Lesson 2 - Rolling and Balancing Sequences
Foundation Body Shapes and Rolling Control
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Distributed around hall for rolling practice
Alternative: Exercise mats, carpet tiles for cushioning
Set at various heights for apparatus work
Alternative: PE benches, low tables
Different heights for varied challenges
Alternative: Sturdy PE boxes, stacked mats
For timing apparatus setup challenges
Alternative: Phone timer, wall clock
Mark boundaries and starting positions
Alternative: Bean bags, tape marks on floor
Key Vocabulary
Body position where you make yourself as small and round as possible
When your head is lower than your hips, like in a headstand
A series of movements performed one after another
Gymnastics equipment like mats, benches, and boxes
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
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