Lesson 4 - Curved Pathway Sequences
Pathways & Directions
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
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How can we create smooth, flowing movements that travel in curved pathways?
Learning Objectives
- To perform a sequence of gymnastic moves that follow a curved pathway
- To demonstrate agility, balance and coordination in gymnastic work
- To improve performance by responding positively to feedback
Key Outcomes
- Students will create and perform sequences using curved pathways
- Students will show improved technique through peer feedback
- Students will demonstrate control and flow in their movements
Equipment & Resources Required
Distributed around apparatus stations
Alternative: Yoga mats or carpeted area
Positioned for clear sound throughout hall
Alternative: Phone with speaker, tablet
For timing apparatus setup challenges
Alternative: Phone timer app
For assessment evidence and feedback
Alternative: Tablet, smartphone
Key Vocabulary
A route that bends and flows rather than going straight
A series of movements linked together smoothly
Being able to move quickly and easily
Different parts of the body working together smoothly
Helpful comments to improve performance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic rolls (log roll, teddy bear roll)
- Simple balances and travel
- Basic apparatus safety rules
Current Skills
- Curved pathway awareness
- Sequence building with transitions
- Peer assessment and feedback
Next Steps
- Complex pathway combinations
- Group sequence work
- Advanced apparatus skills
Milestone Indicators
Key Teaching Points
- Always emphasise curved pathways in every movement
- Use demonstration to make abstract pathway concept concrete
- Build sequences gradually from individual skills
- Maintain high safety standards throughout apparatus work
- Encourage positive peer feedback and observation skills
- Celebrate creativity and personal improvement
- Link movements to familiar concepts (animals, characters, objects)
Common Misconceptions
- That any movement constitutes a curved pathway - emphasise visible curves
- That faster movements are better - focus on control and clarity
- That apparatus work doesn't need safety rules - reinforce constantly
- That sequences must be identical each time - allow for personal interpretation
- That feedback should focus on mistakes - teach positive, constructive approaches
SEN Adaptations
ADHD
- Short activity bursts, clear movement boundaries, regular feedback, kinesthetic learning emphasis
dyspraxia
- Extra practice time, simplified sequences initially, large movement patterns, step-by-step instructions
autism spectrum
- Clear sequence structure, visual activity schedule, quiet practice spaces available, predictable routines
visual impairment
- Use tactile pathway markers, verbal descriptions of curves, buddy system for apparatus safety
hearing impairment
- Visual demonstrations, hand signals for commands, written instruction cards
physical disability
- Adapt curved movements to wheelchair/seated positions, modified apparatus access, alternative pathway options
Cross-Curricular Links
Maths
Geometry - curves, circles, pathways; Counting sequences and repetitions; Time awareness
Science
Forces and motion in curved movement; Balance and centre of gravity; Physics of rotation
Art
Creating curves in movement as artistic expression; Shape and form awareness
PSHE
Cooperation and teamwork; Giving and receiving feedback positively; Personal achievement
Teacher Guidance
Positioning
Central position for warm-up and skill introduction, mobile during apparatus work to supervise all stations
Observation Focus
Look for curved pathway clarity, controlled movements, safe apparatus use, positive peer interactions
Intervention Points
Step in when students struggling with sequence planning, unsafe apparatus use, or need feedback support
Demonstration Notes
Use clear, exaggerated movements to show curved pathways. Demonstrate planning process for sequences. Model positive feedback language.
Verbal Cues
- •'Show me the curve in your pathway!'
- •'Smooth and controlled!'
- •'Think safety first!'
- •'How can you adapt that skill to this apparatus?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall minimum 15m x 20m with height clearance for apparatus
Surface Check
Clean, dry, non-slip surface suitable for gymnastic activities
Equipment Safety
Safety Checks
- •Check all apparatus stability before use
- •Ensure mats are positioned correctly
- •Verify apparatus is appropriate for age group
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions during movement
- •Inappropriate risk-taking
- •Equipment handling injuries
Risk Mitigation
- •Constant supervision of apparatus work
- •Clear safety rules reinforced throughout
- •Progressive skill development
- •Adequate spacing maintained
- •Proper warm-up and preparation
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Active monitoring of apparatus use
- •Immediate intervention for unsafe practices
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, clear area if needed