Lesson 6 - Rolling and Sequence Building
Movement Stories
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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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
Spread evenly around hall with clear pathways
Alternative: Crash mats or yoga mats
Available for students ready for challenge
Alternative: Small cushions or soft toys
Pre-loaded on device for quick reference
Alternative: Teacher demonstration
Key Vocabulary
Rolling sideways while staying in a tucked position
Rolling from dish to arch shape keeping body straight
Rolling forward over the head and shoulders
A series of movements linked together smoothly
Body curved like a bridge with arms and legs lifted
Body curved like a bowl with arms and legs lifted
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
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