Lesson 6 - Sequence Development and Flow
Core Strength & Sequences
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Arrange mats in strips to allow for rolling and floor work
Alternative: Large exercise mats, crash mats for rolling sections
Mark starting positions and boundaries for each working area
Alternative: Bean bags, hoops as position markers
Slow, rhythmic music to encourage smooth sequences
Alternative: Phone with speaker, tablet with music app
Visual reminders of the 9-element sequence for reference
Alternative: Laminated sheets, whiteboard with sequence written up
Key Vocabulary
A series of gymnastic movements performed one after another with smooth connections
The smooth movement from one gymnastic action into the next
Keeping muscles engaged and body tight to maintain control during movements
A balance on one leg with the other leg extended behind and arms reaching forward
Body bent at the hips with straight legs and hands reaching towards toes
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
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