Lesson 6 - Sequencing with Body Shapes
Balance & Flow Sequences
•Year 2
•Gymnastics
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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
Distributed around apparatus stations
Alternative: Yoga mats, carpet tiles
Used for final assessment grouping
Alternative: Coloured hoops, markers
For timing apparatus setup challenges
Alternative: Phone timer, wall clock
For recording performances and assessment evidence
Alternative: Smartphone, digital camera
Key Vocabulary
A series of movements performed one after another in a flowing routine
Body shape where spine is rounded and body is compact like a ball
Body shape where limbs are extended to make the body as long as possible
Body shape where the back is curved backwards creating a bridge-like curve
Smooth connection between movements without stopping or jerky motions
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
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