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Lesson 1 - Spinning Sequences on Patches

Spinning & Partner Sequences

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Year 3

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Gymnastics

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Big Question

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

Gymnastics Mats

7 large mats

Spread evenly around hall with clear pathways between

Alternative: Carpeted area or outdoor grass (dry conditions)

Apparatus

Variety - benches, low boxes, mats

Set up in circuits around the hall perimeter

Alternative: Playground equipment or marked floor areas

Cones

8-10 cones

Mark boundaries and apparatus stations

Alternative: Bean bags or markers

Tablets

1 device

For recording sequences and assessment

Alternative: Mobile phone or observation checklist

Key Vocabulary

Patches

Large body parts used for spinning - front (stomach), back, and bottom

Sequence

A series of movements performed one after another in a planned order

Transitions

The movements that connect one skill to another smoothly

Front support

A balance position with hands on floor, body straight like a plank

Shoulder balance

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

Controlled spinning without losing balance

Smooth movement between different patches

Consistent starting and ending positions

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