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Lesson 4 - Linking Actions & Balances

Movement Stories

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Year 2

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Gymnastics

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Big Question

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

Gymnastics Mats

6-8 mats

Place under and around apparatus for safety

Alternative: Yoga mats or carpet tiles

Gymnastics Benches

2-3 benches

Secure on mats, check stability before use

Alternative: Low balance beams or sturdy planks

Tables

1 table

Ensure height appropriate for Year 2 students

Alternative: Sturdy box or platform

Hoops

7 hoops

Lay flat on floor, ensure no overlap with apparatus

Alternative: Rope circles or chalk circles

Climbing Frame Section

1 section if available

Check all connections secure, supervise closely

Alternative: Wall bars or ladder rungs

Cones

12 cones

Mark station boundaries and safe zones

Alternative: Bean bags or markers

Key Vocabulary

Sequence

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

Apparatus

Equipment used in gymnastics such as benches, mats, and climbing frames

Levels

The height at which movements are performed - high, medium, or low

Body tension

Keeping muscles tight and controlled to maintain strong positions

Linking

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

Smooth transitions between travelling and balancing

Consistent quality and control in movements

Clear demonstration of high and low levels

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