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Lesson 5 - Creation of 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

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

Gymnastics Mats

Mixed selection (benches, mats, boxes, wall bars)

Arrange apparatus around the space without zones for student choice

Alternative: Chairs, tables, playground equipment

Large Gym Mats

8-12

Place under and around apparatus for safety

Alternative: Yoga mats, carpet squares

Cards

1 set

Wide, narrow, curled cards available for less able students

Alternative: Written list on board

Key Vocabulary

Sequence

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

Linking

Connecting movements smoothly without stopping

Flow

Moving smoothly from one movement to the next without pausing

Champion gymnastics

High-quality movement with excellent body tension, extension and control

Balance

Holding a still position showing control and strength

Extension

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

Smooth transitions between movements

Controlled starts and finishes

Consistent champion-level movement quality

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