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Lesson 2 - Rolling and Balancing Sequences

Foundation Body Shapes and Rolling Control

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Year 1

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Gymnastics

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45 min

Big Question

How can we use our bodies to create amazing curled shapes and rolling movements?

Learning Objectives

To take own body weight and move in tight curled shapes
To create a sequence of curled movements on floor and apparatus
To understand what inversion means in gymnastics

Key Outcomes

Students will demonstrate controlled curled movements
Students will create and perform a rolling sequence
Students will give constructive feedback to partners

Equipment & Resources Required

Gymnastics Mats

8-10

Distributed around hall for rolling practice

Alternative: Exercise mats, carpet tiles for cushioning

Gymnastics Benches

4-6

Set at various heights for apparatus work

Alternative: PE benches, low tables

Gymnastics Vaults

2-3

Different heights for varied challenges

Alternative: Sturdy PE boxes, stacked mats

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer, wall clock

Cones

Mark boundaries and starting positions

Alternative: Bean bags, tape marks on floor

Key Vocabulary

Curled shape

Body position where you make yourself as small and round as possible

Inversion

When your head is lower than your hips, like in a headstand

Sequence

A series of movements performed one after another

Apparatus

Gymnastics equipment like mats, benches, and boxes

Back support

Sitting position with hands behind you supporting your body weight

Skill Progression Pathway

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

Prior Learning

Basic body awareness and personal space
Simple rolling movements like log rolls
Basic balance positions

Current Skills

Controlled curled shapes and positions
Forward rolling technique
Sequencing movements together

Next Steps

Backward rolling movements
More complex apparatus sequences
Partner work and mirroring

Milestone Indicators

Maintains tight curled position throughout roll

Links movements smoothly in sequence

Demonstrates controlled inversion movements

Key Teaching Points

Tight curled shapes with chin tucked to chest protect the neck during rolling
Quality and control are more important than speed in all gymnastic movements
Apparatus setup and pack away are learning opportunities for cooperation and safety
Peer feedback should always start with something positive before suggesting improvements
Self-assessment helps children recognise their own learning and set personal goals
Inversion movements build core strength but must be taught with careful progression
Sequences allow children to be creative while practicing fundamental skills

Common Misconceptions

Misconception: Rolling should be fast and forceful. Correction: Slow, controlled rolling with proper technique is safer and more skilful
Misconception: All children should achieve the same movements. Correction: Individual progress and effort are equally valuable
Misconception: Apparatus work is just for fun. Correction: Apparatus provides specific learning opportunities and skill development
Misconception: Peer feedback means pointing out mistakes. Correction: Good feedback starts with positive observations and offers helpful suggestions
Misconception: Gymnastics is dangerous. Correction: Proper progression, technique focus, and safety awareness make gymnastics a safe learning activity

SEN Adaptations

ADHD

Clear, short instructions with regular reminders, movement breaks built into lesson structure, positive reinforcement for focus

dyspraxia

Extra practice time for movement sequences, simplified apparatus arrangements, focus on core movements before adding complexity

autism spectrum

Clear visual schedule of lesson structure, quiet space available if needed, consistent routines for apparatus setup

visual impairment

Use tactile demonstrations for curled shapes, provide verbal descriptions of apparatus layout, buddy system for apparatus navigation

hearing impairment

Visual demonstrations of all movements, written apparatus safety rules displayed, use of hand signals for feedback

physical disability

Adapted curled positions in seated/supported positions, use of lower apparatus or floor-based alternatives, focus on achievable movements

Cross-Curricular Links

English

Following instructions carefully, using descriptive language for movement feedback, sequence vocabulary development

Maths

Counting movements in sequences, understanding patterns and order, spatial awareness and positional language

Science

Understanding body parts and how muscles work, learning about balance and forces, exploring gravity during rolling

PSHE

Building confidence and self-esteem, developing cooperation and teamwork skills, learning to give and receive constructive feedback

Teacher Guidance

Positioning

Move around the hall to observe all children, positioned at corners for maximum visibility during apparatus work

Observation Focus

Watch for tight curled shapes, safe rolling technique, cooperative behaviour, and quality of peer feedback

Intervention Points

Step in immediately for unsafe rolling technique, provide additional support for children lacking confidence, guide feedback quality during peer assessment

Demonstration Notes

Use exaggerated movements to show tight curled positions clearly, demonstrate safety aspects of rolling slowly and clearly, model positive feedback language for children to copy

Verbal Cues

•'Make yourself small like a tennis ball!'
•'Chin to chest like looking at your tummy button!'
•'Tight shapes, smooth movements!'
•'Safety first, teamwork second, speed third!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m clear of obstacles

Surface Check

Non-slip floor surface, clean and dry, checked for hazards before lesson

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Adequate matting provided around all equipment
•Equipment appropriate heights for Year 1 ability
•Safe storage areas clearly marked

Risk Management

Key Risks

•Neck injury during forward rolling
•Falls from apparatus
•Collisions during warm-up games
•Finger/wrist strain in back support position

Risk Mitigation

•Emphasis on chin-to-chest during rolling movements
•Progressive skill building before apparatus work
•Clear boundaries and controlled movement during games
•Proper warm-up including wrist preparation
•Constant supervision during apparatus activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Active monitoring of rolling technique
•Close supervision during apparatus setup and pack away
•Regular safety reminders throughout lesson

Emergency Procedures

Stop activity immediately, assess injury, appropriate first aid response, clear communication with school office if needed