Lesson 1 - Speed and Direction in Sequences
Individual to Partner Work
•Year 4
•Gymnastics
•Start Planning Better PE Lessons
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How can changing speed and direction make our gymnastics sequences more exciting and skilful?
Learning Objectives
- Compose and perform a 6-element sequence using changes in speed and direction
- Apply compositional ideas including speed variation and directional changes to improve sequence quality
- Teach and learn sequences with a partner, demonstrating clear communication skills
Key Outcomes
- Students will create and perform a controlled 6-element gymnastics sequence
- Students will demonstrate understanding of how speed and direction enhance performance
- Students will successfully teach their sequence to a partner and learn from others
Equipment & Resources Required
Distributed around the space with clear pathways between
Alternative: Foam tiles or carpet squares
Used to mark boundaries and pathway directions
Alternative: Bean bags or markers
Optional for creating atmosphere during sequence practice
Alternative: Teacher counting or clapping
Key Vocabulary
A series of gymnastics movements linked together smoothly
Ways to make sequences more interesting, such as changes in speed, direction, or level
Moving in different directions - forwards, backwards, sideways, or turning
Performing movements at different speeds - slow, medium, or fast
Individual gymnastics actions that make up a sequence
Maintaining good technique and safety even when moving at different speeds
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics actions (rolls, jumps, balances)
- Understanding of sequence structure
- Experience working with partners in PE
Current Skills
- Controlling speed changes in gymnastics actions
- Incorporating directional changes into sequences
- Teaching and learning from peers
Next Steps
- Combining multiple compositional ideas
- Creating group sequences with synchronisation
- Advanced linking movements between elements
Milestone Indicators
Key Teaching Points
- Speed changes must maintain control and safety at all times
- Direction changes should be clear and purposeful, not random
- Quality of movement is more important than complexity of sequence
- Peer teaching develops communication skills and deepens understanding
- Compositional ideas make sequences more interesting to watch and perform
- Progressive skill building from simple to complex ensures success for all
- Encouragement and positive feedback builds confidence and motivation
Common Misconceptions
- Faster always means better - emphasise that control and appropriate speed are key
- More elements make better sequences - focus on quality and smooth transitions
- Direction changes should be constant - explain that purposeful changes are more effective
- Only physical skills matter in gymnastics - highlight the importance of creativity and communication
- Perfect performance is expected immediately - emphasise learning process and improvement
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks within sections, use partner work to maintain engagement
dyspraxia
- Simplify sequences to fewer elements, allow extra practice time, provide step-by-step visual guides for complex movements
autism spectrum
- Provide clear structure for sequence creation, use visual schedules showing lesson phases, offer quiet space if overwhelmed
visual impairment
- Use tactile markers for direction changes, provide verbal descriptions of demonstrations, pair with sighted buddy for sequence learning
hearing impairment
- Use visual signals for speed commands, demonstrate all instructions clearly, ensure face-to-face communication during teaching
physical disability
- Adapt movements to ability level, use alternative actions for elements requiring full mobility, focus on achievable speed and direction concepts
Cross-Curricular Links
English
Descriptive vocabulary for movement qualities, clear communication during peer teaching, following and giving instructions
Maths
Counting elements in sequences, measuring angles of direction changes, timing speed variations
Science
Forces and motion in gymnastics actions, effects of speed on momentum, body systems responding to exercise
PSHE
Cooperation and teamwork, patience and persistence, celebrating personal and others' achievements
Teacher Guidance
Positioning
Central position during demonstrations, circulating between groups during practice, corner position for maximum visibility during sequence work
Observation Focus
Control during speed changes, clarity of direction changes, safe partnership working, quality of peer teaching
Intervention Points
Step in if students lose control during speed activities, support partnerships that are struggling, provide additional challenge for advanced students
Demonstration Notes
Always demonstrate speed changes gradually, exaggerate direction changes for clarity, show both correct technique and common mistakes for comparison
Verbal Cues
- •'Control the speed, don't let speed control you!'
- •'Make your direction change so clear that everyone can see it!'
- •'Teach like you want to learn - clearly and patiently!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 8m hall with mats for each pair of students
Surface Check
Clean, dry, non-slip surface suitable for gymnastics activities
Equipment Safety
Safety Checks
- •Gymnastics mats inspected for tears or damage
- •Mats positioned with adequate space between for movement
- •Cones checked for stability and no sharp edges
Risk Management
Key Risks
- •Collisions during warm-up movement activities
- •Falls during rolling and jumping activities
- •Over-stretching during cool-down phase
- •Loss of control during speed changes
Risk Mitigation
- •Clear boundaries established for movement areas
- •Progressive skill building from slow to faster movements
- •Partner support during challenging activities
- •Constant emphasis on control over speed
- •Teacher positioned for maximum supervision coverage
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all mat areas during activities
- •Move between groups during sequence creation
- •Watch for risky behaviour during speed variations
- •Monitor partner interactions for safety and cooperation
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact office if medical assistance required