🤸

Lesson 2 - Contrasting Actions & Transitions

Contrasting Movements

•

Year 3

•

Gymnastics

•

45 min

Big Question

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

Gymnastics Mats

1 per 2 students (15 mats)

Spread evenly around hall with space between for movement

Alternative: Carpet tiles or designated floor space if mats unavailable

Cones

Mark boundaries and create pathways for warm-up activity

Alternative: Bean bags, spots, or chalk marks

Tunnel Systems

Optional for warm-up and cool-down activities

Alternative: Mobile phone with speaker

Key Vocabulary

Contrasting actions

Movements or shapes that are opposite to each other, such as tall/short, wide/narrow, straight/curved

Fluency

Moving smoothly from one action to another without stopping or taking extra steps

Tucked shoulder stand

A balance position on the shoulders with knees pulled into chest and back straight

Body tension

Keeping muscles firm and controlled to maintain good shape and balance

Transition

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

Smooth transitions without extra steps

Good body tension maintained throughout

Clear contrast between different actions

Ability to teach and correct others

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