Lesson 5 - Appropriate Speeds for Movement
Creative Body Shapes
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How does speed affect the control and safety of our gymnastic movements?
Learning Objectives
- Perform various travel movements at different speeds with control
- Identify suitable speeds for different types of gymnastic movements
- Show how different speeds apply to movement sequences
Key Outcomes
- Students will demonstrate controlled movement at slow, medium and fast speeds
- Students will explain why certain movements require specific speeds
- Students will create a sequence showing three different speeds
Equipment & Resources Required
Spread around activity area for landing zones
Alternative: Carpet tiles or safe floor area
Set up as balance beams, ensure stable placement
Alternative: Low beams or chalk lines on floor
Place on mats as landing targets
Alternative: Chalk circles or rope circles
For visual traffic light commands
Alternative: Coloured cards or flags
For rhythm and atmosphere (optional)
Alternative: Verbal rhythm or counting
Key Vocabulary
How fast or slow we move our bodies
Being able to manage and direct our movements precisely
Keeping our body steady and not falling over
A series of movements performed one after another
A single gymnastic movement or position
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walking, running, jumping)
- Simple balance positions
- Following instructions and stopping on command
Current Skills
- Controlling speed of movement
- Understanding speed-safety relationship
- Linking movements at different speeds
Next Steps
- Complex gymnastic sequences
- Advanced balance and control
- Partner and group sequences
Milestone Indicators
Key Teaching Points
- Speed control is more important than maximum speed
- Different movements require different optimal speeds for safety
- Slow movements can be just as challenging and valuable as fast ones
- Personal choice in speed should be based on safety and control
- Transitions between speeds should be smooth and planned
- Understanding speed helps prevent injuries and improves performance
- Speed awareness develops gradually through practice and experience
Common Misconceptions
- Faster is always better - address by showing slow movement benefits
- Speed and control are opposite - demonstrate how they work together
- All movements should be performed at the same speed - show variety needs
- Only fast movements are exciting - celebrate controlled slow movements
- Speed choices don't matter for safety - emphasise safety connections
SEN Adaptations
ADHD
- Regular movement breaks, clear boundaries, positive reinforcement for staying on task
dyspraxia
- Extra time for movement planning, simplified sequences, additional practice opportunities
autism spectrum
- Clear visual schedule of lesson structure, predictable routines, quiet space available if needed
visual impairment
- Use verbal descriptions of all visual cues, provide guided practice for spatial awareness, use bright coloured equipment
hearing impairment
- Use clear visual demonstrations, hand signals for speed commands, written instruction cards at stations
physical disability
- Adapt movements to wheelchair use, provide seated versions of activities, focus on upper body speed control
Cross-Curricular Links
English
Following instructions, using descriptive language for movement, explaining choices
Maths
Comparing speeds, timing activities, measuring distances for jumps, counting during sequences
Science
Forces and motion, balance and stability, understanding how speed affects movement
PSHE
Making safe choices, looking after ourselves and others, personal responsibility
Teacher Guidance
Positioning
Move actively between stations during circuit work, central position for whole-class instruction
Observation Focus
Speed control, safety awareness, technique maintenance, peer interaction
Intervention Points
Step in immediately for unsafe speeds, provide encouragement for tentative students, redirect overconfident students
Demonstration Notes
Always demonstrate with exaggerated slow movements first, then show controlled fast movements, emphasise the difference clearly
Verbal Cues
- •'Control over speed!'
- •'Safety first, speed second!'
- •'Show me your best control!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear area, with additional space for stations
Surface Check
Non-slip surface free from water, debris, or obstacles
Equipment Safety
Safety Checks
- •Gymnastics mats properly positioned and secure
- •Benches stable and appropriate height for age group
- •Hoops in good condition without cracks or rough edges
Risk Management
Key Risks
- •Falls from balance beam/bench
- •Collisions during fast movement
- •Overconfidence leading to unsafe speeds
- •Inadequate landing preparation
Risk Mitigation
- •Progressive speed building in all activities
- •Constant emphasis on control over pure speed
- •Adequate matting for all landing activities
- •Clear boundaries and spacing between students
- •Immediate response to unsafe behaviour
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during station work
- •Close monitoring during jumping activities
- •Active intervention for speed control issues
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed