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Lesson 4 - Rolling Techniques and Control

Body Tension & Control

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Year 4

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Gymnastics

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Big Question

How can we use body tension and momentum to create smooth, controlled rolling movements?

Learning Objectives

To develop the straight, barrel, forward and straddle roll with increasing control
To understand how body tension affects the quality and control of rolling movements
To apply momentum effectively in different types of rolls

Key Outcomes

Students will perform four different types of rolls with improved control and technique
Students will demonstrate understanding of body tension through improved movement quality
Students will explain how momentum helps create fluent rolling movements

Equipment & Resources Required

Gymnastics Mats

Place at each station ensuring no gaps between mats

Alternative: Carpet tiles, yoga mats (ensure adequate thickness)

Tables

Position with adequate landing space and mat coverage

Alternative: Low box, bench on its side (height appropriate)

Gymnastics Benches

Ensure stable positioning with mats around perimeter

Alternative: Low balance beam, wooden plank on low supports

Springboard

Check springs are working correctly and position securely

Alternative: Small springboard, folded mat for slope

Cones

Use to mark station boundaries and equipment positions

Alternative: Bean bags, markers

Key Vocabulary

Body Tension

Tightening muscles throughout the body to create control and improve movement quality

Momentum

The force that keeps a rolling movement going smoothly

Tuck Position

Knees drawn up to chest with chin tucked in

Straddle Position

Legs wide apart with straight knees

Arch Shape

Body curved backwards like a banana

Dish Shape

Body curved forwards making a hollow shape

Skill Progression Pathway

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

Prior Learning

Basic understanding of body shapes (tuck, straight, straddle)
Simple rolling movements like log rolls
Basic balance positions and holds
Understanding of personal space and safety

Current Skills

Forward roll with correct hand placement and momentum
Barrel roll maintaining tucked position throughout
Straddle roll with 180-degree rotation
Straight roll using body tension and arch/dish shapes

Next Steps

Combining rolls into sequences
Adding jumps and balances between rolls
Performing rolls on apparatus at different heights
Creating partner and group rolling sequences

Milestone Indicators

Can complete forward roll and finish standing

Maintains body shape consistently during barrel and straddle rolls

Shows visible body tension during straight roll

Demonstrates understanding of momentum through improved technique

Key Teaching Points

Body tension is essential for control and quality in all rolling movements
Momentum comes from different body parts in different rolls (hips in forward roll, gravity in barrel roll)
Safety first - always check landing area is clear before beginning any movement
Hands placed beside knees, not inside, for maximum momentum in forward rolls
Maintain body shapes throughout rolls - tuck for barrel, straddle for straddle roll
Shoulder blades should touch the floor first in forward rolls, never the head
Practice makes progress - celebrate effort and improvement over perfection

Common Misconceptions

Thinking rolling is just about falling over - it requires skill, control and technique
Believing you need to be naturally flexible to roll well - technique and practice are more important
Assuming momentum means rolling fast - it's about smooth, controlled power
Thinking all rolls are the same - each type has specific technique requirements
Believing apparatus makes skills easier - it requires additional safety awareness and control

SEN Adaptations

ADHD

Shorter station times with more frequent rotations, clear boundaries and expectations, movement breaks built in, positive reinforcement systems for focus

dyspraxia

Simplified rolling sequences, additional practice time, break down into smaller steps, visual cues for body positioning, extra physical support

autism spectrum

Clear visual schedule of station rotation, consistent routines at each station, quiet area available if overwhelmed, advanced notice of any changes to routine

visual impairment

Clear verbal descriptions of each roll, tactile guidance for body positioning, bright coloured markers for equipment boundaries, buddy system with sighted partner

hearing impairment

Visual demonstration cards for each station, hand signals for safety and instruction, written instruction sheets, clear sight lines to teacher at all times

physical disability

Modified rolling on slope only, seated rolling variations, upper body rolling movements, adapted apparatus heights, wheelchair accessible alternatives

Cross-Curricular Links

English

Technical vocabulary development, following multi-step instructions, describing movement quality, peer feedback communication

Maths

Counting rotations (180, 360 degrees), measuring distances for approach runs, timing balance holds, calculating station rotation patterns

Science

Forces and motion through momentum studies, body systems during exercise, gravity effects on rolling movements, physics of rotation

PSHE

Perseverance through challenging skills, supporting others' learning, building confidence, taking appropriate risks safely

Teacher Guidance

Positioning

Central position allowing 360-degree view of all stations with quick access to higher apparatus

Observation Focus

Monitor rolling technique, apparatus safety, group dynamics and individual confidence levels

Intervention Points

Step in immediately for unsafe technique, provide hands-on support for nervous students, adjust apparatus height if needed

Demonstration Notes

Use exaggerated movements to show clear technique differences, demonstrate common mistakes and corrections, involve confident students in demonstrations

Verbal Cues

•'Hands beside knees for power!'
•'Tight ball shape - squeeze those muscles!'
•'Shoulder first, not your head!'
•'Feel that momentum carrying you through!'
•'Body tension from fingers to toes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m with high ceiling clearance for apparatus work

Surface Check

Clean, dry, non-slip surface free from obstacles and adequate grip for rolling movements

Equipment Safety

Safety Checks

•Check all mats are adequate thickness (minimum 32mm) and no tears
•Ensure agility table is stable with safety locks engaged
•Verify springboard springs are working correctly and not over-compressed
•Check bench stability and that it won't slide during use
•Confirm all apparatus is appropriate height for year group

Risk Management

Key Risks

•Head/neck injury from incorrect rolling technique
•Falls from apparatus
•Collisions between students
•Strain injuries from insufficient warm-up
•Equipment failure or instability

Risk Mitigation

•Thorough warm-up focusing on neck and spine mobility
•Progressive skill teaching with clear technique breakdown
•Adequate supervision ratios with sight lines to all stations
•Clear safety rules and boundaries established
•One person on apparatus rule strictly enforced
•Immediate correction of unsafe technique

Supervision & Emergency Procedures

Supervision Points

•Position to maintain visual contact with all five stations
•Prioritise higher apparatus stations (agility table) for closer supervision
•Monitor for fatigue which can compromise safety
•Watch for students attempting skills beyond their ability

Emergency Procedures

Stop signal established, immediate assessment of injury, appropriate first aid response, clear evacuation routes maintained