Lesson 6 - Linking Travelling Actions
Movement Patterns & Awareness
•Year 1
•Gymnastics
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How can we link our movements together to create a flowing gymnastics sequence, just like linking words to make a sentence?
Learning Objectives
- Choose three ways of travelling to make a short movement pattern
- Choose a shape to start and finish a movement sequence
- Remember and perform a movement pattern with clear linking actions
Key Outcomes
- Students will be able to create a short gymnastics sequence with three linked travelling actions
- Students will demonstrate clear start and finish shapes in their sequence
- Students will perform their sequence with improved flow and body tension
Equipment & Resources Required
Spread mats around the hall with adequate space between each
Alternative: Carpet squares or marked floor spaces
Place safely around the room for students who need extra challenge
Alternative: Benches, low boxes, or floor markers
Large, visible cards for the starter activity
Alternative: Call out numbers verbally
Key Vocabulary
Connecting movements together so they flow smoothly from one to the next
A series of movements performed in a specific order
Keeping muscles firm and controlled during movement
Moving smoothly from one action to the next without stopping
Movements that take you from one place to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can perform basic travelling actions (jumping, rolling, crawling)
- Students understand basic body shapes (star, tuck, straight)
- Students can follow simple movement instructions
Current Skills
- Linking multiple travelling actions together smoothly
- Creating sequences with clear beginnings and endings
- Maintaining body tension throughout movement patterns
Next Steps
- Adding more complex linking movements between actions
- Incorporating apparatus into movement sequences
- Creating longer sequences with partner work
Milestone Indicators
Key Teaching Points
- Linking movements should flow smoothly without stopping between actions
- Every sequence needs a clear beginning (start shape) and ending (finish shape)
- Body tension should be maintained throughout all movements for control and safety
- Travelling actions should be chosen thoughtfully to create good flow
- Partner feedback should be positive and specific to help improvement
- The concept of linking applies to many areas of learning, not just PE
- Quality of movement is more important than complexity of sequence
Common Misconceptions
- Thinking that linking means stopping between each movement - emphasise continuous flow
- Believing that more actions automatically make a better sequence - focus on quality over quantity
- Assuming all travelling actions will link well together - teach students to test combinations
- Thinking body tension means being stiff - explain it means controlled but not rigid
- Believing feedback should point out mistakes - teach positive, constructive language
- Assuming gymnastics is only about difficult skills - emphasise that control and linking are advanced skills
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, use movement breaks between instruction
dyspraxia
- Simplify sequences to two actions initially, provide extra practice time, use larger movement patterns
autism spectrum
- Provide clear visual sequence cards, establish consistent routines, offer quiet space if overwhelmed
visual impairment
- Use clear verbal descriptions of movements, pair with sighted buddy, ensure good lighting for demonstrations
hearing impairment
- Use visual demonstrations and hand signals, provide written sequence cards, ensure student can see teacher clearly
physical disability
- Modify travelling actions to suit mobility, use upper body movements if needed, provide chair-based alternatives
Cross-Curricular Links
English
Understanding sentence structure, word order, and how linking words create flow in writing
Science
Understanding how muscles work together, forces in jumping and landing, body systems
PSHE
Cooperation with partners, giving constructive feedback, celebrating others' achievements
Teacher Guidance
Positioning
Move around the space to observe all pairs, position centrally during demonstrations
Observation Focus
Watch for smooth linking between movements, quality of start/finish shapes, cooperative partner work
Intervention Points
Step in if students struggling with sequence creation, unsafe movement, or partner cooperation issues
Demonstration Notes
Always demonstrate movements with exaggerated good technique, show both correct and incorrect examples for clarity
Verbal Cues
- •'Flow from one movement to the next!'
- •'Hold that shape strong and still!'
- •'Smooth as a sentence!'
- •'Show me your muscle tension!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m hall space, clear of obstacles
Surface Check
Clean, dry, non-slip surface suitable for floor work and jumping
Equipment Safety
Safety Checks
- •Check mats are flat and positioned securely
- •Ensure adequate space around each mat (minimum 2m)
- •Verify any apparatus is stable and appropriate height
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during jumping or balancing
- •Overexertion during repeated sequences
Risk Mitigation
- •Clear boundaries established around each mat space
- •Adequate spacing between pairs during practice
- •Progressive building of sequence complexity
- •Emphasis on controlled landings and movements
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all mat areas
- •Monitor landing technique during jumping actions
- •Watch for fatigue during repeated practice
Emergency Procedures
Stop activity immediately, assess any injury, apply appropriate first aid, contact senior leadership if required