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Lesson 2 - Forward Roll Sequences

Rolling & Synchronized Sequences

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Year 4

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Gymnastics

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Big Question

How can we create flowing sequences that combine different types of rolls on the floor and apparatus?

Learning Objectives

To link forward rolls into seamless rolling sequences
To transfer rolling skills onto apparatus safely and creatively
To evaluate gymnastics work using technical vocabulary

Key Outcomes

Students will perform flowing sequences with at least 2 forward roll variations
Students will demonstrate controlled rolling skills on apparatus
Students will use technical language to assess and improve performance

Equipment & Resources Required

Gymnastics Mats

6-8

Spread around hall for rolling work

Alternative: Carpet tiles or crash mats

Gymnastics Benches

Position at different heights if available

Alternative: Low balance beam or sturdy plank

Tables

Various heights for progression

Alternative: Low boxes or platforms

Gymnastics Vaults

Set at appropriate height for year group

Alternative: Large foam block or multi-level platform

Climbing Frames

Check all fixings are secure

Alternative: Wall bars or ladder apparatus

Cones

For defining activity areas

Alternative: Markers or spots

Stopwatch

For timing apparatus setup challenges

Alternative: Phone timer or wall clock

Key Vocabulary

Sequence

A series of movements performed one after another

Transition

The movement that connects one skill to the next

Straddle

Legs wide apart with straight knees

Pike

Legs together straight with body folded at hips

Front Support

Body held straight supported on hands and feet

Controlled

Movements performed with balance and precision

Skill Progression Pathway

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

Prior Learning

Basic forward roll technique
Understanding of body shapes in gymnastics
Safe apparatus handling procedures

Current Skills

Forward roll variations and linking
Apparatus-based rolling skills
Peer assessment using technical language

Next Steps

Complex tumbling sequences
Advanced apparatus combinations
Independent routine creation

Milestone Indicators

Smooth transitions between different roll types

Confident apparatus work with minimal support

Clear technical feedback to peers

Key Teaching Points

Always emphasise rolling on shoulders and curved back, never on head or neck
Teach apparatus safety rules before any equipment is moved or used
Use technical vocabulary consistently and encourage students to use it in peer assessment
Focus on smooth transitions and control rather than speed in all rolling movements
Provide specific, positive feedback that students can act upon immediately
Monitor student fatigue levels, especially during apparatus work and core exercises
Encourage creativity in sequence development while maintaining safety standards

Common Misconceptions

Rolling faster makes it better - emphasise control and technique over speed
All rolls work the same on every apparatus - teach adaptation for different surfaces
'Good job' is sufficient feedback - model specific technical language use
Apparatus setup is just moving equipment - emphasise safety protocols and teamwork
Core exercises should be rushed - teach quality movement over quantity
Peer assessment means finding faults - focus on identifying successful elements

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use apparatus rotation to maintain engagement, offer fidget alternatives during waiting

dyspraxia

Provide additional demonstration time, use step-by-step visual guides, allow extra practice time, pair with supportive peer mentor

autism spectrum

Provide visual schedule of lesson sections, allow sensory breaks if needed, use consistent apparatus setup, prepare for apparatus noise levels

visual impairment

Use brightly coloured apparatus edges, provide verbal descriptions of all demonstrations, assign sighted partner for guidance, use tactile markers for positioning

hearing impairment

Use visual signals and hand gestures, provide written instruction cards, ensure student can see teacher's face during instructions, use vibrating signals for timing

physical disability

Adapt rolling to seated or supported positions, modify apparatus heights, provide additional stability aids, allow alternative core exercises

Cross-Curricular Links

English

Using technical vocabulary for peer assessment, following complex multi-step instructions, giving clear verbal feedback to partners

Maths

Counting repetitions in core exercises, measuring apparatus distances, angles of body positions in different rolls, sequencing numbers in routines

Science

Understanding forces and momentum in rolling movements, friction between body and different apparatus surfaces, balance and centre of gravity principles

PSHE

Building confidence through skill progression, cooperation during apparatus setup, supporting others' learning through peer assessment

Teacher Guidance

Positioning

Move constantly around the hall to maintain visual contact with all apparatus groups and individual students

Observation Focus

Watch for correct rolling technique, safe apparatus use, quality peer assessment, and signs of fatigue

Intervention Points

Step in immediately for unsafe apparatus use, incorrect head positioning in rolls, or inappropriate peer feedback

Demonstration Notes

Use slow-motion demonstrations for new skills, exaggerate key body positions, and provide verbal commentary during demonstrations to highlight technical points

Verbal Cues

•'Curved back like a cat!'
•'Look at your tummy, not the ceiling!'
•'Hands flat, fingers spread wide!'
•'Control the speed, don't rush!'
•'Tell me what you observed using gymnastics words!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with minimum 12m x 15m clear space for apparatus layout

Surface Check

Non-slip surface checked for hazards, mats properly positioned and flat

Equipment Safety

Safety Checks

•All apparatus checked for stability and secure fixing
•Mats positioned appropriately under and around apparatus
•Benches and tables checked for splinters or damage
•Climbing frame inspected for loose bolts or sharp edges

Risk Management

Key Risks

•Head/neck injury from incorrect rolling technique
•Falls from apparatus due to loss of control
•Collisions during group movement activities
•Apparatus collapse from improper setup

Risk Mitigation

•Emphasise correct rolling technique on shoulders, not head/neck
•Ensure adequate mats under all apparatus
•Maintain clear supervision during apparatus work
•Teach and enforce apparatus setup safety rules
•Monitor student fatigue levels throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position to observe all apparatus simultaneously
•Focus on apparatus transitions and setup periods
•Monitor advanced students attempting challenging skills
•Intervene immediately if unsafe practice observed

Emergency Procedures

Stop activity immediately, assess injury severity, apply appropriate first aid, contact office if serious injury suspected