Lesson 3 - Rolling Sequences and Body Control
Contrasting Movements
•Year 3
•Gymnastics
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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
Spread throughout area with safe spacing between
Alternative: Large exercise mats, crash mats for safety
Mark boundaries and practice areas
Alternative: Markers, spots
For timing and creating atmosphere
Alternative: Smartphone with speaker
Key Vocabulary
Keeping muscles firm and controlled to maintain good shape
Sitting with legs straight and wide apart, back straight
Body curved like a dish with arms and legs off the ground
A series of movements performed one after another
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
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