Lesson 3 - Jump, Roll, Balance Sequences
Creating Flowing Gymnastics Sequences Through Linking
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can we move like a champion gymnast by linking our movements together?
Learning Objectives
- To apply 'champion gymnastics' principles to perform flowing movement sequences
- To explore different ways to link jumps, rolls and balances together
- To create personal movement patterns that flow smoothly from one movement to the next
Key Outcomes
- Students will perform a sequence of jump, roll, balance with smooth transitions
- Students will understand what 'linking' means in gymnastics
- Students will create their own movement ideas that flow into the sequence
Equipment & Resources Required
Spread mats around space with clear pathways between
Alternative: Carpet tiles, yoga mats for smaller movements
Mark safe boundaries around mat areas
Alternative: Beanbags, markers
Key Vocabulary
Connecting movements together so they flow smoothly from one to the next
High quality movements performed with control, precision and good technique
A series of movements performed one after another in a planned order
Moving smoothly from one position to another without stopping
The movement that connects one skill to the next
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic forward roll technique
- Simple balance positions on different body parts
- Jumping and landing safely
Current Skills
- Linking movements together with smooth transitions
- Creating flowing sequences from jump to roll to balance
- Understanding 'champion' movement qualities
Next Steps
- Performing longer sequences with multiple links
- Adding apparatus to sequences
- Creating partner sequences with linking movements
Milestone Indicators
Key Teaching Points
- Linking means connecting movements smoothly without stopping
- Champion movements show control, precision and flow
- Sinking down is the bridge between jumping and rolling
- Safety in rolling means chin tucked and shoulders taking weight
- Personal creativity makes sequences unique and special
- Quality is more important than complexity in gymnastics
- Turn-taking and respect create a safe learning environment
Common Misconceptions
- Thinking linking means doing movements quickly - actually it means smooth flow
- Believing more complex movements are always better - quality over difficulty
- Assuming all sequences must look the same - celebrate individual creativity
- Thinking you must be naturally good at gymnastics - everyone can improve with practice
SEN Adaptations
ADHD
- Use shorter practice segments, clear boundaries with cones, regular movement breaks, immediate feedback
dyspraxia
- Break sequences into smaller parts, provide extra practice time, use physical prompts, slower demonstrations
autism spectrum
- Provide clear visual schedules, consistent mat positions, quiet zones available, predictable routines
visual impairment
- Use verbal descriptions of movements, provide physical guidance for mat placement, use bright coloured mats for contrast
hearing impairment
- Use clear visual demonstrations, written instruction cards, hand signals for movement cues
physical disability
- Modify movements to seated or supported positions, focus on arm movements for linking, adapt balance challenges
Cross-Curricular Links
English
Vocabulary development with gymnastics terms, following and giving instructions
Maths
Counting seconds for balance holds, sequencing numbers, understanding patterns in movement
Science
Forces and motion in jumping and rolling, balance and stability concepts
Art
Creating sequences as movement compositions, expressing creativity through movement
PSHE
Personal achievement, working with others, building confidence and self-esteem
Teacher Guidance
Positioning
Move around the space to observe all groups, position for clear view of rolling technique
Observation Focus
Watch for smooth linking, proper rolling technique, and safe practice habits
Intervention Points
Step in if rolling technique is unsafe, help with movement connections, ensure turn-taking
Demonstration Notes
Demonstrate sequence multiple times, emphasise the linking elements, show different starting movements
Verbal Cues
- •'Sink down slowly'
- •'Chin to chest for rolling'
- •'Hold that balance like a statue'
- •'Make it flow like water'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m clear space, suitable for mat placement
Surface Check
Clean, dry, non-slip surface free from obstacles
Equipment Safety
Safety Checks
- •Check mats are clean and in good condition
- •Ensure mats lie flat with no curled edges
- •Position mats with adequate space around each
Risk Management
Key Risks
- •Collisions between students on mats
- •Poor rolling technique causing neck/head injury
- •Falls from balances or jumps
Risk Mitigation
- •Clear turn-taking system with one person per mat
- •Proper rolling instruction emphasising shoulders not head
- •Progressive skill building from simple to complex
- •Adequate supervision and spotting when needed
Supervision & Emergency Procedures
Supervision Points
- •Position to observe rolling technique clearly
- •Monitor mat areas for safe turn-taking
- •Watch for fatigue affecting movement quality
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid and support