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Lesson 6 - Linking Travelling Actions

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 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

Gymnastics Mats

1 per pair (15 mats)

Spread mats around the hall with adequate space between each

Alternative: Carpet squares or marked floor spaces

Apparatus

Various pieces for extension

Place safely around the room for students who need extra challenge

Alternative: Benches, low boxes, or floor markers

Cards

3.5 (average of 1-6)

Large, visible cards for the starter activity

Alternative: Call out numbers verbally

Key Vocabulary

Linking

Connecting movements together so they flow smoothly from one to the next

Sequence

A series of movements performed in a specific order

Body tension

Keeping muscles firm and controlled during movement

Flow

Moving smoothly from one action to the next without stopping

Travelling actions

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

Student can perform three actions in sequence without stopping

Student demonstrates clear start and finish positions

Student shows improved flow between movements

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