Lesson 3 - Controlled Rolling Sequences
Creative Sequences & Partner Work
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
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How can we create smooth, controlled sequences that flow from one movement to another?
Learning Objectives
- Create sequences involving different controlled rolls and front and back supports
- Use feedback effectively to improve performance
- Demonstrate self-motivation and physical confidence in gymnastics activities
Key Outcomes
- Students will perform a sequence of 6 moves with 3 rolls interspersed by front and back supports
- Students will give and receive constructive feedback to improve sequences
- Students will show confidence and self-motivation when performing on apparatus
Equipment & Resources Required
Arranged around hall perimeter for warm-up, then specific apparatus layouts
Alternative: Yoga mats for individual work
Set up 6 different apparatus stations around the hall
Alternative: Use classroom chairs and tables if limited apparatus
For timing apparatus setup and challenges
Alternative: Phone timer or wall clock
For recording students' sequences for assessment
Alternative: Phone camera for recording sequences
Key Vocabulary
A series of movements performed one after another in a planned order
Rolling movement performed with good technique, speed and body tension
Weight bearing position on hands and feet with body facing down
Weight bearing position on hands and feet with body facing up
The smooth movement from one position or skill to another
Information about performance that helps someone improve
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic forward roll technique from Year 3
- Simple front and back support positions
- Following apparatus safety rules
Current Skills
- Controlled rolling in different directions
- Linking rolls with support positions
- Creating sequences with smooth transitions
- Using feedback to improve performance
Next Steps
- Advanced rolling techniques (backward rolls, dive rolls)
- Complex apparatus sequences in Year 5
- Partner and group sequence work
Milestone Indicators
Key Teaching Points
- Control is more important than speed in all gymnastics movements
- Every sequence needs clear starting and finishing positions
- Feedback should be specific and constructive to help improvement
- Personal challenges focus on beating your own best, not others
- Apparatus safety rules are non-negotiable and protect everyone
- Smooth transitions between movements show mastery of skills
- Self-motivation and confidence grow through appropriate challenges
Common Misconceptions
- Faster rolling means better technique - emphasise control over speed
- All students should achieve same level - focus on personal progress
- Apparatus work is only for advanced students - adapt challenges for all
- Feedback should only point out mistakes - include positive observations
- Balance is natural talent - teach that it improves with practice
SEN Adaptations
ADHD
- Short, focused activities with clear goals, regular movement breaks, visual and verbal reminders
dyspraxia
- Break movements into smaller steps, use wall support for balance challenges, extra practice time for coordination
autism spectrum
- Clear structure with visual schedules, quiet space available, predictable routines and expectations
visual impairment
- Use verbal descriptions of movements, tactile guidance for apparatus familiarization, clear audio cues for timing
hearing impairment
- Visual demonstrations, written sequence cards, hand signals for timing and feedback
physical disability
- Adapted rolls using slope mats, modified support positions, wheelchair-accessible apparatus options
Cross-Curricular Links
English
Vocabulary development, giving structured feedback, following complex instructions
Maths
Counting sequence moves, timing challenges, angles in body positions, symmetry and asymmetry concepts
Science
Body systems during exercise, forces and gravity in rolling, balance and centre of gravity
PSHE
Personal challenges and goal setting, cooperation and teamwork, self-confidence building
Teacher Guidance
Positioning
Move around the hall to observe all students, position near apparatus during that section for safety
Observation Focus
Watch for controlled movement, safe practices, and positive engagement
Intervention Points
Step in for unsafe apparatus use, technique correction needed, or conflict resolution
Demonstration Notes
Use clear, slow demonstrations, exaggerate key teaching points, involve students in demonstrations when appropriate
Verbal Cues
- •'Control your speed'
- •'Think about your next movement'
- •'Hold that position strong'
- •'Breathe normally while balancing'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full hall space (minimum 15m x 10m) with apparatus storage access
Surface Check
Clean, dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Check all apparatus is stable and secure before use
- •Ensure mats are properly positioned and not torn
- •Verify apparatus height appropriate for Year 4 abilities
Risk Management
Key Risks
- •Collisions during rolling activities
- •Falls from apparatus
- •Injury from poor rolling technique
- •Equipment handling injuries
Risk Mitigation
- •Clear spacing between students during floor work
- •Progressive skill building from simple to complex
- •Proper apparatus setup and safety rules
- •Adult supervision of all apparatus work
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all apparatus stations
- •Move between groups to monitor technique
- •Intervene immediately for unsafe practices
Emergency Procedures
Stop activity immediately, assess injury severity, provide appropriate first aid, contact school office if needed