Lesson 3 - Linking Movements and Transitions
Creative Body Shapes
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Spread evenly around activity space for safe rolling
Alternative: Yoga mats or carpet tiles
Mark boundaries and pathways for movement
Alternative: Bean bags or markers
For rhythm and flow during sequences
Alternative: Tablet with speakers
Key Vocabulary
The way we move smoothly from one gymnastics element to another
A series of gymnastics movements performed one after another
A single gymnastics movement or shape
Moving without stopping or pausing between elements
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
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