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Lesson 1 - Gymnastics Shapes and Transitions

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 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

Gymnastics Mats

1 per student or 1 per pair

Arrange mats with adequate spacing for safety

Alternative: Carpet squares, yoga mats, or clear floor space

Music Player

Optional for rhythm and flow work

Alternative: Tablet, phone with speaker, or verbal cues only

Key Vocabulary

Dish shape

A curved body position lying on back with arms, legs and shoulders lifted off the floor

Arch shape

A curved body position lying on front with arms and legs lifted to create an upward curve

Front support

A position holding the body straight and horizontal, supported on hands and feet

Japana

A forward fold position from sitting straddle, lowering chest towards floor

Body tension

The controlled tightness of muscles to maintain shape and position

Transition

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

Maintaining body tension throughout shapes

Smooth, controlled transitions without rushing

Demonstrating awareness of body alignment

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