misconceptions

Thinking narrow means just arms by sides (actually whole body alignment)
Believing faster sequences are better (quality and control more important)
Assuming apparatus work is just for advanced students (all can participate safely)
Thinking sequences must be complex (simple, well-executed sequences are excellent)
Believing gymnastics is only about flexibility (strength and coordination equally important)

SEN Adaptations

ADHD

Short activity bursts, regular position changes, clear boundaries and expectations, immediate positive feedback

dyspraxia

Simplified sequences, extra practice time, visual cues and targets, celebration of effort over perfection

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet zones available if needed

visual impairment

Clear verbal descriptions of apparatus layout, buddy support for navigation, tactile exploration of equipment before use

hearing impairment

Visual demonstrations emphasised, written instruction cards available, clear visual signals for start/stop

physical disability

Adapted apparatus heights, seated versions of narrow movements, modified sequences based on mobility

Cross-Curricular Links

English

Character vocabulary from Toy Story, descriptive language for movements (narrow, wide, long), sequence vocabulary

Maths

Counting movements in sequences, understanding levels (high, medium, low), measuring apparatus heights and distances

Science

Forces and motion during rolling, balance and centre of gravity, body systems during exercise

PSHE

Building confidence, cooperative working, peer support and encouragement, celebrating achievement

Teacher Guidance

Positioning

Central position for demonstrations, circuit around apparatus stations during work time

Observation Focus

Watch for narrow shape maintenance, sequence development, confidence building, apparatus safety

Intervention Points

Step in when apparatus safety compromised, provide individual support for struggling students, encourage reluctant participants

Demonstration Notes

Use clear, exaggerated movements for narrow shapes, show sequences slowly first then at normal pace, involve confident students in demonstrations

Verbal Cues

•'Long and narrow like a pencil!'
•'Smooth connections between movements!'
•'Control your body throughout!'
•'Show me your confidence!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m hall space, clear of obstacles with apparatus storage access

Surface Check

Non-slip surface, clean and dry, suitable for gymnastics activities

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned appropriately around equipment
•Benches and boxes securely positioned
•Bean bags and cones in good condition

Risk Management

Key Risks

•Falls from apparatus
•Collisions during movement
•Improper apparatus handling
•Overconfidence leading to unsafe attempts

Risk Mitigation

•Progressive skill building from floor to apparatus
•Clear apparatus rules enforced consistently
•Adequate supervision at all apparatus stations
•Proper warm-up to prepare bodies for activity

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus
•Circulate constantly during apparatus work
•Monitor apparatus setup and pack away closely

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school procedures as necessary