🤸

Lesson 3 - Linking Movements and Transitions

Creative Body Shapes

•

Year 2

•

Gymnastics

•

45 min

Big Question

How can we connect our gymnastics movements to create smooth, flowing sequences that tell a story?

Learning Objectives

Define how gymnastic elements can link smoothly and continuously
Explore transitions between different elements
Compare linking movements that improve a performance

Key Outcomes

Students will perform sequences with smooth, continuous links between elements
Students will explore various transition methods between movements
Students will suggest improvements for linking movements in sequences

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Spread evenly around activity space for safe rolling

Alternative: Yoga mats or carpet tiles

Cones

12 cones

Mark boundaries and pathways for movement

Alternative: Bean bags or markers

Music Player

For rhythm and flow during sequences

Alternative: Tablet with speakers

Key Vocabulary

Transition

The way we move smoothly from one gymnastics element to another

Sequence

A series of gymnastics movements performed one after another

Element

A single gymnastics movement or shape

Continuous

Moving without stopping or pausing between elements

Linking

Connecting one movement to another in a smooth way

Skill Progression Pathway

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

Prior Learning

Can perform basic gymnastics shapes and balances
Understands simple gymnastics terminology
Can follow movement instructions safely

Current Skills

Linking movements smoothly and continuously
Creating transitions between different elements
Building sequences with multiple connected movements

Next Steps

Combining linking movements in longer sequences
Adding apparatus work with smooth transitions
Creating partner sequences with synchronized linking

Milestone Indicators

Smooth flow between movements without hesitation

Use of different levels and speeds in transitions

Creative problem-solving for movement connections

Key Teaching Points

Smooth transitions require no extra steps between movements
Quality of linking is more important than speed of execution
Every gymnastics element should flow naturally into the next
Good linking makes sequences look professional and controlled
Practice individual elements first, then focus on connections
Creative problem-solving helps discover new transition methods
Partner work builds memory skills and cooperation

Common Misconceptions

Thinking faster movement equals better linking (actually slower, controlled movement creates smoother flow)
Believing complex movements make better sequences (simple movements linked well are more effective)
Assuming all transitions must be the same (variety in linking methods creates interest)
Thinking linking only applies to floor work (transitions are important in all gymnastics contexts)

SEN Adaptations

ADHD

Shorter activity segments, clear movement boundaries, frequent position changes to maintain focus

dyspraxia

Slower movement pace, additional practice time, simplified sequences, clear verbal and visual cues

autism spectrum

Clear visual sequence cards, predictable routine structure, quiet spaces available for sensory breaks

visual impairment

Use verbal descriptions of movements, tactile guidance for positioning, clear verbal cues for transitions

hearing impairment

Visual demonstrations, written instruction cards, hand signals for sequence cues

physical disability

Adapted movements from seated position, use of wheelchair for travelling activities, modified transition methods

Cross-Curricular Links

English

Vocabulary development (transition, sequence, link), following multi-step instructions

Science

Forces and motion in gymnastics movements, balance and centre of gravity concepts

Art

Creating flowing patterns through movement, aesthetic appreciation of smooth sequences

PSHE

Cooperation and collaboration skills, building confidence through achievement, supporting others' learning

Teacher Guidance

Positioning

Central position during demonstrations, circulate during practice to provide individual feedback

Observation Focus

Monitor linking quality, safety in movement choices, understanding of transition concepts

Intervention Points

Step in if students choose unsafe movements, provide support for struggling individuals, ensure partner activities remain positive

Demonstration Notes

Always demonstrate movements slowly first, emphasise linking points clearly, show both correct technique and common errors

Verbal Cues

•'Flow like water from one movement to the next'
•'No stopping, keep the movement alive'
•'Smooth as silk, strong as steel'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, hall or gymnasium setting

Surface Check

Clean, dry, non-slip surface suitable for rolling and movement

Equipment Safety

Safety Checks

•Gymnastics mats properly positioned and secure
•Adequate spacing between activity areas
•Clear boundaries marked with cones

Risk Management

Key Risks

•Collisions during Follow My Leader activity
•Poor technique in rolling leading to injury
•Overambitious movement choices beyond ability level

Risk Mitigation

•Clear safety briefing before movement activities
•Adequate spacing enforced throughout lesson
•Teacher modelling of all movements before student attempts
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during activities
•Circulate during individual practice to monitor technique
•Pay particular attention during rolling and transition practice

Emergency Procedures

Stop all activity immediately, assess any injuries, provide appropriate first aid, ensure other students remain calm and safe