Lesson 4 - Body Control and Linking Movements
Artistic Sequence Control
•Year 3
•Gymnastics
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How can I control my body to create smooth, flowing gymnastics sequences?
Learning Objectives
- To demonstrate control in Japana, front support and arch positions
- To link three gymnastic actions smoothly with good body tension
- To explore different orders of movements while maintaining control
Key Outcomes
- Students will perform Japana, front support and arch with improved body control
- Students will create flowing sequences linking three different positions
- Students will understand how body tension improves performance quality
Equipment & Resources Required
Spread mats evenly around space with clear pathways between
Alternative: Carpet tiles or soft surface area
Mark personal spaces and create clear boundaries
Alternative: Bean bags or spot markers
Key Vocabulary
A forward fold position from straddle sit, leaning from hips with straight back
A position like a plank, supported on hands and feet with straight body
A curved back position lying on tummy with arms and legs lifted
Controlled muscle engagement to maintain shape and stability
The smooth movement from one position to another
A series of movements linked together in order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (straight, curved, twisted)
- Simple balancing positions
- Basic understanding of tension and control
Current Skills
- Japana position with controlled lowering
- Front support with straight body alignment
- Arch position with lifted limbs
- Smooth transitions between positions
Next Steps
- More complex gymnastic sequences
- Partner and group balances
- Advanced linking movements with direction changes
Milestone Indicators
Key Teaching Points
- Body tension is the key to control in all gymnastics positions
- Hold each position for a full 3 seconds to build strength and control
- Smooth transitions are more important than speed between positions
- Personal flexibility limits must be respected - never force positions
- Quality of movement matters more than difficulty of sequence
- Encourage effort and improvement rather than comparison with others
- Safety comes first - stop if something feels uncomfortable
Common Misconceptions
- Mistake: Thinking flexibility is the same as strength - Correction: Explain that control and strength are needed alongside flexibility
- Mistake: Believing faster transitions look better - Correction: Demonstrate how slow, controlled movement shows true skill
- Mistake: Trying to copy others' flexibility levels - Correction: Emphasise personal best and individual progress
- Mistake: Holding breath during positions - Correction: Teach breathing throughout holds for sustainability
- Mistake: Thinking gymnastics is only for flexible people - Correction: Show how everyone can improve control and strength
- Mistake: Rushing through positions to finish quickly - Correction: Emphasise quality over quantity in all movements
SEN Adaptations
ADHD
- Frequent movement breaks, clear boundaries marked, immediate feedback, shorter activity segments with clear focus
dyspraxia
- Slower demonstrations, extra practice time, simplified instructions, physical prompts for positioning
autism spectrum
- Clear routine and structure, visual schedule of activities, quiet space available if overwhelmed, predictable timing
visual impairment
- Clear verbal descriptions of positions, physical guidance for correct alignment, partner support for spatial awareness
hearing impairment
- Visual demonstrations, written position cards, clear visual cues for timing and transitions
physical disability
- Modified positions adapted to individual capabilities, seated versions where appropriate, focus on achievable ranges of movement
Cross-Curricular Links
English
Using descriptive vocabulary for movement, following sequential instructions, articulating feedback to peers
Science
Understanding how muscles work together, exploring forces and balance, learning about body systems during exercise
PSHE
Building resilience and perseverance, supporting others, celebrating personal achievement, working cooperatively with partners
Teacher Guidance
Positioning
Move around the outside of the activity area for maximum visibility, position at front during demonstrations
Observation Focus
Watch for correct body alignment, controlled movements, appropriate effort levels, and safe practice
Intervention Points
Step in to correct unsafe technique, provide individual support for struggling students, manage fatigue levels
Demonstration Notes
Always demonstrate positions slowly and clearly, show common mistakes to avoid, use students as positive examples when appropriate
Verbal Cues
- •'Strong bodies like soldiers!'
- •'Hold it... hold it... perfect!'
- •'Smooth as silk transitions!'
- •'Listen to your body - don't force it!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall space 15m x 12m with clear floor area, adequate ceiling height for arm extensions
Surface Check
Clean, non-slip surface free from obstacles, mats checked for tears or damage
Equipment Safety
Safety Checks
- •Mats properly positioned with no overlaps or gaps
- •Adequate spacing between students (minimum 2m)
- •Regular checks that mats remain secure during use
Risk Management
Key Risks
- •Overextension during Japana position
- •Loss of balance in front support
- •Collision between students during transitions
- •Muscle strain from overexertion
Risk Mitigation
- •Emphasise personal flexibility limits - no forcing positions
- •Clear boundaries and personal space awareness
- •Progressive skill building with adequate rest
- •Constant supervision and technique correction
- •Encourage listening to body and stopping if uncomfortable
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students during floor work
- •Circulate during practice to provide individual guidance
- •Monitor for fatigue and overexertion
- •Ensure proper technique to prevent injury
Emergency Procedures
Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, contact office if required