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Lesson 7 - Inverted Movement Sequences

Body Tension & Control

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Year 4

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Gymnastics

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Big Question

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

SAQ Ladders

Position safely away from walls with adequate landing space

Alternative: Large sturdy boxes, gym horses

Gymnastics Benches

Ensure bench hooks are secure and surface is non-slip

Alternative: Balance beams, low platforms

Gymnastics Mats

6 minimum

Place around apparatus landing areas and under benches

Alternative: Crash mats, exercise mats

Cones

Mark station boundaries and safe zones

Alternative: Markers, spots

Key Vocabulary

Sequence

A series of connected gymnastic movements performed one after another

Inverted

Upside down position where head is lower than hips

Apparatus

Gymnastics equipment like benches, tables, and mats

Flow

Smooth connections between movements without stopping

Level

The height at which movements are performed - high, medium, low

Extension

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

Smooth transitions between apparatus and floor work

Confident performance of inverted movements

Clear demonstration of changes in level and direction

Constructive feedback delivery to peers

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