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Lesson 3 - Rolls: Straight, Barrel, Straddle

Body Tension & Control

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Year 4

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Gymnastics

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1h 2min

Big Question

How can we use different body shapes and tension to control our movement when rolling?

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 create and perform a sequence combining rolls, balances and jumps

Key Outcomes

Students will demonstrate at least three different types of rolls with improved control
Students will explain how body tension helps improve movement quality
Students will work collaboratively to create and perform a gymnastics sequence

Equipment & Resources Required

Gymnastics Mats

15 (one between two students)

Spread evenly around teaching space with clear pathways between

Alternative: Yoga mats, folded blankets for home practice

Foam Wedge

2-3 (optional)

Place near teaching area for demonstrations and support

Alternative: Folded mats to create incline

Springboard

1 (optional)

Position safely with adequate landing space

Alternative: Low bench or sturdy box

Key Vocabulary

Body tension

Keeping muscles firm and engaged to maintain control and shape during movement

Dish shape

Lying on back with slight curve, arms overhead, legs straight and together

Arch shape

Lying on front with slight curve in back, arms and legs lifted

Tucked position

Knees pulled tightly to chest, body in compact ball shape

Straddle position

Seated with legs wide apart in a V-shape

Momentum

The force that keeps you moving once you start rolling

Skill Progression Pathway

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

Prior Learning

Basic log roll and sideways movement
Simple balance positions and shapes
Understanding of personal space and safety on mats

Current Skills

Straight roll with dish and arch shapes
Barrel roll maintaining tucked position
Forward roll from standing to standing
Straddle roll with 180-degree rotation

Next Steps

Backward roll development
Roll variations with different starting positions
Advanced sequence work with apparatus

Milestone Indicators

Maintains body shape throughout entire roll

Demonstrates clear understanding of body tension

Performs rolls with fluidity and control

Key Teaching Points

Body tension is essential for control in all rolling movements
Hand placement beside (not inside) knees creates momentum in forward rolls
Maintain clear body shapes throughout all rolling movements
Progressive skill building prevents injury and builds confidence
Partner work enhances learning through observation and feedback
Gymnastics vocabulary helps structure thinking about movement quality
Safety comes first - technique before speed or distance

Common Misconceptions

Thinking speed makes rolls better - actually control and technique matter most
Believing rolling is just 'falling over' - it requires active body tension and shape maintenance
Assuming all rolls are the same - each type has specific technique requirements
Thinking hands inside knees helps forward rolls - this actually prevents momentum creation
Believing more arch is better - gentle controlled arch prevents injury and maintains technique

SEN Adaptations

ADHD

Shorter practice segments, clear boundaries on mats, regular movement breaks with specific tasks

dyspraxia

Additional practice time for coordination, simplified sequences, enhanced verbal cues for body position

autism spectrum

Clear routines and sequences, visual schedule of activities, quiet practice space available

visual impairment

Clear verbal descriptions of movements, tactile guidance for body positions, bright coloured mats for contrast

hearing impairment

Visual demonstrations emphasised, written instruction cards, peer buddy for communication

physical disability

Adapted rolling on inclined surfaces, upper body rolling only options, wheelchair-accessible alternatives

Cross-Curricular Links

English

Following multi-step instructions, using technical vocabulary, giving descriptive feedback

Maths

180-degree turns, angles and rotation, counting in sequences, timing and rhythm

Science

Forces and motion in rolling, gravity and momentum, body systems working during exercise

Art

Body shapes and forms, movement and flow, creative sequence composition

Teacher Guidance

Positioning

Move around space to observe all students, spend extra time with those attempting forward rolls

Observation Focus

Watch for maintained body shapes, controlled rolling speed, safe technique progression

Intervention Points

Step in if students attempting unsafe techniques, provide additional support for nervous rollers

Demonstration Notes

Use clear, exaggerated movements for shape demonstrations, show common errors as well as correct technique

Verbal Cues

•'Keep that body tension!'
•'Hands beside knees, not inside!'
•'Lift those hips high!'
•'Shoulder blades first!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 15m x 12m, suitable for mat distribution and rolling movements

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check all mats for damage, tears, or worn areas before use
•Ensure mats lie flat without curled edges or gaps
•Foam wedges secure and stable if used
•Springboard properly positioned with adequate landing space

Risk Management

Key Risks

•Neck/head injury from poor rolling technique
•Collision between students during mat movement
•Strain from over-arching in arch positions
•Falls from attempting rolls beyond capability

Risk Mitigation

•Progressive skill building from static shapes to rolling
•Emphasis on proper hand placement in forward rolls
•Partner system for support and feedback
•Clear demonstration of safe technique before practice
•No forcing of rolls - technique over distance

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during practice
•Monitor forward roll technique closely
•Watch for fatigue affecting control
•Check partner interactions remain supportive

Emergency Procedures

Stop activity immediately if injury suspected, appropriate first aid response, ensure remaining students are safely occupied