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Lesson 5 - Shoulder & Teddy Bear Rolls

Body Awareness & Weight Transfer

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Year 3

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Gymnastics

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Big Question

How can we use different rolling techniques to move safely and creatively through gymnastics sequences?

Learning Objectives

To perform shoulder rolls and teddy bear rolls with correct technique
To take weight on back, bottom and shoulders in balance and motion
To evaluate others' work using correct technical language

Key Outcomes

Students will demonstrate controlled rolling techniques
Students will create sequences incorporating weight-bearing positions
Students will provide technical feedback to peers

Equipment & Resources Required

Gymnastics Mats

15-20 mats

Arrange in rows with adequate spacing for rolling movements

Alternative: Yoga mats or carpet tiles for basic rolling practice

Markers Cones

10 cones (5 each side)

Place in straight lines at sides of hall for warm-up activity

Alternative: Bean bags or poly spots

Apparatus

Varied pieces (benches, boxes, mats)

Pre-arranged in stations around the hall

Alternative: Classroom furniture can be adapted with supervision

Stopwatch

For timing warm-up activities and apparatus setup

Alternative: Phone timer or wall clock

Video Device

1 (tablet/phone)

For capturing peer assessment evidence

Alternative: None - observation only

Key Vocabulary

Shoulder roll

A rolling movement where weight passes diagonally across the shoulders

Teddy bear roll

A sideways rolling movement performed from a straddle sitting position

Weight-bearing

Supporting body weight on different parts of the body

Technical language

Specific gymnastics terms used to describe movements and positions accurately

Spider walking

Moving on hands and feet with straight arms and legs

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic rolling movements and body awareness
Simple weight-bearing positions
Following safety instructions on apparatus

Current Skills

Shoulder roll technique with diagonal movement
Teddy bear roll from straddle position
Weight distribution across different body parts

Next Steps

Linking multiple rolls in flowing sequences
Advanced apparatus work with rolling
Creating original rolling combinations

Milestone Indicators

Maintains control throughout rolling movements

Shows smooth weight transfer from start to finish

Demonstrates spatial awareness during rolls

Key Teaching Points

Shoulder rolls use diagonal weight transfer across shoulder blades, never roll on head or neck
Teddy bear rolls require wide straddle position with hands behind calves for control
Weight-bearing can be demonstrated both in static balance and during movement transitions
Technical language helps students improve - use terms like 'shoulder blade contact' and 'weight transfer'
Apparatus safety rules must be maintained throughout - no running, work in pairs, proper supervision
Peer assessment works best when students have specific observation tasks and feedback structure
Practice time is essential - allow sufficient repetition before moving to performance or assessment

Common Misconceptions

Rolling on head instead of shoulders - teach shoulder blade contact point clearly
Thinking weight-bearing only means balancing - show both static and dynamic examples
Believing apparatus work is just about getting on equipment - emphasise skill transfer and creativity
Assuming faster rolling is better - emphasise control and technique over speed
Thinking feedback means only pointing out mistakes - teach positive, constructive comment structure
Confusing teddy bear rolls with sideways rolls - clarify the straddle position and circular motion
Believing all apparatus is suitable for all skills - discuss which apparatus works best for different rolls

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, clear behavioural expectations for apparatus work

dyspraxia

Simplified rolling sequences, extra practice time, demonstration of movements broken into smaller steps

autism spectrum

Clear visual schedule of lesson sections, quiet practice spaces available, predictable routine structure

visual impairment

Use tactile markers on mats, provide verbal descriptions of all movements, buddy system for spatial awareness

hearing impairment

Use visual demonstrations for all instructions, hand signals for commands, written apparatus safety rules

physical disability

Adapt rolling to seated or supported positions, modified weight-bearing activities, adapted apparatus heights

Cross-Curricular Links

English

Technical vocabulary development, giving clear instructions to peers, descriptive language for movement

Maths

Angles of rolling movement, measuring distances travelled, counting sequences and patterns

Science

Forces and motion during rolling, body systems working during exercise, levers and movement mechanics

PSHE

Self-assessment and reflection skills, giving constructive feedback to others, resilience during skill practice

Teacher Guidance

Positioning

Move continuously around the hall to supervise all groups, position for maximum visibility during demonstrations

Observation Focus

Watch for correct rolling technique, safe apparatus use, quality of peer feedback, progression in skill development

Intervention Points

Step in if rolling technique becomes unsafe, if apparatus work is inappropriate, if peer feedback is unhelpful

Demonstration Notes

Use student demonstrations when possible to reinforce learning, break down complex skills into simple steps, emphasise safety throughout

Verbal Cues

•'Shoulder blade contact, not your head!'
•'Weight transfer diagonally across your back!'
•'Use technical words to help your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 15m x 20m for rolling activities and apparatus work

Surface Check

Non-slip surface essential, mats must be flat and properly positioned

Equipment Safety

Safety Checks

•Check all mats for tears or damage before use
•Ensure apparatus is stable and properly assembled
•Verify adequate spacing between apparatus stations

Risk Management

Key Risks

•Head/neck injury during rolling
•Collisions between students during movement
•Falls from apparatus during exploration

Risk Mitigation

•Teach correct rolling technique emphasising shoulder contact not head
•Maintain adequate spacing between mats and apparatus
•Constant supervision during apparatus work
•Progressive skill building from floor to apparatus

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus stations
•Monitor rolling technique closely for safety
•Intervene immediately if unsafe practices observed

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact office if needed