Lesson 3 - Exploring Curved Pathways
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 along curved pathways whilst maintaining flow and control?
Learning Objectives
- Explore and create movements along curved pathways using different body parts
- Link movements together with flow between a starting and ending balance
- Demonstrate 'champion gymnastics' principles of silent movement with pointed fingers and toes
Key Outcomes
- Students will create smooth, flowing sequences along curved pathways
- Students will understand and apply the concept of curved movement in gymnastics
- Students will demonstrate controlled balances at the start and end of their pathways
Equipment & Resources Required
Distributed around the hall perimeter for students to collect as needed
Alternative: Bean bags, marker spots, or any small markers
Placed around the hall for comfort during floor work
Alternative: Carpet squares or designated floor areas
Optional for creating atmosphere during pathway creation
Alternative: None required - lesson can be taught without music
Key Vocabulary
A line or route that gradually bends away from being straight, creating smooth rounded movements
Moving smoothly from one movement to another without stopping or jerky movements
Moving silently with pointed fingers and toes, showing control and precision
To connect movements together smoothly so they flow from one to the next
A still position held with control, keeping the body steady
The route or line along which we travel during our gymnastic movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can perform basic gymnastic balances and hold for 3-4 seconds
- Understands zig-zag pathways from previous lessons
- Can move with control using different body parts
- Knows the concept of 'champion gymnastics' principles
Current Skills
- Creating and following curved pathways
- Linking movements with flow and control
- Adding starting and ending balances to sequences
- Moving silently with pointed extremities
Next Steps
- Combining straight, zig-zag and curved pathways
- Creating longer, more complex gymnastic sequences
- Working with partners to create mirrored pathways
- Adding apparatus work to pathway sequences
Milestone Indicators
Key Teaching Points
- Curved pathways bend and flow smoothly like rainbows or snakes, not straight or angular
- Champion gymnastics means silent movement with pointed fingers and toes throughout
- Flow means smooth transitions between movements without stopping or jerky changes
- Balances must be held still for 4 seconds with perfect control and pointed extremities
- Starting and ending balances should be different to show variety and creativity
- Sequences should flow from balance into pathway movement and into final balance
- Safety depends on control, spatial awareness, and moving at appropriate speeds
Common Misconceptions
- Misconception: 'Curved pathways are just wavy straight lines' - Clarification: Curves are smooth bends, not zigzag waves
- Misconception: 'Flow means moving faster' - Clarification: Flow means smooth transitions, often this requires moving more slowly
- Misconception: 'Any balance position will do' - Clarification: Balances need control, pointed extremities, and 4-second holds
- Misconception: 'Champion gymnastics is just about being quiet' - Clarification: It includes silence, pointed extremities, and control together
- Misconception: 'Pathways don't matter as long as you move' - Clarification: The shape and smoothness of pathways is fundamental to gymnastics
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries marked with cones, immediate positive feedback, movement opportunities throughout
dyspraxia
- Simplified movement patterns initially, extra practice time, visual cues for pathway direction, celebration of small improvements
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available, predictable timing and expectations
visual impairment
- Use bright coloured cones, verbal descriptions of curved pathways, partner support for spatial guidance, tactile cues for pathway direction
hearing impairment
- Visual demonstrations emphasised, clear visual cues for start/stop, written instruction cards available, visual timer for balance holds
physical disability
- Adapted movements appropriate to ability, wheelchair-accessible pathways, seated balance work, peer support when needed
Cross-Curricular Links
English
Vocabulary development with gymnastics terms, following sequential instructions, describing movement and pathways using descriptive language
Science
Understanding forces and motion in curved movement, exploring gravity and balance, investigating smooth and rough surfaces
Art
Creating curved lines and shapes, understanding flow in artistic composition, exploring movement as artistic expression
PSHE
Building confidence through achievement, developing resilience when learning new skills, cooperation and supporting others
Teacher Guidance
Positioning
Move around the hall perimeter during activities to see all students, position centrally for demonstrations and instructions
Observation Focus
Watch for curved pathway shape, flow between movements, champion gymnastics principles, and safe control throughout
Intervention Points
Step in when students lose pathway shape, lack flow, compromise safety, or need encouragement to try new movements
Demonstration Notes
Use whole body to show curved pathways, exaggerate pointed fingers and toes, demonstrate flowing transitions clearly, show contrasts between good and poor technique
Verbal Cues
- •'Curve like a rainbow!'
- •'Flow like water!'
- •'Silent champion movements!'
- •'Pointed fingers and toes!'
- •'Hold that balance... 1, 2, 3, 4!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m hall space, clear of obstacles and hazards
Surface Check
Clean, dry, non-slip surface suitable for gymnastic movements and balance work
Equipment Safety
Safety Checks
- •Check cones have no cracks or sharp edges
- •Ensure mats are flat and properly positioned
- •Verify adequate quantity of equipment for class size
Risk Management
Key Risks
- •Collisions between students during pathway movements
- •Falls during balance work or transitions
- •Loss of control during flowing movements
- •Tripping over cones or equipment
Risk Mitigation
- •Clear spacing guidelines maintained throughout lesson
- •Progressive skill building from simple to complex movements
- •Emphasis on control over speed in all activities
- •Regular reminders about spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move around during activities to monitor closely
- •Give immediate feedback on unsafe practice
- •Watch particularly for balance work and transitions
Emergency Procedures
STOP signal to freeze all activity, assess any incidents, first aid available, clear evacuation routes maintained