Lesson 1 - Basic Jumps and Rolls
Movement Patterns & Awareness
•Year 1
•Gymnastics
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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
Arranged in parallel strips with safe spacing between
Alternative: Crash mats or tumbling mats
Positioned where all students can hear clearly
Alternative: Phone with speaker, classroom sound system
Pre-selected tracks ready to play
Alternative: Any upbeat music with strong rhythm
To mark mat positions and boundaries
Alternative: Bean bags, spots
Key Vocabulary
Movements that are of the same type, such as three jumps or three rolls
A series of movements performed one after another in a set order
A sideways roll holding knees while sitting in straddle position
A straight roll changing from dish shape to arch shape
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
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