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Lesson 6 - Linking Two Movements

Fundamental Body Shapes and Movement Vocabulary for Young Gymnasts

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Year 1

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Gymnastics

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45 min

Big Question

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

Gymnastics Benches

4-6

Positioned around the hall with safe spacing

Alternative: Low boxes, balance beams

Gymnastics Mats

2-3

Placed beside and around apparatus for safety

Alternative: Crash mats, yoga mats

Cones

Mark safe working areas around apparatus

Alternative: Markers, bean bags

Key Vocabulary

Linking

Connecting two or more movements together in a smooth sequence

Flow

Moving smoothly from one shape or movement into another without stopping

Transition

The movement that connects one position to another

Champion

Performing movements with excellent quality, control and presentation

Sequence

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

Student selects appropriate movements for theme words

Smooth transition visible between movements

Quality maintained throughout linked sequence

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