Lesson 7 - Inverted Movement Sequences
Body Tension & Control
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we combine different gymnastics skills and apparatus to create flowing, creative sequences that showcase changes in level, direction, and shape?
Learning Objectives
- To create and perform sequences that include apparatus and inverted movements
- To demonstrate safe use of gymnastics apparatus in sequence work
- To evaluate and improve both own and others' gymnastic performances
Key Outcomes
- Students will create flowing sequences that incorporate apparatus, rolls, balances, jumps, and inverted movements
- Students will demonstrate safe movement around and on gymnastics apparatus
- Students will provide constructive feedback to improve gymnastic performances
Equipment & Resources Required
Position safely away from walls with adequate landing space
Alternative: Large sturdy boxes, gym horses
Ensure bench hooks are secure and surface is non-slip
Alternative: Balance beams, low platforms
Place around apparatus landing areas and under benches
Alternative: Crash mats, exercise mats
Mark station boundaries and safe zones
Alternative: Markers, spots
Key Vocabulary
A series of connected gymnastic movements performed one after another
Upside down position where head is lower than hips
Gymnastics equipment like benches, tables, and mats
Smooth connections between movements without stopping
The height at which movements are performed - high, medium, low
Stretching body parts to create long, straight lines
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic actions: rolls, balances, jumps
- Understanding of body shapes and positions
- Safe movement in gymnastic spaces
- Simple sequence creation without apparatus
Current Skills
- Combining apparatus work with gymnastic actions
- Creating flowing sequences with clear start and finish positions
- Performing inverted movements safely
- Evaluating and improving gymnastic performances
Next Steps
- Partner and group sequence work
- More complex apparatus combinations
- Advanced inverted skills like handstands
- Competitive routine development
Milestone Indicators
Key Teaching Points
- Safety is always the first priority - stop activity if any unsafe practices observed
- Quality and control are more important than complexity or speed in sequence work
- Every student can succeed - adapt apparatus and expectations to enable participation
- Inverted movements must only be performed in designated safe areas with appropriate supervision
- Flow and smooth transitions distinguish good sequences from collections of separate skills
- Use apparatus as an integral part of sequences, not just obstacles to work around
- Peer feedback should be specific, positive, and focused on technical criteria provided
Common Misconceptions
- Misconception: Gymnastics sequences should be fast to be impressive. Reality: Control and flow create better sequences than speed
- Misconception: All students should perform identical sequences. Reality: Individual creativity and adaptation make gymnastics personal
- Misconception: Inverted movements can be performed anywhere. Reality: Specific safe areas and supervision are essential
- Misconception: Complex skills make better sequences. Reality: Well-executed simple skills with good flow are superior
- Misconception: Apparatus work is only for advanced students. Reality: All students can use apparatus safely with appropriate adaptations
SEN Adaptations
ADHD
- Clear boundaries and expectations, frequent movement changes, specific roles during observation
dyspraxia
- Simplified sequences initially, extra practice time, peer support for spatial planning
autism spectrum
- Clear routine structure, visual schedule of sequence elements, quiet spaces available for breaks
visual impairment
- Tactile exploration of apparatus before use, verbal descriptions of demonstrations, buddy system for navigation
hearing impairment
- Visual demonstrations emphasised, written cards with key instructions, tap signals for attention
physical disability
- Modified apparatus heights, alternative balances using chairs/supports, adapted inverted movements
Cross-Curricular Links
English
Descriptive language for movement qualities, peer feedback communication, performance confidence
Maths
Spatial reasoning and geometry in sequences, angles in body positions, symmetry in balances, time and rhythm
Science
Forces and motion in gymnastics movements, lever principles in balances, gravity effects in inversions
Art
Creative expression through movement, composition principles in sequence creation, aesthetic appreciation
PSHE
Risk assessment and safety awareness, resilience through challenge, respect and encouragement for others
Teacher Guidance
Positioning
Central position allowing view of all stations, move constantly during exploration and practice phases
Observation Focus
Safety awareness, technical skill progression, creative problem-solving, peer interaction quality
Intervention Points
Immediately for safety issues, during practice for technique refinement, between performances for coaching
Demonstration Notes
Use students as examples when possible, show both good and improved versions, emphasise safety principles in all demonstrations
Verbal Cues
- •'Control first, then make it beautiful!'
- •'Find your balance point and hold it steady'
- •'Show me your gymnast face - confident and proud!'
- •'Smooth connections make sequences flow'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m with apparatus storage, clear emergency exits
Surface Check
Non-slip floor surface, all apparatus stable and secure before use
Equipment Safety
Safety Checks
- •Check bench hooks engage properly
- •Verify agility table stability
- •Ensure mats lie flat without wrinkles
- •Confirm adequate space around all apparatus
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Apparatus instability
- •Poor execution of inverted movements
Risk Mitigation
- •Establish clear apparatus use protocols
- •Mandatory spotting for inverted movements
- •One student on apparatus at a time during skill development
- •Teacher supervision of all challenging elements
- •Immediate intervention for unsafe practices
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Circulate constantly during practice phases
- •Maintain close supervision during inverted movements
- •Monitor fatigue levels affecting control
Emergency Procedures
Stop activity immediately on safety concern, clear access to first aid, communication with office if serious injury