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Lesson 6 - Sequence Development and Flow

Core Strength & Sequences

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Year 4

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Gymnastics

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45 min

Big Question

How can we combine different gymnastic elements to create a flowing sequence that tells a story through movement?

Learning Objectives

To combine all elements from the unit into one cohesive sequence
To perform smooth transitions between gymnastic actions
To demonstrate good body tension and control throughout sequences

Key Outcomes

Students will create and perform a 9-element gymnastic sequence
Students will demonstrate smooth transitions between different actions
Students will evaluate their own and others' performances for improvement

Equipment & Resources Required

Gymnastics Mats

1 per 2 students (15 mats)

Arrange mats in strips to allow for rolling and floor work

Alternative: Large exercise mats, crash mats for rolling sections

Cones

Mark starting positions and boundaries for each working area

Alternative: Bean bags, hoops as position markers

Tunnel Systems

Slow, rhythmic music to encourage smooth sequences

Alternative: Phone with speaker, tablet with music app

Cards

8 sets

Visual reminders of the 9-element sequence for reference

Alternative: Laminated sheets, whiteboard with sequence written up

Key Vocabulary

Sequence

A series of gymnastic movements performed one after another with smooth connections

Transition

The smooth movement from one gymnastic action into the next

Body tension

Keeping muscles engaged and body tight to maintain control during movements

Arabesque

A balance on one leg with the other leg extended behind and arms reaching forward

Pike position

Body bent at the hips with straight legs and hands reaching towards toes

Front support

A plank position holding body straight with hands on floor

Skill Progression Pathway

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

Prior Learning

Individual gymnastic actions from previous lessons
Basic balancing and weight-bearing positions
Simple rolling and travelling movements

Current Skills

Combining multiple elements into sequences
Creating smooth transitions between actions
Demonstrating sustained body tension

Next Steps

Partner and group sequence work
Advanced transition techniques
Creative interpretation of sequences

Milestone Indicators

Smooth flow between all 9 elements

Consistent 3-second balance holds

Clear starting and finishing positions

Key Teaching Points

Body tension is essential for smooth transitions and controlled movements
Quality of movement is more important than speed of execution
Each element should flow naturally into the next without obvious breaks
Balances must be held for a minimum of 3 seconds to demonstrate control
Starting and finishing positions should be clear and controlled

Common Misconceptions

That faster performance means better performance - emphasise control and smoothness
That difficult elements are always better - focus on quality execution of appropriate skills
That sequence order doesn't matter - reinforce importance of logical progression
That body tension means being rigid - explain difference between control and stiffness

SEN Adaptations

ADHD

Break sequence into smaller chunks, provide frequent feedback and encouragement, allow for movement breaks between practice sessions

dyspraxia

Simplify sequence elements, provide additional practice time, offer physical guidance for complex movements

autism spectrum

Provide visual sequence cards for reference, establish clear routines and expectations, offer quiet space if needed for breaks

visual impairment

Use verbal descriptions of all demonstrations, provide tactile guidance for body positions, ensure clear pathways without obstacles

hearing impairment

Use clear visual demonstrations, provide sequence cards with pictures, use hand signals for key instructions

physical disability

Modify elements to seated or supported versions, adjust balance requirements, provide alternative movements that achieve same learning outcomes

Cross-Curricular Links

Maths

Counting sequence elements, timing balance holds, ordering actions logically, recognising patterns in movement

Science

Understanding muscle function and body systems, exploring force and gravity in balances, learning about joints and movement

Geography

Directional awareness and spatial relationships, understanding levels and pathways through space

PSHE

Building confidence through performance, developing resilience when facing challenges, showing respect for others' efforts

Teacher Guidance

Positioning

Move around the hall constantly to observe all students, position near any students needing extra support

Observation Focus

Watch for body tension, smooth transitions, and sequence accuracy. Monitor confidence levels and peer interactions

Intervention Points

Step in if students struggling with specific transitions, provide individual coaching for challenging elements

Demonstration Notes

Always demonstrate both correct and incorrect versions to highlight key teaching points. Use exaggerated movements to ensure visibility from all angles

Verbal Cues

•'Keep that body strong and tight!'
•'Think about the journey between positions'
•'Breathe normally while holding your balance'
•'Quality over speed - take your time!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m hall space, clear of obstacles with smooth, non-slip surface

Surface Check

Dry, even surface suitable for rolling and weight-bearing activities, mats available for additional support

Equipment Safety

Safety Checks

•Mats checked for tears or worn areas
•Sequence cards positioned to avoid trip hazards
•All equipment stored safely when not in use

Risk Management

Key Risks

•Collisions during simultaneous practice
•Falls during balance elements
•Strain from inadequate warm-up
•Loss of control during rolling elements

Risk Mitigation

•Clear spacing established between working areas
•Progressive skill building from simple to complex
•Emphasis on controlled movement throughout
•Partner support and spotting where appropriate

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working areas
•Monitor for signs of fatigue or loss of control
•Intervene if unsafe practices observed

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, complete accident report if required