Lesson 6 - Body Management Routine Performance
Artistic Sequence Control
•Year 3
•Gymnastics
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How can we combine strength, flexibility and control to create a beautiful gymnastics sequence?
Learning Objectives
- To perform showing strength, flexibility and control in our gymnastics sequence
- To demonstrate good body control and extension in gymnastics actions
- To show fluency in transitions between gymnastics components
Key Outcomes
- Students will perform a complete body management routine with improved technique
- Students will demonstrate controlled extension in gymnastics actions
- Students will evaluate their own and others' performances to suggest improvements
Equipment & Resources Required
Arrange in a large rectangle for routine practice
Alternative: Carpet squares or crash mats
Positioned for whole class to hear
Alternative: Tablet or phone with speaker
Clear space at front for demonstrations
Alternative: Central mat area
Key Vocabulary
Straightening and lengthening the body or limbs to show good lines
Holding a stretch position without movement for a period of time
Controlling your body position and movement with strength and balance
Smooth, flowing movement from one action to another
A sequence of movements performed in a specific order
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have learned individual elements of body management
- Students understand the difference between static and dynamic stretching
- Students can perform basic gymnastics shapes and movements
Current Skills
- Linking body management elements into a complete routine
- Performing with extension and control
- Evaluating and improving performance
Next Steps
- Creating original gymnastics sequences
- Performing on different apparatus
- Teaching sequences to others
Milestone Indicators
Key Teaching Points
- Extension in gymnastics improves both aesthetics and control
- Static stretching involves holding positions without bouncing
- Personal range of movement is more important than comparing with others
- Fluent transitions require practice and good body awareness
- Strength and flexibility work together in gymnastics performance
- Breathing should continue normally during static stretches
- Quality of movement is more important than speed of performance
Common Misconceptions
- Flexibility means pushing into painful ranges - correct by emphasising comfort zones
- Stronger means forcing movements - correct by focusing on control over power
- Extension is only about reaching far - correct by explaining body alignment and tension
- Gymnastics is only for flexible people - correct by showing how everyone can improve
- Static stretching should hurt to be effective - correct by explaining gentle, comfortable stretching
SEN Adaptations
ADHD
- Break routine into smaller chunks, provide additional movement breaks, use clear start/stop signals
dyspraxia
- Simplify sequence initially, provide additional practice time, use verbal cues for body awareness
autism spectrum
- Provide visual sequence cards, allow practice time before performance, create quiet space if needed for breaks
visual impairment
- Use tactile guidance for body positions, provide detailed verbal descriptions of movements, use bright coloured mats for contrast
hearing impairment
- Provide visual demonstrations and written sequence cards, use hand signals for timing, ensure students can see teacher clearly
physical disability
- Adapt range of movement requirements, provide alternative positions for floor work, use support aids as needed
Cross-Curricular Links
English
Using descriptive vocabulary for movement quality, giving constructive feedback to partners, following complex sequence instructions
Maths
Counting sequences in bouncing activities, measuring flexibility ranges, understanding angles in body positions, timing activities with seconds
Science
Understanding muscle groups and their functions, learning about flexibility and strength development, body systems during exercise
PSHE
Building self-confidence through achievement, developing resilience in challenging activities, giving supportive feedback to others
Teacher Guidance
Positioning
Move around the outside of activity area for maximum visibility, spend time near students attempting challenging elements
Observation Focus
Watch for extension quality, controlled movements, appropriate flexibility ranges, and positive peer interactions
Intervention Points
Step in when students push flexibility too far, when control is lost in dynamic movements, or when negative feedback occurs
Demonstration Notes
Always demonstrate with perfect extension and control, emphasise the aesthetic value of good technique, show both correct and improved versions for comparison
Verbal Cues
- •'Point those toes!'
- •'Strong and controlled'
- •'Only as far as comfortable'
- •'Show me those beautiful lines'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 12m hall space with appropriate matting
Surface Check
Non-slip mats properly positioned, even surface underneath
Equipment Safety
Safety Checks
- •Mats checked for tears or damage
- •Adequate mat coverage for all floor work
- •Demonstration area clear of obstacles
Risk Management
Key Risks
- •Overextending in flexibility positions
- •Loss of control during rolling actions
- •Inappropriate range of movement in splits
Risk Mitigation
- •Emphasise personal range of movement only
- •Progressive skill building from basic to advanced
- •Clear safety guidelines for static stretching
- •Teacher monitoring of appropriate intensity
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during floor work
- •Monitor individual students' range of movement
- •Watch for signs of fatigue affecting control
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students continue safely with modified activity