🤸

Lesson 6 - Pathways and Travelling Movements

Body Tension & Control

•

Year 4

•

Gymnastics

•

Big Question

How can we use different pathways to make our gymnastics sequences more interesting and challenging?

Learning Objectives

To explore and perform travelling movements along different pathways
To create sequences with a partner that include changes of level and shape
To observe, evaluate and suggest improvements to gymnastics performances

Key Outcomes

Students will demonstrate controlled travelling movements along various pathways
Students will work cooperatively with a partner to create synchronized sequences
Students will provide constructive feedback on gymnastics performances

Equipment & Resources Required

Base Stations

Distribute evenly around teaching area, approximately 2 metres apart

Alternative: Hoops, bean bags, or chalk marks

Stopwatch

For timing balance holds and sequence durations

Alternative: Phone timer or countdown app

Whistles

For clear start/stop signals during partner work

Alternative: Voice commands or hand signals

Key Vocabulary

Pathway

The route or track that you travel along during movement

Travelling

Moving from one place to another using different body actions

L-shaped

A pathway that changes direction at a right angle, like the letter L

Sequence

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

Synchronization

Moving at the same time as your partner

Transition

The smooth link between one movement and the next

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements (running, jumping, sliding)
Simple balances on different body parts
Understanding of high, medium and low levels

Current Skills

Travelling along different pathways with control
Creating L-shaped pathway sequences with a partner
Linking balances with travelling movements smoothly

Next Steps

Complex pathway combinations
Group sequences with multiple pathways
Advanced travelling movements with apparatus

Milestone Indicators

Maintains control while changing direction

Shows clear pathway shapes in sequences

Demonstrates synchronized movement with partner

Key Teaching Points

Pathway shapes must be clearly visible to observers
Smooth transitions between movements are more important than speed
Partner work requires constant communication and timing awareness
Balance quality is measured by stillness and control, not complexity
L-shaped pathways can go in any direction - not just forwards and sideways
Feedback should focus on specific, observable pathway elements

Common Misconceptions

Thinking pathways only go forwards - teach various directions
Believing faster movement means better performance - emphasise control
Assuming all balances must be difficult - focus on quality over complexity
Partners must do identical movements - teach complementary differences
L-shapes are only forwards then sideways - show all orientation options

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries marked, regular movement breaks built in

dyspraxia

Simplified pathway shapes initially, extra practice time, larger base stations for easier targeting

autism spectrum

Clear structure with visual sequence cards, quiet practice space available, consistent routine

visual impairment

Use tactile base stations, verbal descriptions of pathway shapes, buddy system for guidance

hearing impairment

Visual demonstrations emphasised, hand signals for timing, written sequence cards available

physical disability

Seated pathway versions, adapted travelling using available mobility, modified balance positions

Cross-Curricular Links

Maths

Geometric shapes (L-shapes, triangles, circles), angles and direction, spatial reasoning and coordinates

Science

Forces and motion, balance and stability, human body movement and joints

Art

Pathways in art and design, movement and flow in creative work, symmetry and patterns

Geography

Direction and orientation, route planning and mapping, spatial awareness

PSHE

Cooperation and teamwork, giving and receiving feedback, building confidence through performance

Teacher Guidance

Positioning

Move around perimeter during travelling, central position during demonstrations

Observation Focus

Watch for pathway clarity, movement control, partner cooperation and safe spacing

Intervention Points

Step in if students struggling with pathway concepts or partner timing

Demonstration Notes

Use exaggerated movements to show pathway shapes clearly, demonstrate with confident student for partner work

Verbal Cues

•'Sharp corner for your L-shape!'
•'Smooth transitions!'
•'Stay together with your partner!'
•'Show me that pathway shape clearly!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear area, indoor hall or gymnasium preferred

Surface Check

Non-slip surface essential, check for wet patches or obstacles

Equipment Safety

Safety Checks

•Base stations positioned with 2m clearance minimum
•No sharp edges on base markers
•Equipment stored safely when not in use

Risk Management

Key Risks

•Collisions during pathway travelling
•Falls during balance positions
•Overcrowding at base stations

Risk Mitigation

•Clear movement boundaries established
•Adequate spacing between students and pairs
•Progressive skill building from simple to complex
•Teacher positioned for maximum visibility

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during travelling phases
•Monitor balance attempts for safety
•Check partner work for safe cooperation

Emergency Procedures

Stop activity immediately, assess injury, appropriate first aid response, contact office if needed