Lesson 6 - Linking Two Movements
Fundamental Body Shapes and Movement Vocabulary for Young Gymnasts
•Year 1
•Gymnastics
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How can we link our wide, narrow and curled movements together like champion gymnasts?
Learning Objectives
- To link two gymnastics movements together using the theme words wide, narrow and curled
- To explore the concept of 'flow' when transitioning between movements
- To demonstrate champion gymnastics by combining movements on apparatus
Key Outcomes
- Students will select two theme words and perform corresponding movements
- Students will link movements together with smooth transitions
- Students will demonstrate understanding of flow between gymnastics shapes
Equipment & Resources Required
Positioned around the hall with safe spacing
Alternative: Low boxes, balance beams
Placed beside and around apparatus for safety
Alternative: Crash mats, yoga mats
Mark safe working areas around apparatus
Alternative: Markers, bean bags
Key Vocabulary
Connecting two or more movements together in a smooth sequence
Moving smoothly from one shape or movement into another without stopping
The movement that connects one position to another
Performing movements with excellent quality, control and presentation
A series of movements performed one after another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understanding of wide, narrow and curled body shapes
- Basic movements demonstrating each theme word
- Moving safely on apparatus
Current Skills
- Linking two movements together
- Creating smooth transitions between shapes
- Understanding the concept of flow in gymnastics
Next Steps
- Linking three or more movements in sequence
- Creating complete gymnastics routines
- Applying flow concept to more complex apparatus work
Milestone Indicators
Key Teaching Points
- Flow is more important than complex movements - keep linking smooth and controlled
- Quality over quantity - two perfect movements linked well beats three poorly connected ones
- Theme words must be clearly visible - exaggerate shapes so others can identify them
- Safety first on apparatus - linking should enhance control, not reduce it
- Everyone can be a champion - celebrate effort and improvement, not just natural ability
- Use apparatus creatively - same theme words can look different on different equipment
- Support peers - champion gymnasts help others improve and celebrate success together
Common Misconceptions
- Thinking linking means doing movements faster - actually requires more control and slower transitions
- Believing complex skills make better linking - simple movements linked well are more effective
- Assuming all three theme words must be used - two well-linked movements show better understanding
- Thinking flow means never stopping - controlled pauses can be part of champion linking
- Believing apparatus work is more important than floor work - linking principles apply everywhere
SEN Adaptations
ADHD
- Regular activity changes, clear and immediate feedback, movement-based learning opportunities
dyspraxia
- Simplified movement combinations, extra practice time, breaking down linking into smaller steps
autism spectrum
- Clear structure with predictable routines, visual schedule showing lesson stages, quiet space available if needed
visual impairment
- Tactile guidance for apparatus exploration, clear verbal descriptions of linking, peer support for spatial awareness
hearing impairment
- Visual demonstrations of all linking sequences, written theme word cards, hand signals for transitions
physical disability
- Adapted movements using available mobility, wheelchair-accessible apparatus options, modified linking challenges
Cross-Curricular Links
English
Vocabulary development with specialist gymnastics terms, descriptive language for movement quality
Maths
Sequencing and ordering movements, counting movements in sequences, understanding patterns
Science
Forces and motion in gymnastics, balance and stability, body systems during exercise
Art
Creating sequences like choreography, understanding flow and transitions in creative work
PSHE
Building confidence through performance, supporting others, perseverance when learning is challenging
Teacher Guidance
Positioning
Mobile positioning to supervise apparatus stations, central for demonstrations
Observation Focus
Quality of linking, safety awareness, understanding of theme words, peer interactions
Intervention Points
When students struggle with linking concept, unsafe apparatus use, or lack of flow in movements
Demonstration Notes
Always demonstrate linking sequences slowly first, then at normal speed. Use clear verbal labels for theme words during demonstrations.
Verbal Cues
- •'Flow like water from one shape to the next'
- •'Champions never stop between movements'
- •'Show me your theme words clearly'
- •'What comes after your first movement?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 10m with additional apparatus space
Surface Check
Non-slip surface, checked for hazards before apparatus placement
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned correctly around all apparatus
- •Adequate spacing between apparatus stations to prevent collisions
Risk Management
Key Risks
- •Falls from apparatus during linking attempts
- •Collisions between students moving around equipment
- •Overambitious attempts at complex linking
Risk Mitigation
- •Gradual progression from floor to apparatus work
- •Constant teacher supervision at apparatus stations
- •Clear movement patterns and boundaries established
- •Emphasis on control and quality over difficulty
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Active circulation between stations during practice
- •Immediate intervention for unsafe practice
Emergency Procedures
Stop activity immediately, assess injury, apply first aid as needed, contact school procedures