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Lesson 2 - Zig-Zag Pathways & Sequence

Pathways & Directions

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Year 2

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

6-8 mats

Distributed around hall for floor work and under apparatus

Alternative: Yoga mats or carpet tiles

Benches

4-6 benches

Various heights and orientations for zig-zag pathways

Alternative: Low tables or planks

Low Boxes

4-6 boxes

Different heights for level changes

Alternative: Sturdy stools or platforms

Cones

12-15 cones

To mark zig-zag pathways and apparatus stations

Alternative: Bean bags or markers

Dice

1 large foam dice

For final activity

Alternative: Number cards or spinner

Stopwatch

For apparatus setup timing challenge

Alternative: Phone timer

Key Vocabulary

Zig-zag pathway

A path that changes direction sharply from side to side, like the letter 'Z'

Sequence

A series of movements performed one after another in a specific order

Levels

The height at which movements are performed - high, medium, or low

Weight on hands

Supporting body weight using hands, such as in bunny hops or cartwheels

Apparatus

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

Smooth transitions between movements

Clear directional changes in zig-zag pattern

Confident use of apparatus

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