Lesson 5 - Creating Pathway Sequences
Exploring Movement Pathways with Flow and Control
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can we move like champion gymnasts when creating our own pathway sequences?
Learning Objectives
- To create and perform sequences that follow pathways using gymnastics apparatus
- To link movements and balances together with control and flow
- To demonstrate 'champion' qualities of silent movement, pointed extremities, and stillness in balances
Key Outcomes
- Students will create pathway sequences combining 3 movements and 2 balances
- Students will demonstrate understanding of zig-zag and curved pathways
- Students will assess and improve their own and others' sequences
Equipment & Resources Required
Distributed around hall at different heights and angles
Alternative: Benches, crash mats, balance beams
Available for students to collect and place
Alternative: Bean bags, spots, hoops
Placed around apparatus for safety
Alternative: Yoga mats, crash mats
Key Vocabulary
The route or direction taken when moving through space
A series of movements performed one after another in order
Smooth, continuous movement from one action to the next
Silent, controlled movement with pointed fingers and toes
A pathway that changes direction sharply, like lightning
A pathway that bends smoothly without sharp corners
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (wide, narrow, curled)
- Simple balances on apparatus
- Understanding of high and low movements
Current Skills
- Creating sequences following pathways
- Linking movements with flow
- Peer assessment and feedback
Next Steps
- Complex pathway combinations
- Partner sequences on apparatus
- Performance for an audience
Milestone Indicators
Key Teaching Points
- Champion movement means silent movement with pointed fingers and toes
- Sequences must start and finish with a balance
- Flow means smooth connections between movements without stopping
- Pathways have clear shapes - zig-zag (sharp angles) or curved (smooth bends)
- Use apparatus to create high and low movements in sequences
- Peer feedback should include two positives and one improvement suggestion
- Safety first - control is more important than difficulty
Common Misconceptions
- Students think faster movement is better - emphasise control and flow over speed
- Sequences can start with movement - reinforce starting with balance requirement
- All movements must be at same level - encourage use of high and low movements
- Pathways are just about direction - emphasise the shape and pattern of the route
- Advanced movements are always better - stress that controlled basic movements are more champion-like than uncontrolled advanced ones
- Peer feedback should only point out mistakes - teach positive feedback approach
SEN Adaptations
ADHD
- Shorter activity segments with clear starts/stops, movement breaks built into lesson, clear visual boundaries for personal space, partner support for focus
dyspraxia
- Larger apparatus for easier navigation, simplified sequences with fewer elements, extra practice time, visual demonstrations repeated frequently
autism spectrum
- Clear visual sequence cards showing order of activities, quiet practice area available, consistent routine structure, advance warning of activity changes
visual impairment
- Use bright coloured cones for pathway markers, verbal descriptions of demonstrations, buddy system for apparatus navigation, tactile exploration of apparatus
hearing impairment
- Visual demonstrations of all instructions, hand signals for pathway directions, written sequence cards, peer buddy for communication support
physical disability
- Adapted apparatus heights, wheelchair accessible pathways, modified movements focusing on upper body sequences, seated balance options
Cross-Curricular Links
Maths
Understanding of pathways as geometric shapes, counting movements in sequences (1, 2, 3), spatial awareness and direction
Science
Forces and movement, balance and gravity, body systems working during exercise, cause and effect in movement
Art
Creating patterns with movement, expressing ideas through physical performance, appreciation of graceful movement
Geography
Direction and routes, creating and following maps, pathways through landscapes
PSHE
Cooperation and teamwork, giving and receiving feedback, perseverance and resilience
Teacher Guidance
Positioning
Move around apparatus stations to monitor all groups, position centrally during demonstrations
Observation Focus
Champion movement qualities, sequence structure, safe apparatus use, quality of peer feedback
Intervention Points
Step in if unsafe apparatus use observed, provide support for struggling students, extend learning for advanced students
Demonstration Notes
Exaggerate champion movement qualities for visibility, show clear differences between pathways, model good peer feedback
Verbal Cues
- •'Silent like a champion!'
- •'Point those fingers and toes!'
- •'Flow from one movement to the next!'
- •'Which pathway are you following?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m with apparatus stations around perimeter
Surface Check
Non-slip floor surface, dry and clean, free from obstacles
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned around apparatus for safe landing
- •Cone markers placed securely, not creating trip hazards
- •Appropriate height apparatus for Year 2 students
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during pathway following
- •Overambitious movements beyond capability
Risk Mitigation
- •Clear spacing between apparatus stations
- •Supervised progression to advanced movements
- •Proper warm-up before apparatus work
- •Partners monitoring each other's safety
- •Teacher positioned for maximum visibility of all apparatus
Supervision & Emergency Procedures
Supervision Points
- •Position to see all apparatus stations
- •Monitor students attempting advanced movements closely
- •Ensure safe use of apparatus throughout lesson
- •Check pathway routes don't create collision risks
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, summon additional help if needed