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Lesson 3 - Rolling Sequences and Body Arching

Balance & Flow Sequences

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Year 2

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Gymnastics

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Big Question

How can I create smooth, flowing movements that change from stretched to curled positions?

Learning Objectives

To create sequences with seamless transitions between stretches and curls
To develop body arching skills with control and awareness
To work at different levels using varied dynamics

Key Outcomes

Students will perform smooth rolling sequences combining stretches and curls
Students will demonstrate controlled body arching movements
Students will give constructive feedback to partners about movement quality

Equipment & Resources Required

Gymnastics Mats

6-8 pieces (benches, low boxes, A-frames)

Arrange in circuit around hall with clear pathways between

Alternative: Yoga mats or carpet squares for individual work

Stopwatch

Easily visible to teacher for timing activities

Alternative: Smartphone timer or wall clock

Video Device

1 (tablet/camera)

Charged and ready for filming student demonstrations

Alternative: Smartphone for video recording

Key Vocabulary

Sequence

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

Transition

The smooth movement from one position or shape to another

Arch

A curved body shape where the back is bent backwards

Dynamics

The speed, force, and energy used in movement

Levels

The height at which movements are performed - low, medium, or high

Skill Progression Pathway

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

Prior Learning

Basic rolling movements (forward and sideways)
Understanding of stretched and curled body shapes
Safe apparatus handling and movement

Current Skills

Seamless transitions between body shapes
Controlled body arching
Partner observation and feedback skills

Next Steps

Complex gymnastics sequences on apparatus
Advanced rolling combinations
Creative movement composition

Milestone Indicators

Smooth transitions without pauses between movements

Clear body shape definitions throughout sequences

Confident movement at different levels and speeds

Key Teaching Points

Seamless transitions require slow, controlled movement - emphasise flow over speed
Body arching must be progressive and controlled - never forced or excessive
Partner work develops observation skills and builds confidence through feedback
Apparatus safety rules are non-negotiable and must be consistently enforced
Physical confidence grows through appropriate challenge levels and positive reinforcement
Different levels and dynamics add interest and complexity to movement sequences
Self-assessment helps students take ownership of their learning and progress

Common Misconceptions

Thinking faster movement creates better sequences - emphasise control and quality
Believing arching means forcing the back into extreme positions - teach gradual, safe arching
Assuming all students should attempt the same challenge level - promote appropriate differentiation
Focusing only on individual performance - highlight the value of partner cooperation and feedback
Thinking apparatus work is just 'playing' - emphasise skill application and purposeful movement
Believing sequences must be complex to be good - celebrate simple, well-executed movements
Assuming physical confidence means fearless risk-taking - define as controlled, appropriate challenge

SEN Adaptations

ADHD

Short activity bursts with clear transitions, movement breaks between instructions, fidget tools if helpful

dyspraxia

Simplified sequences, extra demonstration time, peer support, reduced complexity in apparatus work

autism spectrum

Clear structure with visual sequence cards, predictable routines, quiet zones for breaks if overwhelmed

visual impairment

Use tactile markers for apparatus positions, verbal descriptions of demonstrations, buddy system for guidance

hearing impairment

Visual demonstrations with clear modelling, written instruction cards, hand signals for key concepts

physical disability

Adapted apparatus heights, seated rolling variations, modified support positions with chair support

Cross-Curricular Links

English

Descriptive vocabulary for movement quality, following complex instructions, partner communication skills

Maths

Counting sequences, timing activities, measuring apparatus heights, understanding angles in body positions

Science

Body systems during exercise, forces and gravity in rolling movements, physics of arch structures

Art

Creating flowing movement compositions, understanding form and shape in human movement

PSHE

Building physical confidence, cooperation and teamwork, resilience when learning new skills

Teacher Guidance

Positioning

Move around space to observe all students, with particular focus on apparatus areas during main activity

Observation Focus

Monitor seamless transitions, arch technique safety, partner cooperation, and physical confidence development

Intervention Points

Step in when students attempt unsafe arch positions, when apparatus rules are broken, or when sequences lack flow

Demonstration Notes

Use confident students to model excellent technique, particularly for transitions and arch positioning

Verbal Cues

•'Smooth like honey flowing'
•'Show me the difference between pencil and egg'
•'Flow from one shape to the next'
•'Control the arch - don't force it'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with minimum 15m x 12m clear space for apparatus circuit

Surface Check

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

Equipment Safety

Safety Checks

•Check all apparatus stability before use
•Ensure mats are flat and properly positioned
•Verify apparatus is appropriate height for age group

Risk Management

Key Risks

•Falls from apparatus
•Collisions during movement activities
•Strain from incorrect arching technique
•Equipment handling accidents

Risk Mitigation

•Adequate matting around all apparatus
•Clear movement pathways and spacing
•Progressive skill building before apparatus work
•Supervised apparatus handling with strict rules

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Active monitoring during apparatus set-up and pack-away
•Close observation of arch technique development

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required