Lesson 3 - Travelling Actions Overview
Movement Stories
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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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
Spread evenly around teaching area with adequate spacing
Alternative: Base stations, bean bags, mats for markers
Position for clear sound across teaching area
Alternative: Smartphone with speaker, tablet
Key Vocabulary
Moving from one place to another using different body parts
How high or low your body is from the ground
The way you move: forwards, backwards, sideways
A series of movements performed one after another
Staying still and steady in one position
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
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