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Lesson 2 - Linking on Apparatus

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 create smooth, flowing sequences that combine different gymnastic movements on apparatus?

Learning Objectives

To develop different movements that students can link together on apparatus
To apply 'champion gymnastics' principles when combining movements
To explore transitioning from rolls into other movements and balances on apparatus

Key Outcomes

Students will demonstrate linked movements on apparatus with improved flow
Students will show understanding of what makes 'champion' gymnastic movements
Students will create sequences that transition smoothly from rolls to other movements or balances

Equipment & Resources Required

Gymnastics Mats

7 large mats

Distributed around hall with adequate spacing for safety

Alternative: Crash mats, folded mats for different levels

Gymnastics Benches

3-4 benches

Set at different heights and angles for variety

Alternative: Low beams, planks on blocks

Gymnastics Vaults

2-3 boxes

Various heights to provide different challenges

Alternative: Stacked mats, foam blocks

Mats

2-3 pieces

Create different angles for rolling and movement variety

Alternative: Mats folded to create slopes

Hoops

15-20 hoops

Available for students to incorporate into sequences if desired

Alternative: Rope circles, cones for targets

Clipboards

1 for teacher

For recording student progress and assessment notes

Alternative: Tablet or notepad

Key Vocabulary

Linking

Connecting movements together so they flow smoothly from one to the next

Flow

Moving smoothly without stopping or jerky movements between actions

Champion movements

Movements that are controlled, purposeful, and show good technique

Transition

The way we move from one position or movement to another

Sequence

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

Apparatus

The equipment we use in gymnastics like mats, benches, and boxes

Skill Progression Pathway

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

Prior Learning

Basic rolling techniques
Simple balances on apparatus
Understanding of wide, narrow and curled body shapes
Safe movement around apparatus

Current Skills

Linking movements together with flow
Transitioning from rolls to other movements
Creating champion-quality movements
Exploring creative movement combinations

Next Steps

Creating longer, more complex sequences
Working with partners to create mirrored sequences
Performing sequences with music
Judging and evaluating gymnastic sequences

Milestone Indicators

Movements flow smoothly from one to the next

Can demonstrate clear control in transitions

Shows creativity in movement selection

Maintains champion principles throughout sequences

Key Teaching Points

Linking means connecting movements smoothly without stopping between them
Flow is achieved through controlled transitions that maintain momentum
Champion movements are always controlled, purposeful, and show good technique
Creative sequences include variety in levels, shapes, speeds, and apparatus use
Safety is paramount - students should only attempt movements within their ability
Quality is more important than complexity in gymnastic sequences
Practice and repetition improve the smoothness of linking between movements

Common Misconceptions

Linking means moving faster between movements - actually it means smoother transitions
Only complex movements can be interesting - simple movements with good flow can be very effective
Champion movements must be difficult - champion refers to quality, not complexity
Flow means never pausing - controlled pauses can be part of good sequences
Apparatus must be used in conventional ways only - creative use is encouraged within safety limits

SEN Adaptations

ADHD

Use shorter activity periods, provide clear boundaries and expectations, offer movement breaks, give immediate positive feedback for good focus

dyspraxia

Break movements down into smaller components, provide extra practice time, use demonstrations and physical guidance, allow additional planning time for sequences

autism spectrum

Provide clear structure and routine, use visual schedule for lesson sections, offer quiet space if needed, break instructions into smaller steps

visual impairment

Use verbal descriptions of all movements, provide physical guidance for apparatus orientation, ensure clear pathways, use bright apparatus markers if helpful

hearing impairment

Use visual demonstrations and hand signals, ensure students can see teacher clearly, use written instruction cards, provide vibration cues for timing

physical disability

Adapt movements to individual abilities, use supportive apparatus or adult assistance, focus on achievable linking within capability, modify equipment as needed

Cross-Curricular Links

English

Developing vocabulary for describing movement, using descriptive language to evaluate performances, following and giving instructions clearly

Science

Understanding forces and balance, exploring how body position affects stability, investigating momentum and flow in movement, body systems during exercise

Art

Creating aesthetically pleasing sequences, exploring artistic expression through movement, understanding composition and flow in creative work

Music

Understanding rhythm and flow in movement, creating sequences that could be performed to music, exploring tempo and dynamics

Teacher Guidance

Positioning

Move around the space constantly to observe all students, position for maximum visibility of apparatus work

Observation Focus

Watch for flow and linking quality, champion movement characteristics, creative use of apparatus, safety awareness

Intervention Points

Step in when safety is compromised, when students struggle with linking concept, when encouragement is needed for creative exploration

Demonstration Notes

Demonstrate linking clearly by showing contrast between linked and unlinked movements, participate in activities alongside students to model champion qualities

Verbal Cues

•'Flow from one movement to the next!'
•'Show me your champion control!'
•'Make that transition smooth!'
•'Hold that position to show your quality!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with minimum 15m x 20m clear space, sufficient height clearance for apparatus

Surface Check

Clean, dry, non-slip surface free from hazards, appropriate gymnastics flooring preferred

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats positioned appropriately under and around apparatus
•No damaged or worn equipment in use
•Adequate spacing between apparatus pieces

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Inappropriate use of apparatus
•Injury from poor landing technique

Risk Mitigation

•Clear safety rules established for apparatus use
•Adequate supervision with teacher positioned for maximum visibility
•Progressive skill building from simple to complex
•Appropriate landing areas around all apparatus
•Students work within their ability level

Supervision & Emergency Procedures

Supervision Points

•Position to observe maximum number of students working on apparatus
•Move around the space to provide close supervision
•Monitor for students attempting movements beyond their ability
•Watch for fatigue that might affect safety

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required