Lesson 1 - Relevé Walk and Front Support
Core Strength Sequences
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Scattered around hall with adequate spacing between each mat
Alternative: Carpet tiles, yoga mats
Laid straight across floor for relevé walk practice
Alternative: Chalk lines, tape lines on floor
Placed around perimeter for progression activities
Alternative: Low apparatus, balance beams
Available for extension activities and partner work
Alternative: Laminated instruction sheets
Key Vocabulary
Rising up onto the balls of your feet with heels lifted off the ground
A gymnastics position where body is held straight supported by hands and feet
Tightening muscles throughout the body to maintain control and shape
A series of movements performed one after another in a specific order
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
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