Lesson 4 - Developing Curved Pathways on Apparatus
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 by creating smooth, curved pathways on apparatus?
Learning Objectives
- Apply 'champion gymnastics' movements by developing different curved pathways on apparatus
- Create movements that can be linked together with flow and control
- Demonstrate understanding of curved pathways through creative apparatus work
Key Outcomes
- Students will create and perform curved pathways on apparatus with champion-like qualities
- Students will link movements together showing flow and control
- Students will understand and demonstrate what makes a 'champion' gymnast
Equipment & Resources Required
Arrange around apparatus for safety zones
Alternative: Soft play mats, crash mats for landing areas
Place at various heights and angles around the space
Alternative: Balance benches, low wooden planks
Position to create over/under opportunities
Alternative: PE benches turned upside down, stepped platforms
Allow students to mark their own start and finish points
Alternative: Bean bags, spots, chalk marks
Quiet background music to encourage flowing movements
Alternative: CD player, tablet with speaker
Key Vocabulary
A line or route that gradually deviates from being straight, creating gentle bends and turns
A gymnast who moves silently, points fingers and toes, and holds still shapes with control
Smooth, continuous movement that connects one action to the next without stopping
Gymnastics equipment such as benches, mats, and low boxes used for movement
A series of movements performed one after another in a planned order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can create curved pathways on the floor
- Students understand basic gymnastics shapes and balances
- Students know the difference between high and low movements
Current Skills
- Applying curved pathways to apparatus work
- Linking movements together with flow
- Understanding 'champion' gymnastics qualities
Next Steps
- Creating longer sequences on apparatus
- Combining different pathway types (straight, curved, zigzag)
- Working collaboratively to create group sequences
Milestone Indicators
Key Teaching Points
- Champion gymnasts move silently with pointed fingers and toes
- Curved pathways create flowing, rainbow-like routes through space
- Sequences need clear beginnings, middles, and ends with flow between parts
- Safety on apparatus requires control and awareness at all times
- Flow means connecting movements smoothly without stopping
- Practice and peer feedback help improve gymnastics skills
- Creative use of apparatus enhances pathway possibilities
Common Misconceptions
- All pathways should be the same - encourage individual creativity and choice
- Faster movement is better - emphasise control and quality over speed
- Apparatus work is just about getting on and off - focus on pathway creation through and around equipment
- Perfect balance means not moving at all - explain active muscle engagement
- Only certain children can be gymnasts - reinforce that everyone can develop champion qualities
SEN Adaptations
ADHD
- Frequent positive reinforcement, clear task boundaries, opportunity for leadership roles
dyspraxia
- Simplified sequence structures, extra practice time, peer support for complex movements
autism spectrum
- Clear visual schedule of lesson structure, quiet practice spaces available, consistent routine and language
visual impairment
- Tactile markers for pathway boundaries, verbal descriptions of apparatus layout, buddy system for navigation
hearing impairment
- Visual demonstrations emphasised, hand signals for key instructions, written sequence cards available
physical disability
- Adapted apparatus heights, seated pathway creation alternatives, modified balance challenges as appropriate
Cross-Curricular Links
English
Vocabulary development (curved, flow, sequence), following and giving instructions
Maths
Understanding curves and straight lines, measuring pathways, counting sequences and timings
Science
Forces and motion on apparatus, gravity and balance, body systems during exercise
Art
Creating flowing lines and curves, understanding shape and form through movement
PSHE
Perseverance and resilience, supporting others, celebrating achievements
Teacher Guidance
Positioning
Position at edge of apparatus area for maximum visibility, move between stations during activities
Observation Focus
Watch for control and safety, champion movement qualities, and creative pathway development
Intervention Points
Step in immediately for unsafe apparatus use, provide support for students struggling with balance or control
Demonstration Notes
Always demonstrate on apparatus yourself first, exaggerate champion qualities for clarity, show both correct and incorrect examples where safe
Verbal Cues
- •'Silent like a champion!'
- •'Point those fingers and toes!'
- •'Flow like water between movements!'
- •'Curved like a rainbow!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m with high ceiling clearance for apparatus work
Surface Check
Clean, dry floor with adequate grip, free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned around all apparatus for safe landing
- •Maximum apparatus height appropriate for Year 2 (2 sections maximum)
- •Clear pathways between apparatus stations
Risk Management
Key Risks
- •Falls from apparatus due to loss of control
- •Collisions between students using different apparatus
- •Injury from unstable or incorrectly positioned equipment
- •Overconfidence leading to inappropriate risk-taking
Risk Mitigation
- •Gradual introduction to apparatus with safety demonstration
- •Clear boundaries and movement directions established
- •Constant supervision with teacher positioning for maximum visibility
- •Emphasis on controlled, champion-like movement throughout
- •Immediate correction of unsafe behaviours
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all apparatus stations simultaneously
- •Move between stations during practice to provide close supervision
- •Monitor for fatigue affecting control and decision-making
- •Watch for peer pressure influencing safety choices
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid if needed, ensure other students remain safe and calm