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Lesson 3 - Rolling Sequences and Body Control

Contrasting Movements

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Year 3

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Gymnastics

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Big Question

How can we combine different rolls into a smooth sequence that shows control and strength?

Learning Objectives

To consolidate and improve the quality of basic rolling actions
To understand how strength and flexibility apply to gymnastics rolls
To work collaboratively with a partner to perform a roll sequence

Key Outcomes

Students will perform a variety of rolls with improved control and technique
Students will demonstrate understanding of body tension and strength in rolling
Students will create and perform a partner sequence using three different rolls

Equipment & Resources Required

Gymnastics Mats

1 per 2 students (15 mats)

Spread throughout area with safe spacing between

Alternative: Large exercise mats, crash mats for safety

Cones

Mark boundaries and practice areas

Alternative: Markers, spots

Music Player

For timing and creating atmosphere

Alternative: Smartphone with speaker

Key Vocabulary

Body tension

Keeping muscles firm and controlled to maintain good shape

Straddle sit

Sitting with legs straight and wide apart, back straight

Dish shape

Body curved like a dish with arms and legs off the ground

Sequence

A series of movements performed one after another

Rotation

Turning or rolling movement around an axis

Skill Progression Pathway

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

Prior Learning

Basic body shapes (dish, arch, tuck)
Simple forward and backward rolls
Understanding of personal space and safety

Current Skills

Teddy bear roll technique
Over the shoulder roll progression
Log roll to egg roll combinations
Partner sequence creation

Next Steps

More complex roll combinations
Group sequences with apparatus
Linking rolls with travelling actions

Milestone Indicators

Maintains straight legs during log rolls

Shows controlled shoulder placement in teddy bear roll

Demonstrates smooth transitions between different rolls

Key Teaching Points

Body tension is crucial for controlled rolling - demonstrate difference between floppy and controlled movements
Progress gradually from simple to complex rolls, ensuring confidence before moving on
Strength in core muscles supports all rolling actions - make this connection explicit
Partner work requires clear communication and mutual support - model this behaviour
Quality of movement is more important than speed - emphasise control over quick completion
Connect physical skills to understanding of body systems and biomechanics
Create supportive environment where mistakes are learning opportunities

Common Misconceptions

Faster rolling is better rolling - emphasise control and technique over speed
Only arm strength matters for rolls - explain role of core and leg muscles
Gymnastics is only for naturally flexible people - show how strength and flexibility can be developed
Perfect technique should happen immediately - normalise learning process and gradual improvement
Rolling is just about momentum - highlight importance of active muscle control throughout movement

SEN Adaptations

ADHD

Shorter practice segments, clear physical boundaries, regular movement breaks, immediate positive feedback

dyspraxia

Extra demonstration time, break skills into smaller steps, additional practice opportunities, simplified instructions

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, consistent verbal cues

visual impairment

Verbal descriptions of all movements, tactile guidance for body positioning, partner support for orientation

hearing impairment

Clear visual demonstrations, written instructions available, use hand signals and visual cues

physical disability

Adapted rolls using available movement, focus on achievable elements, modified equipment if needed

Cross-Curricular Links

English

Descriptive vocabulary for movement, following and giving instructions, peer communication

Maths

Counting sequences, measuring rotation angles, timing and rhythm

Science

Forces in rolling, friction between body and mat, centre of gravity and balance

PSHE

Perseverance when learning difficult skills, supporting others, building confidence

Teacher Guidance

Positioning

Central position during demonstrations, circulate during practice to provide individual coaching

Observation Focus

Watch for correct body alignment, controlled movement speed, and safe technique execution

Intervention Points

Step in immediately if unsafe technique observed, provide support for students lacking confidence

Demonstration Notes

Always demonstrate slowly first, then at normal speed. Show common mistakes and corrections clearly.

Verbal Cues

•'Squeeze those tummy muscles!'
•'Strong arms, push off the floor!'
•'Straight legs like a soldier!'
•'Smooth and controlled, no rushing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m, clear of obstacles and hard surfaces

Surface Check

Gymnastics mats properly positioned, clean and dry surface underneath

Equipment Safety

Safety Checks

•Check mats are flat and secure - no curled edges
•Ensure adequate spacing between practice areas
•Remove any jewellery or loose clothing

Risk Management

Key Risks

•Collisions between students during rolling
•Neck/back strain from incorrect technique
•Dizziness from repeated rolling
•Mat slipping during activities

Risk Mitigation

•Clear practice areas with adequate spacing
•Progressive skill building from simple to complex
•Constant supervision during rolling practice
•Regular checks for student fatigue or dizziness
•Teaching correct falling and rolling technique

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during rolling activities
•Move around to provide individual guidance
•Monitor for students becoming dizzy or disoriented
•Ensure proper technique before allowing independence

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, seek additional support if needed