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Lesson 4 - Body Control and Linking Movements

Artistic Sequence Control

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Year 3

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

1 per 2 students (15 mats)

Spread mats evenly around space with clear pathways between

Alternative: Carpet tiles or soft surface area

Cones

Mark personal spaces and create clear boundaries

Alternative: Bean bags or spot markers

Key Vocabulary

Japana

A forward fold position from straddle sit, leaning from hips with straight back

Front Support

A position like a plank, supported on hands and feet with straight body

Arch

A curved back position lying on tummy with arms and legs lifted

Body Tension

Controlled muscle engagement to maintain shape and stability

Transition

The smooth movement from one position to another

Sequence

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

Can hold each position for minimum 3 seconds

Maintains body tension throughout transitions

Shows controlled, deliberate movements

Demonstrates understanding of sequence flow

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