Lesson 2 - Zig-Zag Pathways & Sequence
Pathways & Directions
•Year 2
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we create exciting movement sequences that travel in zig-zag patterns at different levels?
Learning Objectives
- To create and perform a sequence using zig-zag pathways
- To demonstrate variety in movement at different levels
- To perform with clear starting and finishing positions
Key Outcomes
- Students will create a gymnastics sequence incorporating zig-zag pathways
- Students will demonstrate control and variety in their movements
- Students will peer assess and provide constructive feedback
Equipment & Resources Required
Distributed around hall for floor work and under apparatus
Alternative: Yoga mats or carpet tiles
Various heights and orientations for zig-zag pathways
Alternative: Low tables or planks
Different heights for level changes
Alternative: Sturdy stools or platforms
To mark zig-zag pathways and apparatus stations
Alternative: Bean bags or markers
For final activity
Alternative: Number cards or spinner
For apparatus setup timing challenge
Alternative: Phone timer
Key Vocabulary
A path that changes direction sharply from side to side, like the letter 'Z'
A series of movements performed one after another in a specific order
The height at which movements are performed - high, medium, or low
Supporting body weight using hands, such as in bunny hops or cartwheels
Equipment used in gymnastics such as mats, benches, and boxes
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walking, running, jumping)
- Simple balances on different body parts
- Understanding of high and low levels
Current Skills
- Creating zig-zag pathways in movement
- Linking movements into sequences
- Taking weight on hands safely
Next Steps
- More complex pathway patterns
- Advanced apparatus work
- Partner and group sequences
Milestone Indicators
Key Teaching Points
- Zig-zag pathways require sharp changes of direction, not curves
- Sequences need clear starting positions, varied movements, and definite endings
- Safety is paramount during apparatus work - never rush or take unnecessary risks
- Feedback should be specific, kind, and helpful for improvement
- Different levels (high, medium, low) add interest and challenge to sequences
- Control is more important than complexity in gymnastics movements
- Every student can create sequences - encourage creativity over perfection
Common Misconceptions
- Thinking zig-zag means any curved pathway - emphasise sharp angular changes
- Believing sequences must be very long - quality is better than quantity
- Assuming only advanced gymnasts can use apparatus - all students can work safely at their level
- Thinking feedback must always be positive - constructive suggestions help improvement
- Believing balance is just standing still - dynamic balance in movement is equally important
SEN Adaptations
ADHD
- Frequent movement breaks, clear boundaries and expectations, immediate feedback and praise
dyspraxia
- Break sequences into smaller parts, extra practice time, simplified movement patterns
autism spectrum
- Clear visual schedule of lesson sections, quiet observation space available, consistent routines
visual impairment
- Use verbal cues for zig-zag patterns, tactile markers for pathways, buddy system for apparatus work
hearing impairment
- Visual demonstrations of all movements, hand signals for instructions, written sequence cards
physical disability
- Adapted movements at wheelchair height, modified apparatus or alternatives, upper body sequences
Cross-Curricular Links
Maths
Understanding angles and direction in zig-zag patterns, counting contact points in balances
Science
Forces and balance, understanding centre of gravity in balance activities
Art
Creating patterns and sequences, understanding symmetry and asymmetry
Geography
Directional language, understanding pathways and routes
PSHE
Giving and receiving feedback, supporting others, building confidence
Teacher Guidance
Positioning
Move around the space to observe all students, stay central during demonstrations
Observation Focus
Watch for pathway clarity, movement control, and safe apparatus use
Intervention Points
Step in when students are unsafe, struggling with concepts, or off-task
Demonstration Notes
Use exaggerated movements for clarity, involve students in demonstrations, break down complex skills
Verbal Cues
- •'Sharp corners in your zig-zag!'
- •'Show me three different levels!'
- •'Control that landing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full school hall or large gymnasium, minimum 15m x 10m
Surface Check
Clean, dry, non-slip surface free from obstacles
Equipment Safety
Safety Checks
- •Check all apparatus is stable and secure before use
- •Ensure mats are positioned under apparatus
- •Inspect equipment for damage or wear
Risk Management
Key Risks
- •Collisions during free movement
- •Falls from apparatus
- •Unsafe landing techniques
- •Equipment handling injuries
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing maintained between students
- •Progressive skill building from simple to complex
- •Constant supervision during apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during activities
- •Move actively around apparatus stations
- •Monitor weight-bearing activities closely
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed