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Lesson 1 - Relevé Walk and Front Support

Core Strength Sequences

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Year 2

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Gymnastics

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49 min

Big Question

How can we use control and balance to create smooth, flowing movements on the floor and apparatus?

Learning Objectives

Transfer movement patterns to perform a front support position with control
Work with a partner to copy and create joining sequences
Introduce and develop relevé walk and front support techniques

Key Outcomes

Students will demonstrate controlled front support position for 3+ seconds
Students will perform relevé walk along a line maintaining balance throughout
Students will create a 4-6 element sequence incorporating new skills

Equipment & Resources Required

Mats

1 per student (30)

Scattered around hall with adequate spacing between each mat

Alternative: Carpet tiles, yoga mats

Ropes

8-10

Laid straight across floor for relevé walk practice

Alternative: Chalk lines, tape lines on floor

Benches

4-6

Placed around perimeter for progression activities

Alternative: Low apparatus, balance beams

Cards

1 set (6 cards)

Available for extension activities and partner work

Alternative: Laminated instruction sheets

Key Vocabulary

Relevé

Rising up onto the balls of your feet with heels lifted off the ground

Front Support

A gymnastics position where body is held straight supported by hands and feet

Body Tension

Tightening muscles throughout the body to maintain control and shape

Sequence

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

Balance

Staying steady and controlled without wobbling or falling

Skill Progression Pathway

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

Prior Learning

Basic travelling actions (walking, running, hopping)
Simple static balance on one and two feet
Basic understanding of body tension and control
Experience with floor work and following instructions

Current Skills

Relevé walk with sustained balance
Front support position with proper alignment
Partner work and copying movements
Creating simple sequences with clear start and finish

Next Steps

Progress to front support on apparatus
Develop more complex balances and holds
Link skills into longer sequences
Introduce rolling actions from front support

Milestone Indicators

Can hold relevé walk for 5+ steps without heels touching

Maintains front support with straight body line for 3+ seconds

Creates sequences independently with smooth transitions

Demonstrates improved strength and body awareness

Key Teaching Points

Relevé walk requires continuous balance with heels never touching ground
Front support demands straight body line from head to feet like a plank
Body tension is essential for both skills - muscles working hard to maintain control
Sequences should have clear beginning, middle and end with smooth transitions
Safety first - controlled movements and proper progression through skills
Partner work develops communication and encouragement skills
Apparatus work allows skill transfer and builds confidence

Common Misconceptions

Thinking relevé is just standing on tiptoes - emphasise the controlled rise and balance
Believing front support is just about arm strength - highlight full body tension requirement
Assuming faster is better in sequences - stress control and quality over speed
Thinking gymnastics is only for flexible people - emphasise that everyone can improve with practice
Believing boys can't do gymnastics well - ensure equal expectations and encouragement for all

SEN Adaptations

ADHD

Shorter activity bursts with regular changes, clear physical boundaries, frequent positive reinforcement and movement breaks

dyspraxia

Extra demonstration time, breaking skills into smaller steps, additional practice opportunities, simplified sequences

autism spectrum

Clear visual schedule of activities, quiet spaces available, consistent routines and predictable structure

visual impairment

Use bright coloured mats for clear boundaries, provide physical guidance for positioning, verbal descriptions of demonstrations

hearing impairment

Visual demonstrations with clear hand signals, written instructions on cards, partner buddy system for communication

physical disability

Modified front support from knees or seated, relevé practice using wall support, adapted apparatus heights

Cross-Curricular Links

English

Vocabulary development with gymnastics terms, following and giving instructions, describing movements and sequences

Maths

Counting seconds during holds, measuring distances for relevé walk, recognising shapes and angles in body positions

Science

Understanding how muscles work to create tension, forces needed for balance, how breathing affects performance

Art

Creating interesting body shapes and positions, understanding levels and pathways, appreciation of movement aesthetics

Teacher Guidance

Positioning

Move around the space to observe all students, position at corner for apparatus activities to maintain visibility

Observation Focus

Watch for correct body alignment, controlled movements, safe apparatus use, and positive partner interactions

Intervention Points

Step in if students struggling with technique, showing unsafe behaviour, or need encouragement with challenging skills

Demonstration Notes

Always demonstrate skills from side angle for clear visibility, show common mistakes for comparison, use exaggerated movements to highlight key points

Verbal Cues

•'Rise up tall like a giraffe reaching for leaves!'
•'Make your body like a strong bridge!'
•'Freeze like a statue - can anyone move you?'
•'Show me your best gymnastics posture!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m hall space, clear of obstacles with non-slip floor surface

Surface Check

Dry, clean floor surface free from hazards, mats secure and not slipping

Equipment Safety

Safety Checks

•Check mats are in good condition with no tears
•Ensure apparatus is stable and properly assembled
•Verify adequate spacing between equipment
•Check skipping ropes have no frayed ends

Risk Management

Key Risks

•Falls from balance activities
•Muscle fatigue in front support position
•Collisions during apparatus work
•Overexertion in challenge activities

Risk Mitigation

•Progressive skill building from simple to complex
•Clear boundaries and working areas established
•Appropriate rest periods between activities
•Teacher supervision at apparatus stations
•Emphasis on controlled movement throughout

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during apparatus work
•Monitor fatigue levels during front support holds
•Ensure safe partner work interactions
•Watch for students attempting skills beyond ability

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid/support, contact office if required