Lesson 1 - Spinning Sequences on Patches
Spinning & Partner Sequences
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
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How can we create smooth, controlled spinning sequences that flow beautifully from one patch to another?
Learning Objectives
- To create a sequence using different spins on three body patches (front, back, bottom)
- To perform smooth transitions between spinning movements with control
- To use peer feedback effectively to improve sequencing work
Key Outcomes
- Students will demonstrate at least three different spins on different body patches
- Students will show smooth transitions between movements in their sequences
- Students will give constructive feedback to improve their partner's performance
Equipment & Resources Required
Spread evenly around hall with clear pathways between
Alternative: Carpeted area or outdoor grass (dry conditions)
Set up in circuits around the hall perimeter
Alternative: Playground equipment or marked floor areas
Mark boundaries and apparatus stations
Alternative: Bean bags or markers
For recording sequences and assessment
Alternative: Mobile phone or observation checklist
Key Vocabulary
Large body parts used for spinning - front (stomach), back, and bottom
A series of movements performed one after another in a planned order
The movements that connect one skill to another smoothly
A balance position with hands on floor, body straight like a plank
Balancing on shoulders with legs in the air, supported by arms
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple rolling movements
- Understanding of body patches (front, back, bottom)
Current Skills
- Spinning on different body patches
- Creating sequences with smooth transitions
- Using feedback to improve performance
Next Steps
- Combining spins with other gymnastics movements
- Creating longer, more complex sequences
- Performing sequences on apparatus
Milestone Indicators
Key Teaching Points
- Control is always more important than speed in all spinning movements
- Three body patches (front, back, bottom) each offer different spinning experiences
- Smooth transitions make sequences flow beautifully and show good technique
- Starting and ending positions should be held for full 3 seconds with control
- Feedback helps everyone improve - give specific, helpful suggestions
- Safety rules around apparatus are non-negotiable and protect everyone
- Shoulder balances require proper support - choose the method that feels most secure
Common Misconceptions
- Spinning faster makes you better - actually control and smoothness are most important
- Only certain body types can do gymnastics - everyone can participate and improve with practice
- Feedback should point out mistakes - positive feedback with gentle suggestions works better
- Apparatus work is dangerous - it's safe when rules are followed and skills built progressively
- Sequences must be complex to be good - simple, well-executed sequences are more effective
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, clear boundaries and expectations
dyspraxia
- Simplify sequences to fewer elements, provide additional practice time, use larger apparatus for easier access
autism spectrum
- Provide clear routine structure, visual sequence cards, quiet space available if needed
visual impairment
- Use verbal descriptions of body patches, provide physical guidance for positioning, buddy system for safety
hearing impairment
- Use visual demonstrations, hand signals for feedback, written instruction cards
physical disability
- Adapt spins to seated position, use alternative balance positions, modify apparatus height
Cross-Curricular Links
Maths
Counting spins and rotations, understanding angles in spinning movements, measuring hold times
Science
Forces and motion in spinning, balance and centre of gravity concepts, momentum and rotation
Art
Creating aesthetic sequences, understanding rhythm and flow in movement
PSHE
Giving constructive feedback, building confidence, supporting others' learning
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally for demonstrations
Observation Focus
Watch for controlled movement, safe apparatus use, and positive partner interactions
Intervention Points
Step in for unsafe apparatus use, excessive force in Sumo wrestling, or inappropriate feedback
Demonstration Notes
Use exaggerated movements for clarity, always demonstrate safety aspects, involve students in demonstrations where appropriate
Verbal Cues
- •'Control over speed!'
- •'Smooth like silk!'
- •'Three-second holds!'
- •'Safety first, always!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full school hall or gymnasium, minimum 15m x 10m clear space
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check apparatus stability before each use
- •Ensure mats are flat and positioned securely
- •Verify equipment is appropriate height for year group
Risk Management
Key Risks
- •Dizziness from spinning movements
- •Collisions during apparatus work
- •Falls from apparatus or during balances
- •Strain from attempting advanced movements
Risk Mitigation
- •Controlled spinning with regular stops
- •Clear spacing around all apparatus
- •Progressive skill building from floor to apparatus
- •Constant supervision during balance attempts
Supervision & Emergency Procedures
Supervision Points
- •Position to see all apparatus stations
- •Close monitoring during shoulder balance practice
- •Watch for signs of dizziness or fatigue
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, arrange additional support if needed