Lesson 1 - Exploring Zig-Zag 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 different pathways?
Learning Objectives
- To explore and create zig-zag pathways using different gymnastic movements
- To develop flow and control when linking movements together
- To demonstrate balance and stillness at the end of pathway sequences
Key Outcomes
- Students will be able to travel along zig-zag pathways using various gymnastic movements
- Students will demonstrate smooth transitions between movements showing flow
- Students will hold balanced shapes for 4 seconds with pointed fingers and toes
Equipment & Resources Required
Stored around hall perimeter for easy collection
Alternative: Bean bags, hoops, spots
Placed strategically for rolling activities if needed
Alternative: Carpet tiles for floor work
Key Vocabulary
The route or track we follow when moving through space
A line or movement pattern with sharp turns left and right
Smooth, continuous movement from one action to the next
Moving with control, silence, pointed fingers and toes
Holding a still position with control and stability
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic shapes (wide, narrow, curled)
- Simple travelling movements (walking, jumping)
- Understanding of high and low body positions
Current Skills
- Creating zig-zag pathways
- Linking movements with flow
- Holding balanced shapes with control
Next Steps
- Complex pathway combinations
- Partner pathway work
- Creating sequences with apparatus
Milestone Indicators
Key Teaching Points
- Champion gymnastics means silent movement with pointed fingers and toes
- Zig-zag pathways have sharp angular turns, not curved ones
- Flow means smooth, continuous movement from one action to the next
- Balance holds must be still and controlled for the full 4 seconds
- Spatial awareness is crucial for safe pathway work
- Quality of movement is more important than speed
- Every student can achieve success at their own level
Common Misconceptions
- Zig-zag means curved pathways (correction: emphasise sharp, angular turns)
- Faster movement is better (correction: control and quality matter most)
- Balance means wobbling is acceptable (correction: stillness is the goal)
- Champion gymnastics is only for the most skilled (correction: everyone can demonstrate champion qualities)
- Flow means rushing between movements (correction: smooth transitions, not speed)
SEN Adaptations
ADHD
- Shorter activity bursts with movement breaks, clear boundaries and expectations, immediate positive feedback, fidget tools available if needed
dyspraxia
- Break down movements into smaller steps, provide extra practice time, use larger equipment for easier handling, visual cues for spatial awareness
autism spectrum
- Clear visual schedule of lesson activities, quiet areas available if needed, consistent routine and structure, advance warning of activity changes
visual impairment
- Use bright coloured cones, provide verbal descriptions of demonstrations, buddy system for guidance, tactile markers for pathway boundaries
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for key commands, ensure student can see teacher at all times
physical disability
- Adapt movements to suit mobility (seated versions, modified pathways), provide additional support equipment, allow longer time for transitions
Cross-Curricular Links
Maths
Understanding angles in zig-zag patterns, counting steps and seconds, spatial awareness and direction
Science
Forces and motion in movement, balance and stability, how exercise affects heart rate and breathing
Art
Creating patterns and shapes, understanding line types (straight, curved, zig-zag)
Geography
Direction changes (left/right), pathways and routes, spatial mapping concepts
PSHE
Working safely with others, following instructions, self-evaluation and improvement
Teacher Guidance
Positioning
Move around hall perimeter for optimal viewing of all students and quick intervention
Observation Focus
Watch for pathway accuracy, movement flow, balance control, and champion gymnastics qualities
Intervention Points
Step in if pathways become unsafe, provide individual support for struggling students, enhance good examples
Demonstration Notes
Always demonstrate movements clearly and slowly, emphasise key teaching points visually, use students as positive examples
Verbal Cues
- •'Sharp turns, not round!'
- •'Flow like water!'
- •'Champion silence!'
- •'Point those fingers and toes!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 10m with clear boundaries
Surface Check
Clean, dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Check cones have no cracks or sharp edges
- •Ensure adequate cones available (2 per student)
- •Store unused equipment safely around perimeter
Risk Management
Key Risks
- •Collisions between students
- •Trips over equipment
- •Hard landings from jumping movements
- •Slips on smooth floors
Risk Mitigation
- •Clear spacing guidelines for pathways
- •Emphasise controlled movement speeds
- •Teach soft landing techniques
- •Regular reminders about spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor pathway spacing and safety
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop activity immediately, assess injury, appropriate first aid response, incident reporting as required