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Lesson 5 - Appropriate Speeds for Movement

Creative Body Shapes

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Year 2

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

6-8 mats

Spread around activity area for landing zones

Alternative: Carpet tiles or safe floor area

Gymnastics Benches

2-3 benches

Set up as balance beams, ensure stable placement

Alternative: Low beams or chalk lines on floor

Hoops

7 hoops

Place on mats as landing targets

Alternative: Chalk circles or rope circles

Coloured Cones

3 red cones + 3 orange cones + 3 green cones

For visual traffic light commands

Alternative: Coloured cards or flags

Tunnel Systems

1 speaker/system

For rhythm and atmosphere (optional)

Alternative: Verbal rhythm or counting

Key Vocabulary

Speed

How fast or slow we move our bodies

Control

Being able to manage and direct our movements precisely

Balance

Keeping our body steady and not falling over

Sequence

A series of movements performed one after another

Element

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

Consistent speed control across different movements

Safety awareness in movement choices

Smooth transitions between speeds

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