Lesson 2 - Zig-Zag Pathways on Apparatus
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 using zig-zag pathways on apparatus?
Learning Objectives
- To develop zig-zag pathways on gymnastics apparatus with control and flow
- To create and link movements together in mini sequences
- To demonstrate 'champion gymnastics' qualities of silence, pointed fingers and toes, and stillness in balances
Key Outcomes
- Students will move along zig-zag pathways on apparatus maintaining flow and control
- Students will create mini sequences with clear start and finish positions
- Students will demonstrate understanding of what makes a 'champion gymnast'
Equipment & Resources Required
Arrange around hall with safe spacing between apparatus stations
Alternative: Crash mats, exercise mats
Position at various angles to create pathway options
Alternative: PE benches, low wooden benches
Set at low height for safety, with mats around all sides
Alternative: Low sturdy boxes, step platforms
Available for students to mark their start and finish points
Alternative: Cones, bean bags, spots
Position at floor level or very low height
Alternative: Floor lines, low balance boards
Key Vocabulary
A line or course having abrupt alternate right and left turns
Moving silently with pointed fingers and toes, and holding balances perfectly still
Smooth, continuous movement from one action to the next without stopping
A series of movements performed one after another in a planned order
Gymnastics equipment such as mats, benches, and boxes used for movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (crawling, rolling, jumping)
- Simple balances and shapes
- Understanding of zig-zag pathways from previous lesson
Current Skills
- Creating zig-zag pathways on apparatus
- Linking movements with flow
- Developing 'champion gymnastics' qualities
Next Steps
- Complex pathway combinations
- Partner and group sequences
- Advanced apparatus work with varied pathways
Milestone Indicators
Key Teaching Points
- Champion gymnastics means silent movement, pointed fingers and toes, and perfectly still balances
- Zig-zag pathways have sharp directional changes - left and right turns, not curves
- Flow means smooth transitions between movements without stopping or jerky changes
- Safety on apparatus is non-negotiable - stop activity for any unsafe behaviour
- Creative pathway solutions should still maintain the zig-zag structure
- High and low movements add interest but must be performed safely
- Sequences need clear beginning, middle, and end with start and finish markers
Common Misconceptions
- Thinking zig-zag means curved pathways - correct with demonstration of sharp angular turns
- Believing apparatus work is about speed - emphasise control and quality over speed
- Assuming all movements must be complex - celebrate simple, well-executed movements
- Thinking champion gymnastics is only about winning - explain it's about quality and technique
- Believing flow means rushing - demonstrate how flow can be slow and controlled
- Assuming balances are easy - emphasise the skill required for perfectly still balances
SEN Adaptations
ADHD
- Frequent position changes, clear boundaries marked, regular positive feedback and refocusing
dyspraxia
- Simplified movement patterns, extra practice time, visual and verbal cues combined, larger apparatus for easier use
autism spectrum
- Clear visual schedule of lesson structure, consistent apparatus arrangement, quiet space available if needed
visual impairment
- Use tactile markers for pathway boundaries, verbal descriptions of apparatus layout, buddy system for guidance
hearing impairment
- Visual demonstrations of all movements, hand signals for instructions, visual cues for timing
physical disability
- Seated pathway creation using arms, adapted apparatus at appropriate height, modified movements focusing on achievable elements
Cross-Curricular Links
Maths
Shapes and angles in pathways, counting repetitions and balance holds, spatial awareness and positioning
Science
Forces in movement, balance and stability, body systems during exercise
Art
Creative movement expression, patterns in pathways, aesthetic appreciation of movement
Geography
Directions and spatial relationships, mapping pathways and routes
PSHE
Self-confidence building, peer support and encouragement, resilience in learning new skills
Teacher Guidance
Positioning
Move around apparatus stations to maintain sight of all students, position at apparatus requiring most support
Observation Focus
Watch for safe apparatus usage, quality of champion gymnastics, creative pathway development
Intervention Points
Step in for unsafe apparatus use, provide technique support, encourage reluctant students
Demonstration Notes
Use clear, exaggerated movements to show champion qualities, demonstrate safe apparatus techniques, model creative pathway solutions
Verbal Cues
- •'Silent champion movements!'
- •'Point those fingers and toes!'
- •'Flow from one movement to the next!'
- •'Safety first, creativity second!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 12m with additional height clearance
Surface Check
Non-slip floor surface, clean and free from obstacles
Equipment Safety
Safety Checks
- •All apparatus inspected and stable before use
- •Mats positioned around apparatus landing areas
- •Equipment appropriate height for Year 2 students
- •Clear sight lines for supervision
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Inappropriate apparatus use
- •Overconfidence leading to unsafe attempts
Risk Mitigation
- •Clear safety rules established and reinforced
- •Appropriate apparatus height for age group
- •Adequate spacing between apparatus stations
- •Progressive skill building from floor to apparatus
- •Continuous supervision and intervention when needed
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus
- •Move around stations during practice
- •Monitor high-risk movements closely
- •Intervene immediately for unsafe behaviour
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, clear space for emergency access if needed