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Lesson 6 - Rolling and Sequence Building

Movement Stories

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Year 2

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Gymnastics

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Big Question

How can we combine different rolls with balances to create flowing gymnastics sequences?

Learning Objectives

To perform different types of rolls with control and accuracy
To link rolls with balances to create simple sequences
To demonstrate good body shapes throughout rolling movements

Key Outcomes

Students will perform barrel rolls, straight rolls, and forward rolls safely
Students will create and perform 3-5 element sequences
Students will hold balances for 5 seconds with control

Equipment & Resources Required

Gymnastics Mats

15 (1 between 2 students)

Spread evenly around hall with clear pathways

Alternative: Crash mats or yoga mats

Balls

15 (optional for straight roll progression)

Available for students ready for challenge

Alternative: Small cushions or soft toys

Video Resources

Barrel roll and forward roll demonstration videos

Pre-loaded on device for quick reference

Alternative: Teacher demonstration

Key Vocabulary

Barrel roll

Rolling sideways while staying in a tucked position

Straight roll

Rolling from dish to arch shape keeping body straight

Forward roll

Rolling forward over the head and shoulders

Sequence

A series of movements linked together smoothly

Arch shape

Body curved like a bridge with arms and legs lifted

Dish shape

Body curved like a bowl with arms and legs lifted

Tucked position

Knees drawn up to chest with chin tucked down

Skill Progression Pathway

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

Prior Learning

Basic body shapes (arch, dish, straight)
Simple balancing skills
Safe movement on mats

Current Skills

Barrel roll technique
Straight roll with shape retention
Forward roll progression
Sequence building skills

Next Steps

Backward roll introduction
More complex sequence patterns
Partner sequence work

Milestone Indicators

Maintains body shape throughout rolls

Demonstrates smooth transitions between elements

Shows control in start and finish positions

Key Teaching Points

Chin tuck is essential for forward roll safety
Maintain body shapes throughout all rolling movements
Hold balances for full 5 seconds to show control
Smooth transitions make sequences flow beautifully
Quality and control are more important than speed
Different rolls require different body positions and actions
Partner work enhances learning through observation and feedback

Common Misconceptions

Rolling over the head instead of shoulders in forward rolls - correct by emphasising chin tuck
Thinking all rolls are the same - highlight the different body positions required
Believing sequences should be performed quickly - emphasise control and precision
Assuming balances don't need to be held - stress the importance of 5-second control
Thinking rolling is just about getting from one end to the other - focus on technique quality

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks between skills, use clear physical boundaries

dyspraxia

Simplify sequences initially, provide additional practice time, use step-by-step visual guides for complex movements

autism spectrum

Provide clear visual sequence cards, maintain predictable routine structure, offer quiet practice space if needed

visual impairment

Use verbal descriptions of body positions, provide tactile guidance for shapes, ensure clear boundaries with rope or markers

hearing impairment

Use visual demonstrations extensively, employ hand signals for instructions, provide written sequence cards

physical disability

Adapt rolls to seated or supported positions, use wedges or assistance equipment, focus on achievable movements

Cross-Curricular Links

English

Following multi-step instructions, descriptive vocabulary for movements, peer communication

Maths

Counting balance holds, sequencing patterns, spatial geometry in body shapes

Science

Understanding forces in rolling, momentum and motion, body systems during exercise

PSHE

Building confidence through challenge, cooperation and partnership, resilience in learning

Teacher Guidance

Positioning

Move constantly around the hall to observe all students, position near forward roll practice for safety

Observation Focus

Watch for correct chin tuck, body shape maintenance, and smooth transitions between elements

Intervention Points

Step in immediately if unsafe technique observed, provide hands-on support for forward rolls if needed

Demonstration Notes

Use clear, exaggerated movements for all demonstrations, emphasise safety points multiple times, use student demonstrators where appropriate

Verbal Cues

•'Chin to chest!'
•'Tight ball shape!'
•'Smooth and controlled!'
•'Hold that balance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m hall space with 2m clearance around all mats

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Mats flat and secure with no curled edges
•Adequate thickness for rolling activities (minimum 25mm)
•Beanbags soft and appropriate size for age group

Risk Management

Key Risks

•Head/neck injury during forward rolls
•Collisions between students on mats
•Falls from attempting advanced skills too early

Risk Mitigation

•Emphasise chin tuck and shoulder contact for forward rolls
•Clear boundaries and turn-taking on mats
•Progressive skill building from simple to complex
•Adequate spacing between all mats

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Close monitoring during forward roll attempts
•Active circulation during partner work

Emergency Procedures

Stop activity immediately if injury occurs, assess student safety, provide appropriate first aid, and follow school protocols