🤸

Lesson 2 - Twists & Rolls with Pathways

Partner Control Basics

•

Year 2

•

Gymnastics

•

Big Question

How can we use our whole body to twist, roll and change direction like gymnasts?

Learning Objectives

To develop the skill of twisting into rolls with control
To learn how to change pathways by spinning after rolls
To recognise what success looks like in gymnastics movements

Key Outcomes

Students will perform controlled twists leading into different types of rolls
Students will demonstrate spinning to change direction after rolling
Students will identify good gymnastics technique in themselves and others

Equipment & Resources Required

Gymnastics Mats

6 stations (benches, boxes, mats)

Spread evenly around hall with safe spacing between

Alternative: Crash mats, yoga mats for smaller spaces

Cones

30 markers

Place at equal intervals along side of hall for warm-up

Alternative: Bean bags, hoops as markers

Stopwatch

For timing apparatus setup and activities

Alternative: Smartphone timer, wall clock

Digital Cameras

To film peer assessment dialogue for teacher evaluation

Alternative: Smartphone for recording

Key Vocabulary

Twist

A turning movement of the body or body parts around an axis

Roll

A movement where the body moves along the ground in a circular motion

Pathway

The route or direction your body travels through space

Spin

A quick turning movement around a central point

Sequence

A series of movements performed one after another

Body tension

Keeping muscles tight and controlled during movement

Levels

How high or low your body is - high, medium, or low level

Skill Progression Pathway

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

Prior Learning

Basic rolling techniques (forward and backward)
Understanding of personal space and boundaries
Simple balancing and body tension

Current Skills

Twisting movements using different body parts
Linking twists to rolls with control
Spinning to change direction and pathway
Peer assessment and self-evaluation

Next Steps

More complex gymnastics sequences
Apparatus work with advanced movements
Partner and group gymnastics routines

Milestone Indicators

Demonstrates controlled twisting motion before rolling

Shows variety in rolling techniques and directions

Maintains body tension throughout movements

Can identify and describe good gymnastics technique

Key Teaching Points

Always demonstrate clear twisting motion before every roll
Emphasise controlled, safe rolling technique with chin tucked
Encourage variety in types of rolls and twisting movements
Focus on spinning to clearly change direction and pathway
Promote quality peer assessment with specific observation criteria
Maintain high safety standards during apparatus work
Connect movements smoothly to create flowing sequences

Common Misconceptions

Children may think any movement before rolling counts as twisting - ensure clear rotational movement is visible
Some students may rush through sequences - emphasise control and quality over speed
Children might think bigger movements are always better - teach that controlled movements show skill
Students may believe they need complex apparatus skills - focus on adapting simple floor skills to apparatus
Some may think peer assessment means finding faults - teach positive, constructive feedback approaches

SEN Adaptations

ADHD

Shorter activity segments, clear physical boundaries marked, regular movement breaks built in, specific roles during peer assessment

dyspraxia

Larger mats for rolling practice, simplified movement sequences, extra time for skill practice, break down complex movements into smaller steps

autism spectrum

Clear visual schedule of lesson sections, quiet space available if needed, consistent routines for apparatus setup, predictable peer partner arrangements

visual impairment

Use bright coloured mats, verbal descriptions of movements, buddy system for apparatus work, tactile guidance for rolling technique

hearing impairment

Visual demonstrations of all movements, written instructions on cards, sign language for key commands, visual signals for group changes

physical disability

Adapted rolling movements from seated position, modified apparatus heights, focus on upper body twisting movements, wheelchair-accessible activities

Cross-Curricular Links

English

Vocabulary development with gymnastics terms, giving and receiving feedback, describing movements and sequences

Maths

Counting sequences, understanding rotation and angles, timing movements, spatial awareness and directions

Science

Forces and motion in rolling and spinning, gravity effects, body systems during exercise, balance and stability

PSHE

Cooperation and teamwork, giving constructive feedback, self-assessment and reflection, resilience when learning new skills

Teacher Guidance

Positioning

Move continuously around class to observe all students, position at apparatus stations during apparatus work

Observation Focus

Rolling technique safety, twisting preparation, controlled spinning, peer assessment quality

Intervention Points

Step in immediately for unsafe rolling, poor apparatus use, or negative peer interactions

Demonstration Notes

Use clear, exaggerated movements for demonstrations, involve children with good technique to model, break down complex movements into steps

Verbal Cues

•'Chin to chest for safe rolling!'
•'Show me that twist before you roll!'
•'Controlled spinning - stay in balance!'
•'Strong body tension like a gymnast!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

Non-slip surface, clean and dry, checked for obstacles

Equipment Safety

Safety Checks

•All gymnastics mats checked for tears and adequate thickness
•Apparatus inspected for stability and secure connections
•Clear pathways between apparatus stations maintained

Risk Management

Key Risks

•Collision during rolling activities
•Falls from apparatus
•Inappropriate rolling technique leading to neck/back injury
•Equipment misuse or improper setup

Risk Mitigation

•Clear boundaries established for rolling areas
•Proper rolling technique taught and monitored continuously
•Apparatus setup and pack away carefully supervised
•Progressive skill building from floor to apparatus

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus stations
•Continuous monitoring of rolling technique
•Active supervision during apparatus setup and pack away

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required