Lesson 2 - Linking on Apparatus
Creating Flowing Gymnastics Sequences Through Linking
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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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
Distributed around hall with adequate spacing for safety
Alternative: Crash mats, folded mats for different levels
Set at different heights and angles for variety
Alternative: Low beams, planks on blocks
Various heights to provide different challenges
Alternative: Stacked mats, foam blocks
Create different angles for rolling and movement variety
Alternative: Mats folded to create slopes
Available for students to incorporate into sequences if desired
Alternative: Rope circles, cones for targets
For recording student progress and assessment notes
Alternative: Tablet or notepad
Key Vocabulary
Connecting movements together so they flow smoothly from one to the next
Moving smoothly without stopping or jerky movements between actions
Movements that are controlled, purposeful, and show good technique
The way we move from one position or movement to another
A series of movements performed one after another in a planned order
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
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