Lesson 2 - Contrasting Actions & Transitions
Contrasting Movements
•Year 3
•Gymnastics
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How can we use contrasting actions to make our gymnastics sequences more exciting and challenging?
Learning Objectives
- Explore a greater range of contrasting actions and move in and out of space with fluency
- Copy a partner's sequence and create own contrasting actions sequence
- Define what contrast means and explain how it applies to gymnastics sequences
Key Outcomes
- Students will perform sequences containing at least three contrasting actions with smooth transitions
- Students will demonstrate fluent movement between different body shapes and positions
- Students will work collaboratively to observe, copy and improve partner sequences
Equipment & Resources Required
Spread evenly around hall with space between for movement
Alternative: Carpet tiles or designated floor space if mats unavailable
Mark boundaries and create pathways for warm-up activity
Alternative: Bean bags, spots, or chalk marks
Optional for warm-up and cool-down activities
Alternative: Mobile phone with speaker
Key Vocabulary
Movements or shapes that are opposite to each other, such as tall/short, wide/narrow, straight/curved
Moving smoothly from one action to another without stopping or taking extra steps
A balance position on the shoulders with knees pulled into chest and back straight
Keeping muscles firm and controlled to maintain good shape and balance
The movement that connects one action to the next in a sequence
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body shapes (tuck, pike, straddle, straight)
- Simple balances on different body parts
- Basic rolling actions (log roll, teddy bear roll)
Current Skills
- Contrasting actions and movements
- Fluent transitions between shapes
- Tucked shoulder stand with proper technique
- Partner work and sequence copying
Next Steps
- Longer sequences with multiple contrasting elements
- Group sequences with synchronisation
- Advanced balances and inversions
Milestone Indicators
Key Teaching Points
- Weight must always be on shoulders, never on neck during shoulder stands
- Contrasting actions should show clear opposite qualities (wide/narrow, high/low, fast/slow)
- Smooth transitions are more important than complex movements
- Body tension must be maintained throughout all balances and shapes
- Partner work should be collaborative and supportive, not competitive
- Safety awareness is essential, especially during inverted positions
- Creative exploration should be encouraged within safe parameters
Common Misconceptions
- Thinking shoulder stands put weight on the neck - emphasise shoulder blade contact
- Believing faster transitions are better - stress control and smoothness over speed
- Assuming more complex movements are always better - focus on quality execution
- Thinking contrasting actions must be extreme - show subtle contrasts are equally valid
- Believing gymnastics is only for flexible students - demonstrate adaptations for all abilities
SEN Adaptations
ADHD
- Short activity bursts, clear movement boundaries, regular position changes, immediate positive feedback
dyspraxia
- Extra practice time, simplified sequences, larger mats for safety, step-by-step movement breakdown
autism spectrum
- Clear routine structure, visual sequence cards, quiet space available if needed, consistent partner pairing
visual impairment
- Use verbal descriptions of contrasting actions, partner support for spatial awareness, tactile cues for body positions
hearing impairment
- Visual demonstrations of all skills, written instruction cards, hand signals for contrasting actions
physical disability
- Adapted balances using available body parts, seated versions of contrasting actions, modified rolling activities
Cross-Curricular Links
English
Vocabulary development (contrasting, fluency, transition), following and giving instructions
Science
Understanding forces and balance, body systems during exercise, gravity in inverted positions
PSHE
Cooperation and teamwork, building confidence, supporting others' learning
Teacher Guidance
Positioning
Move around perimeter during activities for full class visibility, central during demonstrations
Observation Focus
Watch for correct shoulder stand technique, smooth transitions, and positive partner interactions
Intervention Points
Stop activity if poor technique risks injury, step in to mediate partner difficulties
Demonstration Notes
Always demonstrate new skills yourself before student practice, use clear verbal narration during demonstrations
Verbal Cues
- •'Shoulders, not neck!'
- •'Show me the contrast!'
- •'Smooth transitions!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Sports hall or large classroom, minimum 15m x 20m clear area
Surface Check
Non-slip surface, mats properly positioned and secure
Equipment Safety
Safety Checks
- •Check mats are flat without curled edges
- •Ensure adequate spacing between mats
- •Confirm cones/markers are soft and safe
Risk Management
Key Risks
- •Neck injury during shoulder stands
- •Collisions during moving activities
- •Falls during balance attempts
- •Dizziness from inverted positions
Risk Mitigation
- •Emphasise weight on shoulders not neck throughout
- •Clear boundaries and spacing established
- •Progressive skill building from simple to complex
- •Stop activity if students show dizziness
- •No pressure for students uncomfortable with inversions
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during shoulder stands
- •Circulate during partner work to monitor technique
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess injury, apply appropriate first aid, contact emergency services if required