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Lesson 1 - Exploring Zig-Zag 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 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

Cones

60 (2 per student)

Stored around hall perimeter for easy collection

Alternative: Bean bags, hoops, spots

Gymnastics Mats

6-8

Placed strategically for rolling activities if needed

Alternative: Carpet tiles for floor work

Key Vocabulary

Pathway

The route or track we follow when moving through space

Zig-zag

A line or movement pattern with sharp turns left and right

Flow

Smooth, continuous movement from one action to the next

Champion gymnastics

Moving with control, silence, pointed fingers and toes

Balance

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

Silent movement demonstrating control

Smooth transitions between movements

4-second balance holds with proper body tension

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