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Lesson 4 - Champion Gymnastics Sequences

Creating Flowing Gymnastics Sequences Through Linking

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Year 2

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

6-8

Spread around hall for rolling practice

Alternative: Exercise mats, crash mats

Gymnastics Benches

4-6

Various heights and orientations

Alternative: Low beams, raised platforms

Gymnastics Blocks

3-4

Different heights for jumping and balancing

Alternative: Vaulting horses, plinth boxes

Balance Beams

2-3

Ground level or slightly raised

Alternative: Bench turned upside down, floor lines

Wall Bars

1 set

Clear space around for movement

Alternative: Fixed apparatus along walls

Hoops

15-20

For marking personal spaces during warm-up

Alternative: Cones, markers

Key Vocabulary

Champion gymnastics

Performing movements with excellent body tension, extension and control

Linking

Connecting movements smoothly so they flow together

Sequence

A series of movements performed one after another in order

Flow

Moving smoothly from one movement to the next without stopping

Extension

Stretching body parts to create long, straight lines

Body tension

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

Smooth transitions between movements

Consistent champion-level body tension

Creative use of apparatus space

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