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Lesson 1 - Linking Movements

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 by linking movements together smoothly?

Learning Objectives

To explore different ways of moving that can be linked together
To develop smooth, flowing movements from one action to another
To understand what makes a 'champion' gymnastic movement

Key Outcomes

Students will demonstrate smooth linking between different movements
Students will perform rolls that flow into balances or other movements
Students will move silently with control and precision

Equipment & Resources Required

Gymnastics Mats

1 per 2-3 students

Spread evenly around hall with safe spacing between each mat

Alternative: Crash mats, yoga mats for practice

Music Player

Position where all students can hear clearly

Alternative: Phone with speaker, tablet

Cones

8-12

Mark boundaries and safe movement areas

Alternative: Bean bags, hoops as boundaries

Key Vocabulary

Linking

Moving smoothly from one gymnastics movement to another without stopping

Flow

Moving with smooth, continuous motion without jerky or stopping movements

Champion gymnast

Moving with perfect control, silent feet, pointed toes, and excellent body shape

Transition

The movement that connects one gymnastics skill to another

Body tension

Keeping muscles tight and controlled to maintain good shape

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic rolling techniques from Year 1
Understanding of wide, narrow and curled body shapes
Experience of moving safely in a gymnastics space

Current Skills

Linking different movements together
Moving with flow and control
Creating smooth transitions from rolls to other movements

Next Steps

Creating longer sequences with multiple links
Developing more complex rolling variations
Working with partners to create mirrored sequences

Milestone Indicators

Silent, controlled movement throughout

Smooth transition from roll to balance

Maintaining champion body shape during linking

Key Teaching Points

Emphasise smooth, flowing transitions between movements throughout the lesson
Use the 'champion gymnast' concept consistently to promote quality movement
Ensure one student per mat rule is strictly maintained for safety
Encourage creativity while maintaining focus on the linking concept
Build on Year 1 knowledge of body shapes and rolling
Promote silent, controlled movement as a mark of quality
Use peer observation to enhance learning and build empathy

Common Misconceptions

Linking means moving quickly between actions - correct: linking means moving smoothly
Any movement after a roll counts as linking - correct: there must be flow without stopping
Only forward rolls can be linked - correct: any safe roll can be part of a sequence
Champion movements are the most difficult - correct: champions show perfect control and form
You must copy others' sequences exactly - correct: creativity and personal choice are encouraged

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear behavioural expectations

dyspraxia

Simplify movement sequences, provide additional practice time, break down linking into smaller steps

autism spectrum

Provide clear structure and routines, use visual schedules, offer quiet space if needed

visual impairment

Use verbal descriptions of movements, tactile guidance for mat positioning, buddy system for spatial awareness

hearing impairment

Use clear visual demonstrations, written instruction cards, hand signals for key concepts

physical disability

Adapt rolling to seated or supported versions, focus on linking arm movements, use wedge mats for support

Cross-Curricular Links

English

Vocabulary development, following instructions, describing movements

Science

Understanding how muscles work together, forces in rolling, balance and gravity

PSHE

Building confidence, cooperation with partners, showing courage in trying new things

Teacher Guidance

Positioning

Move around the space to observe all students, spend time near mats during rolling activities

Observation Focus

Look for smooth transitions, control during rolling, safe spacing and turn-taking

Intervention Points

Step in when students attempt unsafe movements or when mats become overcrowded

Demonstration Notes

Use clear, slow demonstrations. Repeat key movements. Highlight student examples when possible.

Verbal Cues

•'Flow like water'
•'Silent champion feet'
•'Smooth as honey'
•'Link it together'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m hall space with gymnastics mats spread safely

Surface Check

Non-slip surface, mats properly positioned and secured

Equipment Safety

Safety Checks

•Check mats are thick enough for rolling (minimum 25mm)
•Ensure mats are clean and free from damage
•Verify adequate spacing between mats (minimum 2m)

Risk Management

Key Risks

•Collisions between students using same mat
•Loss of control during rolling
•Slipping when moving between mats

Risk Mitigation

•One student per mat rule strictly enforced
•Progressive skill building from simple to complex
•Clear sight lines maintained throughout
•Teacher positioned for maximum supervision

Supervision & Emergency Procedures

Supervision Points

•Position to observe all mats simultaneously
•Move around space to check individual technique
•Watch for fatigue affecting control

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support