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Lesson 4 - Developing Curved Pathways on Apparatus

Exploring Movement Pathways with Flow and Control

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Year 2

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

7 large mats

Arrange around apparatus for safety zones

Alternative: Soft play mats, crash mats for landing areas

Gymnastics Benches

4-6 benches

Place at various heights and angles around the space

Alternative: Balance benches, low wooden planks

Step Boxes

3.5 boxes

Position to create over/under opportunities

Alternative: PE benches turned upside down, stepped platforms

Sun Markers

20-30 markers/cones

Allow students to mark their own start and finish points

Alternative: Bean bags, spots, chalk marks

Tunnel Systems

1 portable speaker

Quiet background music to encourage flowing movements

Alternative: CD player, tablet with speaker

Key Vocabulary

Curved pathway

A line or route that gradually deviates from being straight, creating gentle bends and turns

Champion gymnast

A gymnast who moves silently, points fingers and toes, and holds still shapes with control

Flow

Smooth, continuous movement that connects one action to the next without stopping

Apparatus

Gymnastics equipment such as benches, mats, and low boxes used for movement

Sequence

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

Smooth transitions between movements

Consistent demonstration of champion qualities

Creative use of apparatus for pathway creation

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