Lesson 2 - Spinning & Transitions
Spinning & Partner Sequences
•Year 3
•Gymnastics
•Start Planning Better PE Lessons
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How can we create graceful spinning movements that flow smoothly from one to another?
Learning Objectives
- Create a sequence of spins on points at different levels with smooth transitions
- Walk like a giraffe demonstrating balance and control
- Evaluate others' work using correct technical gymnastics language
Key Outcomes
- Students will perform at least 6 spinning movements using different body points
- Students will demonstrate smooth transitions between movements
- Students will use technical vocabulary to assess peer performances
Equipment & Resources Required
Ready for warm-up game distribution
Alternative: Different coloured cones or markers
Arranged around hall perimeter for circuit work
Alternative: Benches, mats, low beams if no gymnastics apparatus
For timing apparatus setup challenge
Alternative: Classroom timer or phone timer
Charged and ready for recording demonstrations
Alternative: Phone camera for assessment videos
Key Vocabulary
Small body parts used for balance and spinning such as hands, feet, or knees
A series of movements performed one after another in a planned order
The smooth movement from one position or skill to another without stopping
Different heights in space - high (standing), medium (kneeling), low (lying)
Having complete command over your body movements and balance
Upside down position supporting body weight on hands and feet with stomach facing up
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spinning movements on feet
- Understanding of points and patches on the body
- Simple balance positions
Current Skills
- Spinning on various body points (hands, knees, feet)
- Creating sequences with smooth transitions
- Performing at different levels (high, medium, low)
Next Steps
- Complex spinning combinations
- Incorporating apparatus into spinning sequences
- Teaching spinning techniques to younger students
Milestone Indicators
Key Teaching Points
- Points are small body parts (hands, feet, knees) used for spinning and balance
- Control is more important than speed in all spinning movements
- Sequences should include different levels (high, medium, low) for visual interest
- Smooth transitions connect movements without stopping or jerky changes
- Technical vocabulary (control, transition, levels, points) should be used in all feedback
- Apparatus safety rules must be followed consistently throughout the lesson
- Starting and ending positions should be held for 3 seconds with strength and control
Common Misconceptions
- Faster spinning is better - emphasise control and quality over speed
- All spins must be at the same level - encourage variety in height and positioning
- Transitions don't matter - highlight that smooth connections are essential for good sequences
- Only complex spins are impressive - celebrate simple spins performed with excellent control
- Apparatus work is separate from floor skills - demonstrate how spinning skills transfer to apparatus
- Peer assessment is just saying 'good job' - model specific technical feedback using gymnastics vocabulary
SEN Adaptations
ADHD
- Break sequences into smaller parts, provide frequent positive feedback, use movement brain breaks between activities
dyspraxia
- Slow down demonstration of spins, provide extra practice time, use physical prompts to support sequence memory
autism spectrum
- Provide clear visual sequence cards, maintain consistent routines, offer quiet space if overwhelmed by spinning
visual impairment
- Use verbal descriptions of spinning techniques, provide physical guidance for hand placement, ensure clear auditory cues for position changes
hearing impairment
- Use visual demonstrations extensively, employ hand signals for instructions, provide written sequence cards
physical disability
- Adapt spins for wheelchair users (arm spinning, turning chair), modify apparatus access, allow seated versions of positions
Cross-Curricular Links
English
Developing technical vocabulary, giving clear verbal feedback, following and giving precise instructions
Maths
Counting spins in sequences, understanding of different levels (high/medium/low), timing and measuring 3-second holds
Science
Forces and motion in spinning, balance and centre of gravity, effect of exercise on heart rate and breathing
Art
Creating sequences with aesthetic appeal, understanding of shape and form in gymnastics positions
PSHE
Building confidence through performance, developing resilience when learning new skills, cooperation and peer support
Teacher Guidance
Positioning
Move around the space to observe all students, position near apparatus during circuit work for safety monitoring
Observation Focus
Watch for control during spinning, smooth transitions between movements, safe apparatus handling, and use of technical vocabulary
Intervention Points
Step in if students become dizzy, apparatus safety rules broken, or students struggling with sequence creation
Demonstration Notes
Demonstrate all spinning techniques slowly first, show clear contrast between levels, model technical vocabulary use in feedback
Verbal Cues
- •'Control your spin - smooth and steady!'
- •'Show me that smooth transition!'
- •'Use your gymnastics words!'
- •'Safety first with apparatus!'
- •'Hold that position strong and still!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall space minimum 15m x 20m with clear floor area for individual practice and apparatus circuit
Surface Check
Clean, dry, non-slip hall floor suitable for gymnastics activities
Equipment Safety
Safety Checks
- •All apparatus checked for stability and damage before use
- •Sufficient mats placed at all apparatus stations
- •Apparatus carried in pairs following safety protocols
- •Stopwatch available for monitoring apparatus setup time
Risk Management
Key Risks
- •Dizziness from spinning activities
- •Collisions during Cars and Caravans game
- •Falls during apparatus work
- •Wrist/hand injuries during hand-based spins
- •Unsafe apparatus handling
Risk Mitigation
- •Monitor students for dizziness and provide rest breaks as needed
- •Establish clear boundaries and controlled pace for warm-up game
- •Ensure adequate matting at all apparatus stations
- •Teach progressive spinning skills building up strength gradually
- •Reinforce apparatus safety rules consistently throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations during circuit work
- •Monitor spinning activities for control and safety
- •Watch for signs of fatigue or dizziness
- •Ensure apparatus safety rules are followed consistently
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact school first aiders if needed