Lesson 1 - Gymnastics Shapes and Transitions
Artistic Sequence Control
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
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How can I link different gymnastics shapes together with smooth, controlled transitions?
Learning Objectives
- To perform dish, arch, front support and Japana positions with good body extension
- To transition smoothly between different gymnastics shapes
- To create and perform a sequence linking balances and travelling actions
Key Outcomes
- Students will demonstrate controlled gymnastics shapes with appropriate body tension
- Students will perform smooth transitions between static positions
- Students will create sequences showing variety in speed and control
Equipment & Resources Required
Arrange mats with adequate spacing for safety
Alternative: Carpet squares, yoga mats, or clear floor space
Optional for rhythm and flow work
Alternative: Tablet, phone with speaker, or verbal cues only
Key Vocabulary
A curved body position lying on back with arms, legs and shoulders lifted off the floor
A curved body position lying on front with arms and legs lifted to create an upward curve
A position holding the body straight and horizontal, supported on hands and feet
A forward fold position from sitting straddle, lowering chest towards floor
The controlled tightness of muscles to maintain shape and position
The smooth movement from one position to another
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple balance positions
- Understanding of tense and relaxed body states
Current Skills
- Static gymnastics shapes with body tension
- Controlled transitions between positions
- Sequence building and performance
Next Steps
- More complex gymnastics sequences
- Apparatus work incorporating shapes
- Partner and group sequence work
Milestone Indicators
Key Teaching Points
- Emphasise the difference between floppy and controlled body tension throughout
- Always respect individual flexibility limits, especially in Japana position
- Focus on quality of shapes rather than advanced positions or speed
- Ensure 3-second holds are maintained in all static positions
- Encourage smooth, controlled transitions between all gymnastics shapes
- Promote creativity while maintaining safety and required elements
- Use positive reinforcement to build confidence in performance situations
Common Misconceptions
- Thinking all students should achieve full Japana position - emphasise individual limits
- Believing faster transitions are better - focus on control and smoothness
- Expecting perfect technique immediately - emphasise gradual improvement
- Assuming strength is more important than technique - stress proper form
- Thinking gymnastics is only for naturally flexible students - show adaptations for all
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear movement boundaries, use plenty of positive reinforcement
dyspraxia
- Allow extra time for position learning, break down movements into smaller steps, provide additional demonstrations and practice
autism spectrum
- Provide visual schedule of lesson sequence, offer quiet space if needed, use consistent routine and clear structure
visual impairment
- Use clear verbal descriptions of positions, provide tactile demonstrations with permission, use bright coloured mats for contrast
hearing impairment
- Use visual demonstrations extensively, employ clear hand signals for timing, provide written instruction cards
physical disability
- Offer seated versions of shapes where possible, use adapted equipment, modify positions to suit individual abilities
Cross-Curricular Links
English
Developing vocabulary related to body positions and movement, following multi-step instructions, descriptive language for movement quality
Maths
Counting sequences and timing, understanding angles and shapes created by body positions, measuring hold times
Science
Understanding forces and body mechanics in static positions, exploring how muscles work to create tension and control
Art
Exploring lines and shapes created by body positions, understanding aesthetic qualities of movement sequences
PSHE
Building confidence through performance, supporting others, perseverance in skill development, body awareness and safety
Teacher Guidance
Positioning
Central position with clear sight lines to all students, moving to provide individual support during practice
Observation Focus
Watch for correct body alignment, appropriate muscle tension, controlled transitions, and respect for personal limits
Intervention Points
Step in if students attempt unsafe movements, lose control during transitions, or push beyond comfortable limits in flexibility
Demonstration Notes
Use clear, exaggerated demonstrations of each shape, show both correct and modified versions, emphasise safety in all movements
Verbal Cues
- •'Strong body tension like soldiers!'
- •'Smooth and controlled transitions'
- •'Only stretch as far as comfortable'
- •'Hold that shape strong for 3 seconds'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 15m x 10m clear space
Surface Check
Clean, dry floor surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Gymnastics mats securely positioned with no gaps or overlaps
- •Regular checks that mats haven't moved during activities
- •Music equipment positioned safely away from movement area
Risk Management
Key Risks
- •Overreaching in Japana causing strain or discomfort
- •Loss of control during transitions between positions
- •Fatigue affecting technique in front support position
- •Collisions during creative sequence work
Risk Mitigation
- •Emphasise personal limits in flexibility exercises
- •Teach controlled transitions with adequate rest between attempts
- •Monitor front support duration and offer modifications
- •Ensure adequate personal space during all activities
- •Progressive skill building from basic shapes to sequences
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during shape practice
- •Circulate during individual work to provide support and safety checks
- •Monitor fatigue levels particularly during sequence work
- •Watch for students pushing beyond safe limits in stretching
Emergency Procedures
Stop activity immediately if injury occurs, assess need for first aid, and provide appropriate support while ensuring other students remain safe