Lesson 5 - Shoulder & Teddy Bear Rolls
Body Awareness & Weight Transfer
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
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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
Arrange in rows with adequate spacing for rolling movements
Alternative: Yoga mats or carpet tiles for basic rolling practice
Place in straight lines at sides of hall for warm-up activity
Alternative: Bean bags or poly spots
Pre-arranged in stations around the hall
Alternative: Classroom furniture can be adapted with supervision
For timing warm-up activities and apparatus setup
Alternative: Phone timer or wall clock
For capturing peer assessment evidence
Alternative: None - observation only
Key Vocabulary
A rolling movement where weight passes diagonally across the shoulders
A sideways rolling movement performed from a straddle sitting position
Supporting body weight on different parts of the body
Specific gymnastics terms used to describe movements and positions accurately
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
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