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Lesson 1 - Speed and Direction in Sequences

Individual to Partner Work

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Year 4

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

8-10 mats

Distributed around the space with clear pathways between

Alternative: Foam tiles or carpet squares

Cones

12 cones

Used to mark boundaries and pathway directions

Alternative: Bean bags or markers

Music Player

Optional for creating atmosphere during sequence practice

Alternative: Teacher counting or clapping

Key Vocabulary

Sequence

A series of gymnastics movements linked together smoothly

Compositional ideas

Ways to make sequences more interesting, such as changes in speed, direction, or level

Direction change

Moving in different directions - forwards, backwards, sideways, or turning

Speed variation

Performing movements at different speeds - slow, medium, or fast

Elements

Individual gymnastics actions that make up a sequence

Control

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

Smooth transitions between slow and fast movements

Clear directional changes that enhance sequence flow

Confident demonstration and explanation to others

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