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Lesson 3 - Travelling Actions Overview

Movement Stories

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Year 2

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Gymnastics

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Big Question

How can we make our gymnastics movements look interesting by using different directions, levels and body parts?

Learning Objectives

To explore and demonstrate different travelling actions using various body parts
To understand and apply directional and level changes in movement sequences
To create and perform simple sequences combining balances and travelling actions

Key Outcomes

Students will be able to travel using different body parts with control and confidence
Students will demonstrate understanding of high and low levels, and different directions
Students will create and perform sequences that show clear shapes and smooth transitions

Equipment & Resources Required

Hoops

30 (1 per student)

Spread evenly around teaching area with adequate spacing

Alternative: Base stations, bean bags, mats for markers

Music Player

Position for clear sound across teaching area

Alternative: Smartphone with speaker, tablet

Key Vocabulary

Travelling

Moving from one place to another using different body parts

Levels

How high or low your body is from the ground

Directions

The way you move: forwards, backwards, sideways

Sequence

A series of movements performed one after another

Balance

Staying still and steady in one position

Control

Moving smoothly and safely with no wobbling

Skill Progression Pathway

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

Prior Learning

Basic balance skills and body awareness
Simple travelling actions like walking and jumping
Understanding of personal space

Current Skills

Travelling using different body parts
Understanding and applying levels and directions
Creating simple sequences

Next Steps

More complex gymnastic sequences
Apparatus work and equipment-based gymnastics
Partner work and group sequences

Milestone Indicators

Confident travel on hands and feet

Clear demonstration of high/low levels

Smooth transitions between movements

Key Teaching Points

Emphasise control and quality over speed in all movements
Use clear contrast between high and low levels throughout
Encourage creativity while maintaining safety standards
Build sequences progressively from simple to complex
Promote positive peer interaction and feedback
Connect movements to real animals and characters for engagement
Maintain high expectations for effort and participation

Common Misconceptions

Thinking faster movement means better gymnastics - emphasise control
Believing only difficult balances are good - celebrate simple, well-held balances
Assuming travelling must be complex - focus on quality over complexity
Not understanding that sequences need practice - explain importance of repetition
Thinking levels are just about height - explain body position relative to ground

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries marked, frequent positive reinforcement, movement breaks as needed

dyspraxia

Additional practice time, simplified sequences initially, use of larger equipment, step-by-step visual guides

autism spectrum

Clear visual sequence cards, consistent routine structure, quiet practice area available if needed

visual impairment

Use verbal descriptions of movements, tactile hoops with different textures, buddy system for guidance

hearing impairment

Clear visual demonstrations, hand signals for commands, written instruction cards

physical disability

Adapted balance positions (seated or supported), modified travelling (wheelchair movements), alternative equipment

Cross-Curricular Links

Maths

Counting balance holds, recognising shapes in balances, understanding levels and positions

Science

Forces and balance, gravity effects on body, understanding of body systems during exercise

Art

Creating shapes with body, understanding levels in art, sequence and pattern creation

Geography

Directions (north, south, east, west parallels), spatial awareness, mapping movement patterns

PSHE

Perseverance when learning new skills, celebrating others' achievements, building confidence

Teacher Guidance

Positioning

Move around the outside of the space maintaining visual contact with all students

Observation Focus

Watch for spatial awareness, control of movements, and application of taught concepts

Intervention Points

Step in if students showing unsafe movement, not following instructions, or need individual support

Demonstration Notes

Always demonstrate slowly first, then at normal speed. Use students as good examples when appropriate. Break down complex movements into simple steps.

Verbal Cues

•'Control and quality over speed!'
•'Show me clear shapes!'
•'Look where you're going!'
•'Remember to breathe during balances!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 10m clear space

Surface Check

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

Equipment Safety

Safety Checks

•Check hoops are not cracked or damaged
•Ensure hoops lie flat and cannot slip
•Maintain adequate spacing between hoops (minimum 2m)

Risk Management

Key Risks

•Slips and falls during travelling actions
•Collisions between students in shared space
•Loss of balance during balance holds
•Injury from unsafe animal movements

Risk Mitigation

•Clear movement boundaries established
•Adequate spacing between students maintained
•Progressive skill building from simple to complex
•Constant emphasis on controlled movement
•Clear sight lines for teacher supervision

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around space to monitor from different angles
•Pay special attention during backward travelling
•Monitor fatigue levels during longer sequences

Emergency Procedures

Stop activity immediately with clear signal, assess any injuries, provide appropriate first aid, contact emergency services if required