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Lesson 8 - Sequence Building with Apparatus

Movement Stories

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Year 2

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Gymnastics

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Big Question

How can we combine different gymnastic actions to tell a movement story using apparatus?

Learning Objectives

To link gymnastic actions together to create a short sequence using apparatus
To demonstrate control and balance when performing basic gymnastic movements
To use different levels, directions and shapes to make sequences interesting

Key Outcomes

Students will perform a 4-5 action sequence with apparatus showing clear start and finish positions
Students will demonstrate improved control and balance in basic gymnastic actions
Students will use levels and directions to enhance the visual appeal of their sequences

Equipment & Resources Required

Gymnastics Mats

12-15 mats

Place at each station and under/around apparatus for safety

Alternative: Yoga mats, crash mats for safety areas

Gymnastics Benches

2-3 benches

Position securely with mats alongside for safety

Alternative: Low balance beams, sturdy planks

Hoops

4-6 large hoops

Lay flat on floor or hold vertically for different challenges

Alternative: Rope circles, marked floor spaces

SAQ Ladders

1-2 tables

Ensure stable placement with thick mats for landing

Alternative: Sturdy boxes, platforms

Agility Trestles

1-2 trestles

Check stability and provide clear landing areas

Alternative: A-frame supports, climbing frames

Cones

12 cones

Mark station boundaries and safe movement areas

Alternative: Bean bags, rope markers

Key Vocabulary

Sequence

A series of gymnastic actions linked together in order

Apparatus

Equipment used in gymnastics such as benches, mats, hoops and tables

Body tension

Keeping muscles tight and engaged to maintain control and shape

Levels

The height at which actions are performed - high, medium, low

Directions

The way we move through space - forwards, backwards, sideways

Pike shape

Body bent at hips with straight legs, like folding in half

Straddle shape

Legs wide apart to the sides with straight legs

Tuck shape

Knees pulled up to chest making a small ball shape

Skill Progression Pathway

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

Prior Learning

Basic gymnastic actions: rolls, jumps, balances, travelling movements
Understanding of different body shapes (pike, straddle, tuck)
Experience with individual apparatus work

Current Skills

Linking actions together in sequence
Planning and repeating movements
Using apparatus creatively and safely
Incorporating levels and directions

Next Steps

Creating longer, more complex sequences
Partner and group sequence work
Advanced apparatus combinations
Performance and evaluation skills

Milestone Indicators

Consistent sequence repetition showing good memory

Smooth transitions between actions

Creative use of apparatus space

Clear demonstration of quality movement principles

Key Teaching Points

Sequence building requires planning before performing - encourage mental rehearsal
Quality of movement is more important than complexity - focus on control and body tension
Apparatus safety must be checked continuously throughout the lesson
Clear start and finish positions frame sequences and teach performance skills
Levels and directions add visual interest and challenge coordination
Peer observation and feedback develop analysis and evaluation skills
Creative expression should be celebrated alongside technical achievement

Common Misconceptions

Sequences must be difficult to be good - clarify that control and creativity matter more than complexity
Everyone's sequence should look the same - emphasise individual creativity and choice
Apparatus use means risky behaviour is acceptable - reinforce safety as the top priority
Start and finish positions are just for show - explain their importance for performance structure
Only some students are 'good at gymnastics' - highlight that everyone can create and improve sequences

SEN Adaptations

ADHD

Shorter sequence challenges, regular movement breaks, clear role definitions in groups

dyspraxia

Step-by-step sequence building, additional practice time, larger apparatus for easier use

autism spectrum

Clear visual sequence cards, predictable structure, quiet spaces available for breaks

visual impairment

Tactile exploration of apparatus, verbal descriptions of sequences, buddy system for guidance

hearing impairment

Visual demonstrations, written instruction cards, hand signals for performance cues

physical disability

Modified apparatus heights, floor-based sequences, adapted equipment as needed

Cross-Curricular Links

English

Sequence vocabulary, descriptive language for movement, following and giving instructions, presentation skills

Science

Forces in gymnastics (push, pull, gravity), body systems during exercise, balance and centre of gravity, muscle groups and movement

PSHE

Perseverance and resilience, supporting others, managing performance nerves, celebrating individual differences

Teacher Guidance

Positioning

Circulate around apparatus stations for maximum visibility, position centrally during demonstrations

Observation Focus

Watch for apparatus safety, sequence quality, and student engagement levels

Intervention Points

Step in for safety concerns, support struggling students, enhance creative thinking

Demonstration Notes

Use students to demonstrate good examples, show apparatus safety, model reflection thinking

Verbal Cues

•'Strong shapes!'
•'Control the movement!'
•'Plan before you move!'
•'Make it smooth!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m with high ceiling for apparatus

Surface Check

Non-slip surface free from obstacles, adequate matting around all apparatus

Equipment Safety

Safety Checks

•Check all apparatus stability before use
•Ensure adequate matting around and under apparatus
•Verify weight limits and safe usage guidelines
•Check for wear, damage or loose fittings

Risk Management

Key Risks

•Falls from apparatus
•Collisions with apparatus or other students
•Trapped fingers or limbs
•Overconfidence leading to risky attempts

Risk Mitigation

•Clear apparatus setup and safety briefing
•Adequate supervision and spotting when needed
•Progressive skill building before apparatus use
•Clear boundaries and group size limits
•Emergency stop signal established

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus
•Circulate regularly to check apparatus stability
•Monitor student fatigue and concentration levels
•Watch for overcrowding at popular stations

Emergency Procedures

Stop signal halts all activity immediately, first aid kit accessible, clear evacuation routes maintained