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Lesson 2 - Spinning & Transitions

Spinning & Partner Sequences

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Year 3

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Gymnastics

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Big Question

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

Bibs

4-6

Ready for warm-up game distribution

Alternative: Different coloured cones or markers

Gymnastics Mats

20-25

Arranged around hall perimeter for circuit work

Alternative: Benches, mats, low beams if no gymnastics apparatus

Stopwatch

For timing apparatus setup challenge

Alternative: Classroom timer or phone timer

Video Device

1 (tablet/camera)

Charged and ready for recording demonstrations

Alternative: Phone camera for assessment videos

Key Vocabulary

Points

Small body parts used for balance and spinning such as hands, feet, or knees

Sequence

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

Transition

The smooth movement from one position or skill to another without stopping

Levels

Different heights in space - high (standing), medium (kneeling), low (lying)

Control

Having complete command over your body movements and balance

Crab position

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

Maintains control throughout all spins

Demonstrates clear level changes

Uses appropriate technical vocabulary consistently

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