Lesson 5 - Backwards & Sideways Movements
Pathways & Directions
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can we create beautiful movement sequences that flow backwards and sideways whilst working perfectly in time with a partner?
Learning Objectives
- To develop the ability to travel backwards and sideways as part of a sequence
- To link movements together smoothly and with control
- To understand and demonstrate mirroring with a partner in synchrony
Key Outcomes
- Students will be able to perform backwards and sideways travelling movements with increasing confidence
- Students will create and perform sequences that link movements together well
- Students will work in synchrony with a partner using mirroring techniques
Equipment & Resources Required
Spread evenly around hall with 2m spacing between each mat
Alternative: Carpet tiles, yoga mats for floor work
Keep with teacher for final activity
Alternative: Number cards 1-6, spinner, or call out numbers
For timing apparatus setup challenge
Alternative: Phone timer, classroom clock
For recording peer assessment conversations
Alternative: Not essential for lesson delivery
Key Vocabulary
A series of movements performed one after another in a flowing pattern
Copying exactly what your partner does at exactly the same time
Moving at exactly the same time and speed as your partner
Moving from one place to another whilst facing forward but moving backwards
Moving from side to side whilst maintaining body control
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic rolling forwards and sideways
- Simple balancing skills
- Following instructions and working safely
Current Skills
- Travelling backwards and sideways
- Linking movements into sequences
- Mirroring and working in synchrony
Next Steps
- More complex gymnastic sequences
- Partner lifting and supporting
- Performance skills and presentation
Milestone Indicators
Key Teaching Points
- Backwards and sideways movements must be controlled and safe at all times
- Partnership working requires clear communication and mutual support
- Timing and synchrony develop through practice and counting together
- Apparatus work demands strict adherence to safety rules and procedures
- Sequences should show smooth linking between different movement elements
- Assessment focuses on personal progress as well as technical achievement
- Creative expression should be encouraged within safe movement parameters
Common Misconceptions
- Backwards rolling is just forward rolling in reverse - actually requires different technique
- Mirroring means doing the same movement - it means copying exactly like a reflection
- Faster movement sequences are better - control and flow are more important than speed
- Apparatus work is about showing off - it's about applying skills safely and creatively
- Only perfect performers can give feedback - everyone can observe and help others improve
SEN Adaptations
ADHD
- Frequent activity changes, clear movement boundaries, regular positive feedback and movement breaks
dyspraxia
- Simpler movement patterns, extra practice time, larger equipment for easier manipulation
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet zones available during partner work
visual impairment
- Use bright coloured mats, clear verbal descriptions of movements, buddy system for apparatus work
hearing impairment
- Visual demonstrations for all skills, hand signals for timing, written instruction cards
physical disability
- Seated/supported versions of movements, modified apparatus at appropriate heights, alternative rolling techniques
Cross-Curricular Links
Maths
Counting beats for timing, understanding contact points in balances, spatial awareness and directions
Science
Forces and balance in gymnastics, understanding body mechanics and momentum in backwards movements
Music
Understanding rhythm and timing for synchrony, keeping steady beats in sequences
PSHE
Partnership working, giving and receiving feedback constructively, building confidence and resilience
Teacher Guidance
Positioning
Move frequently between groups, position for clear view of all students during apparatus work
Observation Focus
Watch for backwards/sideways movement quality, partnership cooperation, safety awareness
Intervention Points
Step in for unsafe movements, support struggling partnerships, assist with apparatus spotting
Demonstration Notes
Use clear, slow demonstrations for all new skills, emphasise safety in all apparatus work
Verbal Cues
- •'Control and smooth movements!'
- •'Watch your partner carefully!'
- •'Safety first on apparatus!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 20m clear of obstacles, gymnastics apparatus storage accessible
Surface Check
Clean, dry, non-slip surface suitable for rolling and gymnastics movements
Equipment Safety
Safety Checks
- •All gymnastics apparatus checked for stability and correct assembly
- •Mats positioned with adequate spacing and no overlaps
- •Large dice checked for soft construction and safe rolling
Risk Management
Key Risks
- •Collisions during warm-up animal movements
- •Improper technique in backwards rolling causing neck strain
- •Falls from apparatus during backwards/sideways movements
- •Equipment handling injuries during setup/pack-away
Risk Mitigation
- •Clear boundaries established for all movement activities
- •Progressive skill building from simple to complex movements
- •Adequate supervision ratios during apparatus work
- •Specific safety rules reinforced for apparatus use
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during free movement
- •Close supervision during backwards rolling attempts
- •Spotting available for challenging apparatus movements
- •Active monitoring during equipment handling
Emergency Procedures
Stop signal established, first aid kit accessible, clear procedures for injuries during gymnastics