Lesson 6 - Pathways Performance and Assessment
Exploring Movement Pathways with Flow and Control
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we perform like champion gymnasts and help each other improve?
Learning Objectives
- To perform completed pathway sequences with control and fluency
- To demonstrate 'champion' movement qualities including silence, pointed extremities, and stillness in balances
- To assess and provide constructive feedback on peer performances
Key Outcomes
- Students will perform their pathway sequences on apparatus with improved quality
- Students will demonstrate understanding of performance quality through silent, controlled movements
- Students will give and receive feedback to improve their sequences
Equipment & Resources Required
Spread around hall with safe spacing for pathways between
Alternative: Chairs, tables, or floor spots if apparatus unavailable
Simple tick charts for peer assessment
Alternative: Simple observation sheets or mental notes
Calm, rhythmic music for movement flow
Alternative: Phone speaker or singing
Key Vocabulary
Silent, controlled movements with pointed fingers and toes, and stillness in balances
The route or direction of movement - can be straight, zigzag, or curved
A series of movements performed one after another in a planned order
Smooth transitions between movements without stopping or hesitation
Watching and giving helpful feedback to improve someone else's performance
Comments that help someone improve, focusing on what they did well and what they could do better
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created pathway sequences in previous lessons
- Understands basic travelling movements on apparatus
- Can make simple balances and shapes
Current Skills
- Refining sequences for performance quality
- Developing peer assessment skills
- Understanding champion movement qualities
Next Steps
- Creating longer, more complex sequences
- Performing to larger audiences
- Self-directed sequence creation
Milestone Indicators
Key Teaching Points
- Champion movement means silent, controlled movement with pointed extremities and stable balances
- Sequences must have clear structure: balance-travel-travel-travel-balance following chosen pathway
- Feedback should always start positive and include one specific, helpful suggestion
- Pathways can be zigzag or curved - students should maintain consistency within their sequence
- Performance confidence builds through practice and supportive peer assessment
- Quality over complexity - better to perform simple movements with champion qualities than complex movements poorly
- Assessment skills develop through guided practice and teacher modelling
Common Misconceptions
- Champions only do difficult skills - correct: champions focus on quality of movement regardless of difficulty level
- Feedback means finding faults - correct: feedback celebrates strengths and suggests improvements kindly
- Pathways must be complicated - correct: clear, simple pathways performed well are more effective
- Assessment is about comparing with others - correct: assessment focuses on individual improvement and effort
- Sequences need lots of movements - correct: fewer movements performed with quality is better than many done poorly
SEN Adaptations
ADHD
- Short, focused practice segments, clear movement boundaries, immediate positive feedback, physical activity to channel energy positively
dyspraxia
- Simplified sequence requirements, extra practice time, visual and verbal cues combined, smaller apparatus or floor alternatives for confidence
autism spectrum
- Clear structure with visual sequence cards, warning before assessment activities, quiet space available if overwhelmed, predictable routine and criteria
visual impairment
- Use verbal cues for pathway directions, tactile apparatus exploration, buddy system for spatial awareness, clear verbal feedback descriptions
hearing impairment
- Visual demonstrations of all movements, written assessment criteria cards, visual hand signals for champion qualities, clear sight lines for lip reading
physical disability
- Adapted apparatus heights or floor-based alternatives, modified movement requirements, upper body sequence focus if needed, peer support for stability
Cross-Curricular Links
English
Vocabulary development with gymnastics terminology, speaking and listening through feedback conversations, descriptive language for movement quality
Maths
Counting movements in sequences, understanding patterns and repetition, spatial awareness through pathway shapes
Science
Forces and motion in gymnastics movements, balance and stability concepts, body systems during exercise
Art
Creating pathway patterns, understanding shape and form through body positions, aesthetic appreciation of movement sequences
PSHE
Building confidence through performance, giving and receiving feedback constructively, cooperation and teamwork skills
Teacher Guidance
Positioning
Circulate between apparatus stations during practice, central position during group instruction
Observation Focus
Champion movement qualities, sequence structure, safety on apparatus, quality of peer feedback
Intervention Points
Step in if apparatus use becomes unsafe, guide feedback conversations if becoming negative, support nervous performers
Demonstration Notes
Exaggerate champion qualities for visibility, show clear contrast between good and needs-improvement examples, model positive feedback language consistently
Verbal Cues
- •'Champion silence!'
- •'Point those fingers and toes!'
- •'Still as statues in your balances!'
- •'Kind words and helpful suggestions!'
Safety Considerations
Space & Surface Requirements
Space Requirements
School hall minimum 10m x 15m, clear of obstacles with apparatus arranged around perimeter
Surface Check
Non-slip hall surface, clean and dry, appropriate for gymnastics activities
Equipment Safety
Safety Checks
- •Check all apparatus is stable and appropriately height for Year 2
- •Ensure mats are positioned for safe landings
- •Verify adequate spacing between apparatus stations
Risk Management
Key Risks
- •Falls from apparatus during sequence performance
- •Collisions between students during movement
- •Inappropriate apparatus use during peer assessment
- •Emotional distress from performance or feedback
Risk Mitigation
- •Clear apparatus safety rules reinforced before use
- •Adequate spacing maintained between pairs during performances
- •Teacher supervision of all apparatus use
- •Positive feedback structure taught and monitored
- •Progressive sequence building from previous lessons
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Circulate during practice to monitor safety and technique
- •Listen to feedback conversations for appropriateness
- •Monitor emotional responses during assessment
Emergency Procedures
Stop activity immediately if unsafe behaviour observed, first aid available, clear access to exits maintained