Lesson 5 - Creation of Sequences
Creating Flowing Gymnastics Sequences Through Linking
•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
Can we move like a champion gymnast by linking movements together?
Learning Objectives
- To apply 'champion gymnastics' principles when creating sequences
- To link 3 movements and one balance on apparatus with flow
- To demonstrate high, low, wide, narrow and curled movements in sequences
Key Outcomes
- Students will create a sequence containing 3 movements and 1 balance on apparatus
- Students will demonstrate champion-level movement quality with control and extension
- Students will give constructive feedback to improve others' sequences
Equipment & Resources Required
Arrange apparatus around the space without zones for student choice
Alternative: Chairs, tables, playground equipment
Place under and around apparatus for safety
Alternative: Yoga mats, carpet squares
Wide, narrow, curled cards available for less able students
Alternative: Written list on board
Key Vocabulary
A series of movements performed one after another in a planned order
Connecting movements smoothly without stopping
Moving smoothly from one movement to the next without pausing
High-quality movement with excellent body tension, extension and control
Holding a still position showing control and strength
Stretching body parts to create long, straight lines
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics shapes (wide, narrow, curled)
- Individual balances on apparatus
- Basic rolls and jumps
Current Skills
- Linking movements with flow
- Strategic placement of balances in sequences
- Quality movement with extension and control
Next Steps
- Complex linking with direction changes
- Partner and group sequences
- Advanced apparatus combinations
Milestone Indicators
Key Teaching Points
- Champion gymnastics requires control, extension and flow in all movements
- Sequences tell a story through connected movements without stopping
- Balances can be placed strategically anywhere in a sequence for different effects
- Flow is created through smooth transitions between movements
- Peer feedback should be specific, positive and helpful for improvement
- Quality is more important than complexity in sequence creation
- Champion shapes (wide, narrow, curled) can enhance movement variety
Common Misconceptions
- Sequences must always end with a balance - clarify that balances can be placed anywhere
- Harder movements make better sequences - emphasise that flow and quality matter more than difficulty
- Stopping between movements is acceptable - teach that true sequences flow continuously
- All sequences should look the same - encourage creativity and personal expression
- Only gymnasts can create good sequences - reinforce that everyone can be a champion with practice
SEN Adaptations
ADHD
- Shorter activity segments, movement breaks, clear boundaries and expectations, positive reinforcement
dyspraxia
- Simplified movement patterns, extra practice time, visual and verbal cues combined, celebration of effort over outcome
autism spectrum
- Clear structure with visual sequence cards, predictable routine, quiet space available if needed
visual impairment
- Clear verbal descriptions of apparatus layout, tactile exploration of equipment before use, partner support for spatial awareness
hearing impairment
- Visual demonstrations of all movements, written sequence cards, clear visual signals for start/stop
physical disability
- Adapted apparatus heights, seated variations of movements, modified balances using support
Cross-Curricular Links
English
Developing vocabulary for movement description, sequencing skills, giving and receiving constructive feedback
Maths
Counting sequences of movements, understanding patterns and order, measuring time for balance holds
Science
Understanding balance and forces, exploring how body position affects stability, investigating smooth motion and flow
PSHE
Working cooperatively with partners, building confidence through achievement, developing resilience when sequences don't work perfectly
Teacher Guidance
Positioning
Mobile throughout lesson, positioning for maximum visibility of all apparatus and students
Observation Focus
Flow between movements, balance stability, champion movement quality, and safe apparatus use
Intervention Points
Step in immediately for safety concerns, provide individual coaching for sequence development, facilitate positive peer interactions
Demonstration Notes
Use exaggerated examples to show difference between champion and ordinary movement, demonstrate flow concept clearly, model positive peer feedback
Verbal Cues
- •'Champion movements!'
- •'Show me your flow!'
- •'Hold that balance!'
- •'Smooth transitions!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large gymnasium or hall, minimum 15m x 12m with apparatus storage areas
Surface Check
Non-slip surface, dry and clean, appropriate for gymnastics movements
Equipment Safety
Safety Checks
- •All apparatus checked for stability before student use
- •Mats positioned under and around all apparatus
- •Apparatus height appropriate for Year 2 ability
- •No damaged or worn equipment in use
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Overconfidence leading to unsafe attempts
- •Equipment movement during use
Risk Mitigation
- •Clear progression from floor to apparatus work
- •Appropriate apparatus selection for student ability
- •Strategic student pairing for support
- •Continuous teacher supervision and positioning
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Move actively between working students
- •Monitor apparatus stability throughout lesson
- •Immediate intervention for unsafe practices
Emergency Procedures
Stop activity immediately, assess injury, appropriate first aid, clear communication with school office