Lesson 1 - Linking Movements
Creating Flowing Gymnastics Sequences Through Linking
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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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
Spread evenly around hall with safe spacing between each mat
Alternative: Crash mats, yoga mats for practice
Position where all students can hear clearly
Alternative: Phone with speaker, tablet
Mark boundaries and safe movement areas
Alternative: Bean bags, hoops as boundaries
Key Vocabulary
Moving smoothly from one gymnastics movement to another without stopping
Moving with smooth, continuous motion without jerky or stopping movements
Moving with perfect control, silent feet, pointed toes, and excellent body shape
The movement that connects one gymnastics skill to another
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
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