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Lesson 2 - Zig-Zag Pathways on Apparatus

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 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

Gymnastics Mats

6-8 mats

Arrange around hall with safe spacing between apparatus stations

Alternative: Crash mats, exercise mats

Gymnastics Benches

4-6 benches

Position at various angles to create pathway options

Alternative: PE benches, low wooden benches

Gymnastics Vaults

3 boxes

Set at low height for safety, with mats around all sides

Alternative: Low sturdy boxes, step platforms

Sun Markers

20-30 markers

Available for students to mark their start and finish points

Alternative: Cones, bean bags, spots

Balance Beams

2-3 beams

Position at floor level or very low height

Alternative: Floor lines, low balance boards

Key Vocabulary

Zig-zag pathway

A line or course having abrupt alternate right and left turns

Champion gymnastics

Moving silently with pointed fingers and toes, and holding balances perfectly still

Flow

Smooth, continuous movement from one action to the next without stopping

Sequence

A series of movements performed one after another in a planned order

Apparatus

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

Confident movement on apparatus

Clear understanding of flow and linking

Consistent demonstration of 'champion' qualities

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