Lesson 4 - Champion Gymnastics Sequences
Creating Flowing Gymnastics Sequences Through Linking
•Year 2
•Gymnastics
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How can we move like champion gymnasts when creating flowing sequences on apparatus?
Learning Objectives
- To develop sequences that combine jumping, rolling and balancing on apparatus
- To demonstrate 'champion gymnastics' with controlled, flowing movements
- To create and perform sequences that link movements smoothly together
Key Outcomes
- Students will perform sequences combining jump, roll and balance on apparatus
- Students will demonstrate champion-level control and extension in their movements
- Students will give constructive feedback to partners about flow and technique
Equipment & Resources Required
Spread around hall for rolling practice
Alternative: Exercise mats, crash mats
Various heights and orientations
Alternative: Low beams, raised platforms
Different heights for jumping and balancing
Alternative: Vaulting horses, plinth boxes
Ground level or slightly raised
Alternative: Bench turned upside down, floor lines
Clear space around for movement
Alternative: Fixed apparatus along walls
For marking personal spaces during warm-up
Alternative: Cones, markers
Key Vocabulary
Performing movements with excellent body tension, extension and control
Connecting movements smoothly so they flow together
A series of movements performed one after another in order
Moving smoothly from one movement to the next without stopping
Stretching body parts to create long, straight lines
Keeping muscles tight to create strong, controlled positions
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic rolling techniques (forward and backward rolls)
- Simple balances and shapes
- Safe movement around apparatus
Current Skills
- Linking movements into flowing sequences
- Performing champion-quality movements with control
- Creating sequences on apparatus
Next Steps
- Complex multi-apparatus sequences
- Partner and group sequences
- Advanced gymnastics skills
Milestone Indicators
Key Teaching Points
- Champion gymnastics means tight body control with extension and flow
- The sequence must include jump, roll, balance in that order with smooth linking
- Quality and control are more important than height or difficulty
- Partner feedback should be positive first, then constructive
- Safe apparatus selection appropriate to individual ability level
- Flow means no stopping between movements in the sequence
- Extension means stretching arms and legs to create strong, long lines
Common Misconceptions
- Thinking champion means doing the most difficult movements - correct to emphasise control and quality
- Believing faster sequences are better - explain that smooth, controlled flow is the goal
- Assuming bigger jumps are always better - focus on controlled landings that set up the roll
- Missing the linking concept - emphasise that gaps between movements break the flow
- Thinking feedback means finding faults - teach positive, constructive feedback structure
SEN Adaptations
ADHD
- Shorter practice segments, clear movement boundaries, regular movement breaks between instructions
dyspraxia
- Extra practice time, simplified sequence initially, larger apparatus for easier targeting, buddy support
autism spectrum
- Clear visual sequence cards, predictable routine structure, quiet space available if needed for regulation
visual impairment
- Clear verbal descriptions of apparatus layout, tactile exploration of equipment before use, buddy system for guidance
hearing impairment
- Visual demonstrations of all movements, hand signals for sequence structure, written instruction cards
physical disability
- Adapted apparatus heights, modified sequences focusing on achievable movements, wheelchair-accessible equipment options
Cross-Curricular Links
English
Vocabulary development, giving constructive feedback, following and giving instructions
Maths
Counting sequences, timing balances, measuring apparatus distances, understanding of patterns and order
Science
Forces in jumping and landing, balance and centre of gravity, friction between body and apparatus
Art
Creating flowing movements, body shapes and lines, aesthetic appreciation of movement quality
PSHE
Partner work and cooperation, giving and receiving feedback, building confidence and self-esteem
Teacher Guidance
Positioning
Central position with clear view of all apparatus, move to assist individual students
Observation Focus
Champion body tension, smooth linking between movements, safe apparatus use
Intervention Points
Step in when apparatus selection is inappropriate for ability, provide support for struggling students
Demonstration Notes
Use students as positive examples where possible, demonstrate linking concepts clearly, show champion vs non-champion comparisons
Verbal Cues
- •'Champion tight!'
- •'Flow like water!'
- •'Strong and still!'
- •'Smooth linking!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with secure apparatus, minimum 15m x 10m clear space
Surface Check
Non-slip surface, adequate matting under all apparatus, stable flooring
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Appropriate matting positioned under jumping/landing areas
- •Equipment appropriate height for Year 2 students
- •Clear pathways between apparatus pieces
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Poor landing technique
- •Inappropriate apparatus selection
Risk Mitigation
- •Constant supervision of apparatus work
- •Clear guidelines on apparatus height limits
- •Emphasis on controlled movements over height/difficulty
- •Progressive skill development from floor to apparatus
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all apparatus simultaneously
- •Move around to provide close supervision of challenging attempts
- •Monitor partner work for safety awareness
Emergency Procedures
Stop activity immediately, assess injury, apply first aid as needed, call for medical assistance if required