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Lesson 3 - Exploring Curved Pathways

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 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

Cones

60 (2 per student)

Distributed around the hall perimeter for students to collect as needed

Alternative: Bean bags, marker spots, or any small markers

Gymnastics Mats

8-10 mats

Placed around the hall for comfort during floor work

Alternative: Carpet squares or designated floor areas

Tunnel Systems

Optional for creating atmosphere during pathway creation

Alternative: None required - lesson can be taught without music

Key Vocabulary

Curved pathway

A line or route that gradually bends away from being straight, creating smooth rounded movements

Flow

Moving smoothly from one movement to another without stopping or jerky movements

Champion gymnastics

Moving silently with pointed fingers and toes, showing control and precision

Link

To connect movements together smoothly so they flow from one to the next

Balance

A still position held with control, keeping the body steady

Pathway

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

Smooth transitions between movements along curved lines

Consistent application of 'champion' principles throughout sequence

Ability to explain what makes a pathway curved rather than straight

Independent creation of flowing sequences with clear start and finish

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