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Lesson 6 - Sequencing with Body Shapes

Balance & Flow Sequences

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Year 2

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Gymnastics

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Big Question

How can we create exciting gymnastics sequences that show different body shapes and flow smoothly together?

Learning Objectives

To perform a sequence with clear starting and finishing positions
To demonstrate curling, stretching and arching movements in gymnastics work
To understand the importance of timing and flow in gymnastic routines

Key Outcomes

Students will create and perform sequences showing three distinct body shapes
Students will demonstrate physical confidence when performing on apparatus
Students will provide constructive feedback to peers about their sequences

Equipment & Resources Required

Gymnastics Mats

6 stations (benches, boxes, tables)

Distributed around apparatus stations

Alternative: Yoga mats, carpet tiles

Coloured Cones

4 different colours

Used for final assessment grouping

Alternative: Coloured hoops, markers

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer, wall clock

Digital Cameras

For recording performances and assessment evidence

Alternative: Smartphone, digital camera

Key Vocabulary

Sequence

A series of movements performed one after another in a flowing routine

Curled

Body shape where spine is rounded and body is compact like a ball

Stretched

Body shape where limbs are extended to make the body as long as possible

Arched

Body shape where the back is curved backwards creating a bridge-like curve

Flow

Smooth connection between movements without stopping or jerky motions

Timing

The pace and rhythm of movements in a sequence

Skill Progression Pathway

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

Prior Learning

Basic body shapes: stretched, curled, arched
Simple balances and travelling movements
Safe apparatus handling and movement

Current Skills

Linking movements into sequences
Demonstrating clear starting and finishing positions
Performing with changes of level, direction and speed

Next Steps

Creating longer, more complex sequences
Adding partner work and mirroring
Developing specific gymnastics skills on apparatus

Milestone Indicators

Sequences have clear beginning, middle and end

Body shapes are held with control and precision

Movements flow smoothly from one to the next

Key Teaching Points

Emphasise quality over quantity in body shapes and sequences
Use peer demonstrations to celebrate variety and achievement
Connect all activities back to the three key body shapes
Build confidence through progressive challenges
Film evidence supports accurate assessment of physical confidence
Safety rules are non-negotiable and must be consistently enforced
Encourage creativity within the structure of clear learning objectives

Common Misconceptions

Thinking sequences must be long - quality and flow matter more than length
Believing only advanced gymnasts can show good body shapes - all students can achieve success
Assuming apparatus work is more important than floor work - both develop essential skills
Thinking feedback should focus on mistakes - positive, specific feedback builds confidence
Believing all students should achieve same level - celebrate individual progress and effort

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries, immediate feedback and praise for good choices

dyspraxia

Break down sequences into smaller parts, extra practice time, simplified movement patterns

autism spectrum

Clear structure and routines, visual schedule of activities, quiet zones available if needed

visual impairment

Use tactile guidance for body shapes, verbal descriptions of demonstrations, partner support for spatial awareness

hearing impairment

Visual demonstrations, written instruction cards, use of visual signals and gestures

physical disability

Adapted body shapes within individual range, modified apparatus height, seated sequence options

Cross-Curricular Links

English

Vocabulary development, giving verbal feedback, describing movement

Maths

Counting elements in sequences, timing activities, measuring angles in body positions

Science

Body systems, muscle action, forces and balance, health and fitness

Art

Creating sequences as artistic expression, appreciating movement as performance

PSHE

Teamwork, perseverance, self-confidence, supporting others

Teacher Guidance

Positioning

Move between apparatus stations during main activity, position for maximum visibility during floor work

Observation Focus

Body shape quality, sequence flow, physical confidence, safety awareness

Intervention Points

Step in if students attempting unsafe positions, provide support for struggling learners, celebrate good examples

Demonstration Notes

Use student demonstrations frequently, model giving specific feedback, show safe progression of skills

Verbal Cues

•'Show me those strong body shapes!'
•'Flow smoothly from one movement to the next!'
•'Start and finish with confidence!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall minimum 15m x 10m with additional space for apparatus stations

Surface Check

Clean, dry, non-slip floor surface suitable for gymnastics

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned correctly under and around apparatus
•Clear pathways maintained between stations
•Equipment carried safely in pairs

Risk Management

Key Risks

•Falls from apparatus
•Collisions during movement activities
•Strain from attempting advanced positions
•Equipment-related injuries

Risk Mitigation

•Progressive skill building from floor to apparatus
•Clear safety rules established and reinforced
•Appropriate matting and spacing
•Teacher positioning for maximum supervision
•Differentiated challenges based on ability

Supervision & Emergency Procedures

Supervision Points

•Position to see all apparatus stations
•Move between stations during apparatus work
•Monitor individual students attempting challenging moves
•Ensure adult support for students needing assistance

Emergency Procedures

Stop signal understood by all, first aid accessible, clear evacuation routes maintained