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Lesson 3 - Backward Roll Mastery

Rolling & Synchronized Sequences

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Year 4

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Gymnastics

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Big Question

How can we use our strength and technique to roll backwards safely and with control?

Learning Objectives

To perform backward rolls with control and come to standing
To demonstrate backward rolls into straddle position
To show self-motivation and physical confidence in gymnastics activities

Key Outcomes

Students will execute backward rolls without knees touching the mat
Students will perform backward rolls into straddle position
Students will demonstrate increased confidence and motivation in gymnastics

Equipment & Resources Required

Large Balls

8 (1 per group of 4)

Distributed to group starting positions

Alternative: Medium balls, bean bags

Gymnastics Mats

Sufficient for whole class circuit work

Set up in circuit stations around hall

Alternative: Yoga mats, carpet tiles

Apparatus

Benches, low boxes, mats for sequences

Apparatus stations arranged safely around hall

Alternative: Folded mats for height variation

Stopwatch

For timing apparatus setup challenges

Alternative: Smartphone timer, wall clock

Video Device

1 (tablet/smartphone)

For capturing student performances

Alternative: Camera for assessment evidence

Key Vocabulary

Backward roll

A gymnastics movement where you roll backwards over your shoulders

Straddle

A position with legs wide apart, forming a 'V' shape

Thumbs to ears

Hand placement for backward rolls with thumbs pointing towards earlobes

Arched back

Maintaining a curved spine shape during the rolling movement

Counter balance

Working with a partner where both people balance each other's weight

Shoulder balance

A balance position supported on the shoulders with legs in the air

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic forward rolls from previous lessons
Understanding of body tension and control
Experience with rocking movements

Current Skills

Backward roll technique with hands placement
Rolling into straddle position
Self-assessment and motivation skills

Next Steps

Combining backward rolls with other movements
Creating sequences including backward rolls
Advanced gymnastics balances and rolls

Milestone Indicators

Maintains rounded back throughout roll

Places hands correctly near ears

Comes to standing without using knees

Key Teaching Points

Hand placement is crucial - thumbs to ears, palms facing ceiling
Maintain rounded back throughout the entire rolling movement
Strong push through hands and feet is essential for returning to standing
Build confidence gradually from rocking to full backward rolls
Safety first - never attempt rolls without proper technique foundation
Straddle timing requires practice - open legs during the rolling motion
Self-assessment helps students understand their own progress and set goals

Common Misconceptions

Students thinking they need to use knees to stand up from backward rolls
Belief that speed is more important than control in rolling movements
Misunderstanding that hand placement doesn't matter for safety
Thinking backward rolls are just forward rolls in reverse
Assuming all students should achieve advanced variations in one lesson
Believing physical confidence comes only from perfect technique performance

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries and expectations, regular positive feedback

dyspraxia

Extra practice time for coordination, simplified movement patterns, step-by-step skill breakdown

autism spectrum

Clear routine explanations, visual sequence cards, quiet space available for breaks

visual impairment

Clear verbal descriptions of all movements, tactile guidance for hand placement, buddy system for support

hearing impairment

Visual demonstrations of all skills, written instruction cards, hand signals for safety

physical disability

Modified rolling movements, seated variations where appropriate, focus on upper body movements

Cross-Curricular Links

English

Listening and following instructions, descriptive vocabulary for movements, peer communication

Maths

Spatial awareness and body geometry, angles in straddle positions, timing and sequencing

Science

Forces and momentum in rolling movements, body systems during exercise, gravity and motion

Art

Body shapes and creative positioning, sequence design and artistic flow

PSHE

Building confidence and resilience, cooperation and teamwork, personal challenge and achievement

Teacher Guidance

Positioning

Move between circuit stations with focus on backward roll station for technique checking

Observation Focus

Watch for correct hand placement, neck safety, and building confidence levels

Intervention Points

Step in immediately if technique is unsafe, provide hands-on support for struggling students

Demonstration Notes

Demonstrate technique slowly and clearly, emphasise safety aspects, show both successful and common mistake examples

Verbal Cues

•'Thumbs to ears, palms up!'
•'Push strong through your hands!'
•'Keep that back rounded like a ball!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall with minimum 15m x 20m clear space, additional areas for apparatus

Surface Check

Non-slip surface essential, check for obstacles and hazards

Equipment Safety

Safety Checks

•Check all mats are in good condition with no tears
•Ensure apparatus is stable and properly assembled
•Verify adequate mat coverage for all rolling activities

Risk Management

Key Risks

•Neck and head injury during backward rolls
•Collision during group activities
•Falls from apparatus during sequences

Risk Mitigation

•Progressive skill building from rocking to full rolls
•Constant supervision of backward roll technique
•Clear boundaries and safety rules for apparatus work
•Adequate spacing between activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of backward roll station
•Monitor apparatus work closely
•Ensure proper technique before attempting advanced variations

Emergency Procedures

Stop activity immediately for any head/neck concerns, appropriate first aid response, contact emergency services if required