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Lesson 7 - Hoop Skills Exploration

Partner Sequence Creation

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Year 3

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Gymnastics

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58 min

Big Question

How can we use hoops to create beautiful and controlled gymnastics sequences?

Learning Objectives

To explore gymnastics skills using hoops
To incorporate hoops into creative gymnastics sequences
To develop balance, control and coordination through hoop manipulation

Key Outcomes

Students will successfully incorporate a hoop into a gymnastics sequence
Students will demonstrate increasing balance and control when using equipment
Students will show perseverance when learning new skills

Equipment & Resources Required

Hoops

30 (1 per student)

Place 10 hoops around teaching area for warm-up, remainder distributed for main activities

Alternative: Pool noodles formed into circles, large elastic bands

Cones

8-10

Use to mark safe working areas and boundaries

Alternative: Markers, bean bags

Music Player

Rhythmic music to support hoop skills and sequences

Alternative: Teacher counting rhythm aloud

Key Vocabulary

Rhythmic Gymnastics

A sport combining dance and gymnastics using equipment like hoops, ribbons and balls

Sequence

A series of movements performed one after another with smooth transitions

Manipulation

Skilfully controlling and moving equipment with hands and body

Hula Hooping

Keeping a hoop rotating around your waist or other body parts through rhythmic movement

Perseverance

Continuing to try even when something is difficult or challenging

Skill Progression Pathway

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

Prior Learning

Basic gymnastics shapes (pike, straddle, tuck)
Simple travelling actions (jumping, hopping, sliding)
Understanding of balance and control in movement

Current Skills

Manipulating hoops through spinning, rolling and circling
Combining hoop skills into sequences
Balancing with equipment at different levels

Next Steps

Creating longer, more complex sequences
Working collaboratively with partners using equipment
Introducing rhythmic gymnastics principles

Milestone Indicators

Maintains control of hoop during manipulation

Shows smooth transitions between skills

Demonstrates perseverance when learning new skills

Key Teaching Points

Close fingers around hoop rim for control
Maintain awareness of others and personal space
Perseverance is key - celebrate effort over immediate success
Quality over quantity in skill performance
Clear starting and finishing positions in sequences
Smooth transitions between skills
Safe, controlled movements throughout

Common Misconceptions

That skills must be perfect immediately - emphasise learning process
That faster movement means better performance - stress control
That only successful attempts count - value effort and improvement
That gymnastics equipment is just for play - teach respect for apparatus
That sequences need many skills - emphasise quality over complexity

SEN Adaptations

ADHD

Break skills into smaller steps, provide regular movement breaks, use clear visual boundaries

dyspraxia

Allow extra practice time, use larger hoops for easier manipulation, provide step-by-step skill breakdowns

autism spectrum

Provide visual schedule of activities, offer quiet space if overwhelmed, use consistent routine structure

visual impairment

Use brightly coloured hoops, provide tactile guidance for hoop position, use verbal descriptions of movements

hearing impairment

Use visual demonstrations, hand signals for instructions, written skill cards with pictures

physical disability

Adapt skills for seated participation, use lighter hoops, modify balance challenges appropriately

Cross-Curricular Links

Maths

Counting sequences of movements, timing skills (5-second balances), measuring distances for rolling hoops

Science

Forces and motion in spinning hoops, gravity and balance, cause and effect in movement

Art

Creating movement patterns, aesthetic appreciation of rhythmic gymnastics, creative expression through sequences

PSHE

Perseverance and resilience, supporting others, managing challenge and frustration positively

Teacher Guidance

Positioning

Move around the outside of the teaching area to maintain visual contact with all students

Observation Focus

Watch for control of equipment, quality of movement, perseverance with challenges

Intervention Points

Step in if equipment used unsafely, offer encouragement when students struggle, clarify instructions

Demonstration Notes

Use exaggerated movements for clarity, show common mistakes to avoid, model perseverance with difficult skills

Verbal Cues

•'Close fingers around the hoop for control'
•'Find your own safe space'
•'Keep trying - your brain is growing!'
•'Show me smooth, controlled movements'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles and with adequate ceiling height

Surface Check

Non-slip indoor surface, free from water or debris

Equipment Safety

Safety Checks

•Check hoops for cracks or sharp edges
•Ensure hoops are appropriate size for age group
•Maintain adequate number for class size

Risk Management

Key Risks

•Collisions when students moving with hoops
•Loss of control during spinning/rolling activities
•Falls when attempting balances
•Equipment thrown inappropriately

Risk Mitigation

•Establish clear personal space boundaries
•Teach proper hoop grip and control techniques
•Progress balance activities gradually
•Emphasise controlled movements throughout

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during skill practice
•Monitor closely during partner work
•Check for safe equipment handling continuously

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or summon assistance as needed