Lesson 3 - Narrow Shapes and Rolling Sequences
Foundation Body Shapes and Rolling Control
•Year 1
•Gymnastics
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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
Distribute around apparatus stations
Alternative: Yoga mats or crash mats
Set at various heights and angles
Alternative: Low balance beams
Different heights for progression
Alternative: Stacked mats
Central pile for warm-up game
Alternative: Small balls or scarves
Circle formation around bean bags
Alternative: Markers or spots
For timing apparatus setup
Alternative: Phone timer
Key Vocabulary
Making your body long and thin, like a pencil
A series of movements performed one after another
Staying steady and controlled in one position
Rolling sideways while keeping your body straight and narrow
Jumping up while keeping your body long and straight
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
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