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Lesson 1 - Gymnastic Shapes and Sequences

Movement Stories

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Year 2

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Gymnastics

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Big Question

How can we create flowing sequences by linking gymnastic shapes together with control?

Learning Objectives

To perform basic gymnastic shapes with control and balance
To link gymnastic actions together in simple sequences
To plan and repeat movement sequences with accuracy

Key Outcomes

Students will demonstrate five basic gymnastic shapes with good posture
Students will create and perform a three-shape sequence with control
Students will teach their sequence to a partner with clear instruction

Equipment & Resources Required

Gymnastics Mats

15 mats (1 per 2 students)

Arrange mats with clear pathways between for safe movement

Alternative: Carpet squares, yoga mats, or marked floor spaces

Video Resources

1 per class

Display where all students can see clearly

Alternative: Shape cards, poster displays, or teacher demonstration

Key Vocabulary

Star shape

Standing or lying with arms and legs spread wide like a starfish

Straddle

Sitting with legs spread wide apart

Pike

Sitting or standing with straight legs and reaching towards toes

Tuck

Curling body into a small ball shape

Straight shape

Body in a long, straight line like a pencil

Back support

Sitting position supporting body weight on hands behind

Sequence

A series of movements performed one after another

Balance

Staying steady and controlled in a position

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic balance skills from previous gymnastics units
Understanding of personal space and movement control
Experience following movement instructions safely

Current Skills

Performing five basic gymnastic shapes (star, straddle, pike, straight, tuck)
Linking shapes together in simple sequences
Demonstrating control and balance in held positions

Next Steps

Adding travelling movements between shapes
Creating longer sequences with more complex transitions
Working collaboratively to create partner sequences

Milestone Indicators

Holds each shape for 5 seconds with stability

Moves smoothly from one shape to another

Can teach and demonstrate sequence to others

Key Teaching Points

Hold each gymnastic shape for 5 seconds with strong muscle tension
Smooth transitions between shapes create flowing sequences
Personal space and mat safety rules must be followed consistently
Quality of movement is more important than speed or complexity
Partner teaching develops communication and empathy skills
Body awareness improves through eyes-closed challenges
Creative choice in sequence building promotes ownership and engagement

Common Misconceptions

Shapes don't need to be held - correct: 5-second holds build strength and control
Any three shapes make a good sequence - correct: shapes should flow logically together
Gymnastic shapes are just poses - correct: they develop strength, balance and body awareness
Back support is just sitting - correct: it requires active muscle engagement and proper hand placement
Sequences must be performed fast - correct: control and smoothness are priorities

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries marked, positive reinforcement for staying on task

dyspraxia

Break down sequences into smaller parts, allow extra practice time, use wall support for balance

autism spectrum

Clear visual schedule of lesson parts, quiet space available, predictable routine structure

visual impairment

Use bright coloured mats, verbal descriptions of all shapes, buddy system for guidance

hearing impairment

Visual shape cards always visible, use hand signals for instructions, written sequence on board

physical disability

Seated versions of all shapes, modified holds (3 seconds), focus on achievable movements

Cross-Curricular Links

English

Following instructions, teaching vocabulary, describing movement using adjectives

Maths

Counting to 5 for holds, recognising geometric shapes, understanding sequences and patterns

Science

Body systems working during exercise, muscles and joints, balance and gravity

PSHE

Cooperation and teamwork, building confidence, supporting others' learning

Teacher Guidance

Positioning

Move around perimeter during travelling, central during demonstrations, circulate during partner work

Observation Focus

Quality of shapes, smoothness of sequences, partnership interactions, effort and engagement

Intervention Points

Step in if unsafe movement, provide individual support for struggling students, mediate partner difficulties

Demonstration Notes

Demonstrate: Exaggerate muscle tension for visibility, count aloud for timing, show common mistakes to avoid

Verbal Cues

•'Squeeze your muscles tight!'
•'Smooth like butter between shapes!'
•'Strong and still like a statue!'
•'Breathe normally while you balance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Sports hall or large classroom with minimum 12m x 8m clear space for 30 students

Surface Check

Non-slip surface, mats secure and not overlapping, clear pathways maintained

Equipment Safety

Safety Checks

•Mats checked for damage and placed securely
•No gaps between mat edges where feet could catch
•Sufficient space around each mat for movement

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during balance activities
•Strain during back support position

Risk Mitigation

•Clear rules about mat use and travel pathways
•Progressive build-up to challenging positions
•Constant supervision during partner work
•Emphasis on controlled movement over speed

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during travelling activities
•Close observation during back support teaching
•Monitor partner interactions for safety and support

Emergency Procedures

Stop signal established, first aid kit accessible, clear evacuation route identified