Lesson 6 - Pathways and Travelling Movements
Body Tension & Control
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
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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
Distribute evenly around teaching area, approximately 2 metres apart
Alternative: Hoops, bean bags, or chalk marks
For timing balance holds and sequence durations
Alternative: Phone timer or countdown app
For clear start/stop signals during partner work
Alternative: Voice commands or hand signals
Key Vocabulary
The route or track that you travel along during movement
Moving from one place to another using different body actions
A pathway that changes direction at a right angle, like the letter L
A series of movements performed one after another in a planned order
Moving at the same time as your partner
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
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