Lesson 4 - Linking Actions & Balances
Movement Stories
•Year 2
•Gymnastics
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How can we create smooth, flowing sequences that combine travelling and balancing on apparatus?
Learning Objectives
- To link travelling actions and balances using apparatus with control and coordination
- To plan and repeat simple sequences of actions showing different levels
- To demonstrate quality movement and body tension in gymnastic actions
Key Outcomes
- Students will create and perform a sequence combining travelling and balancing on apparatus
- Students will show control and quality in their gymnastic actions
- Students will demonstrate understanding of levels and linking movements
Equipment & Resources Required
Place under and around apparatus for safety
Alternative: Yoga mats or carpet tiles
Secure on mats, check stability before use
Alternative: Low balance beams or sturdy planks
Ensure height appropriate for Year 2 students
Alternative: Sturdy box or platform
Lay flat on floor, ensure no overlap with apparatus
Alternative: Rope circles or chalk circles
Check all connections secure, supervise closely
Alternative: Wall bars or ladder rungs
Mark station boundaries and safe zones
Alternative: Bean bags or markers
Key Vocabulary
A series of movements performed one after another in a planned order
Equipment used in gymnastics such as benches, mats, and climbing frames
The height at which movements are performed - high, medium, or low
Keeping muscles tight and controlled to maintain strong positions
Connecting movements smoothly without stopping between them
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling actions (crawling, rolling, sliding)
- Simple balances on different body parts
- Understanding of apparatus safety rules
Current Skills
- Linking travelling actions with balances on apparatus
- Using different levels in sequences
- Planning and repeating movement sequences
Next Steps
- Creating longer, more complex sequences
- Adding direction changes and timing variations
- Performing sequences with partners
Milestone Indicators
Key Teaching Points
- Safety is paramount - one student on apparatus at any time
- Quality of movement is more important than speed or complexity
- Encourage exploration and creativity while maintaining control
- Clear demonstration of levels through body positioning
- Smooth linking between travelling and balancing movements
- Strong body tension in all balance positions
- Progressive skill development from simple to complex
Common Misconceptions
- Faster sequences are better - emphasise control and quality over speed
- Only hands and feet can be used for balancing - explore different body parts
- Balances need to be held briefly - teach 5-second minimum holds
- Apparatus work is dangerous - teach that proper safety makes it safe and fun
- All students must do identical sequences - encourage individual creativity within safety parameters
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular movement breaks, specific roles and responsibilities
dyspraxia
- Larger, more stable apparatus, simplified sequences, extra practice time, adult support for complex movements
autism spectrum
- Clear visual sequence cards, predictable routine structure, quiet spaces available, sensory breaks if needed
visual impairment
- Use bright coloured apparatus, verbal descriptions of equipment layout, tactile exploration of apparatus before use, buddy system for guidance
hearing impairment
- Visual demonstrations, hand signals for instructions, written sequence cards, vibrotactile cues for timing
physical disability
- Adapted apparatus heights, seated balance activities, modified movements using available mobility, wheelchair-accessible apparatus
Cross-Curricular Links
English
Vocabulary development (apparatus, sequence, levels), descriptive language for movement, listening skills during instructions
Maths
Counting balance holds, sequencing numbers 1-2-3, understanding levels as height measurement, timing sequences
Science
Forces and balance, gravity effects on different body positions, muscle tension and control, lever systems in balancing
Art
Creating interesting shapes with the body, understanding composition and flow in sequences, levels as visual elements
Teacher Guidance
Positioning
Central position initially, then circulate constantly between apparatus stations for maximum supervision
Observation Focus
Safety awareness, movement quality, understanding of levels, sequence development and peer interaction
Intervention Points
["Step in immediately for unsafe apparatus use", "Provide support for students struggling with balance", "Encourage exploration and creativity", "Model positive feedback language"]
Demonstration Notes
Use students as demonstrators when possible, exaggerate key points for visibility, show contrasts between good and poor technique
Verbal Cues
- •'Strong body, tight muscles!'
- •'Smooth and controlled!'
- •'Show me your levels!'
- •'Link it smoothly!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall) minimum 15m x 10m with 3m height clearance
Surface Check
Non-slip floor surface, free from obstacles and hazards
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned correctly under and around apparatus
- •Maximum weight limits observed for all equipment
- •Regular safety inspections of climbing apparatus
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Equipment toppling or moving
- •Overexertion or muscle strain
Risk Mitigation
- •One student on apparatus at a time
- •Adult supervision at all times
- •Proper warm-up and cool-down procedures
- •Clear safety rules established and reinforced
- •Appropriate progression from simple to complex movements
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Circulate constantly between stations
- •Monitor student fatigue levels
- •Ensure safe apparatus handling
Emergency Procedures
Stop activity immediately, assess injury, appropriate first aid, contact emergency services if required