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Lesson 1 - Basic Jumps and Rolls

Movement Patterns & Awareness

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Year 1

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Gymnastics

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45 min

Big Question

How can we create exciting movement patterns by linking jumps and rolls together?

Learning Objectives

To be able to choose and link three 'like actions' to perform in a sequence
To use the term 'like actions' correctly when describing movement patterns
To refine shapes and jumps to improve coordination and control

Key Outcomes

Students will perform three different jumps and three different rolls with increasing control
Students will understand and explain what 'like actions' means in gymnastics
Students will create and repeat a three-element movement pattern

Equipment & Resources Required

Gymnastics Mats

4-5 strips

Arranged in parallel strips with safe spacing between

Alternative: Crash mats or tumbling mats

Music Player

Positioned where all students can hear clearly

Alternative: Phone with speaker, classroom sound system

Lively Music

2-3 tracks

Pre-selected tracks ready to play

Alternative: Any upbeat music with strong rhythm

Cones

8-10

To mark mat positions and boundaries

Alternative: Bean bags, spots

Key Vocabulary

Like actions

Movements that are of the same type, such as three jumps or three rolls

Sequence

A series of movements performed one after another in a set order

Teddy bear roll

A sideways roll holding knees while sitting in straddle position

Log roll

A straight roll changing from dish shape to arch shape

Tuck jump

A jump bringing knees up towards chest while in the air

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple jumping with two feet
Rolling in different directions

Current Skills

Linking three like actions in sequence
Understanding gymnastics terminology
Controlled jumping and rolling techniques

Next Steps

Adding apparatus to sequences
Creating longer movement patterns
Combining different types of actions

Milestone Indicators

Consistent two-foot takeoffs and landings

Straight line rolling progression

Ability to repeat sequences independently

Key Teaching Points

Always emphasise two-foot takeoffs and landings for all jumping activities
Ensure students understand 'like actions' means same type of movement (three jumps OR three rolls)
Focus on quality and control rather than speed or complexity
Use one-at-a-time rolling system for safety and effective feedback
Encourage creativity within safe, structured parameters
Build confidence through positive reinforcement and achievable challenges
Connect physical skills to broader learning through cross-curricular links

Common Misconceptions

Like actions means mixing different types of movements - clarify it means the same type
Faster rolling is better rolling - emphasise control and technique over speed
Complex sequences are always better - focus on quality execution of simple patterns
Only 'perfect' performances should be shared - celebrate effort and improvement
Gymnastics is only for naturally flexible students - demonstrate it's about control and creativity

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear visual and verbal cues for transitions

dyspraxia

Demonstrate movements slowly and repeatedly, use step-by-step visual guides, allow extra practice time for coordination

autism spectrum

Provide visual schedule of lesson activities, offer quiet processing time, use consistent language and routines

visual impairment

Use verbal descriptions of all movements, provide physical guidance for rolling positions, ensure clear audio cues for music activities

hearing impairment

Use visual demonstrations extensively, employ hand signals for instructions, provide written sequence cards

physical disability

Adapt rolling activities for wheelchair users through supported movements, modify jumping to arm movements, use seated variations

Cross-Curricular Links

English

Developing vocabulary through gymnastics terminology, describing movements and sequences, following multi-step instructions

Maths

Counting three like actions, recognising patterns in sequences, understanding positional language (high/low, straight/curved)

Science

Understanding forces in jumping and rolling, discussing how muscles work during exercise, exploring balance and gravity

Art

Creating sequences like choreography, understanding shapes and forms in movement, expressing creativity through gymnastics

PSHE

Building confidence through achievement, developing perseverance when learning new skills, cooperation and encouragement of others

Teacher Guidance

Positioning

Central location during demonstrations, circulating during practice for individual feedback and safety monitoring

Observation Focus

Monitor takeoff/landing technique in jumps, body tension in rolls, spatial awareness and sequence structure

Intervention Points

Step in for unsafe attempts, provide physical support for rolling if needed, redirect overambitious students

Demonstration Notes

Use clear, exaggerated movements. Position for all students to see. Break complex skills into simple steps. Use student demonstrators where appropriate.

Verbal Cues

•'Two feet together for takeoff and landing!'
•'Keep your body tight like a strong stick!'
•'Roll in a straight line down the mat!'
•'Hold those shapes strong and still!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 8m clear space, suitable for rolling activities

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Gymnastics mats checked for tears or damage
•Mats laid flat without overlaps or gaps
•Music equipment positioned safely away from activity area

Risk Management

Key Risks

•Collisions during jumping activities
•Unsafe rolling techniques causing neck/back strain
•Slips or falls on equipment
•Overconfidence leading to attempts beyond ability

Risk Mitigation

•Clear boundaries established for all activities
•One-at-a-time rolling system on mats
•Progressive skill building from simple to complex
•Continuous supervision and technique correction

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Circulate during practice to provide individual support
•Monitor rolling areas for safe one-at-a-time progression

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact office if medical attention required