🤸

Lesson 3 - Controlled Rolling Sequences

Creative Sequences & Partner Work

•

Year 4

•

Gymnastics

•

Big Question

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

Gymnastics Mats

7 large mats

Arranged around hall perimeter for warm-up, then specific apparatus layouts

Alternative: Yoga mats for individual work

Stump Sets

6 stations (benches, boxes, low beam, mats)

Set up 6 different apparatus stations around the hall

Alternative: Use classroom chairs and tables if limited apparatus

Stopwatch

For timing apparatus setup and challenges

Alternative: Phone timer or wall clock

Digital Cameras

For recording students' sequences for assessment

Alternative: Phone camera for recording sequences

Key Vocabulary

Sequence

A series of movements performed one after another in a planned order

Controlled roll

Rolling movement performed with good technique, speed and body tension

Front support

Weight bearing position on hands and feet with body facing down

Back support

Weight bearing position on hands and feet with body facing up

Transition

The smooth movement from one position or skill to another

Feedback

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

Maintains control throughout entire sequence

Shows clear start and finish positions

Demonstrates confidence when performing to others

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