Lesson 5 - Inverted Movement Progressions
Body Control & Apparatus Skills
•Year 5
•Gymnastics
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How can we use strength and body tension to master movements where our feet are higher than our head?
Learning Objectives
- To perform progressions of inverted movements with control and technique
- To understand how body tension and strength contribute to movement quality
- To demonstrate safe practice when performing challenging gymnastics skills
Key Outcomes
- Students will successfully attempt inverted movement progressions with improved control
- Students will apply strength and flexibility to enhance movement quality
- Students will demonstrate understanding of safe practice during challenging skills
Equipment & Resources Required
Distributed around teaching area with clear pathways between
Alternative: Yoga mats, exercise mats, or carpeted area
Positioned around hall perimeter for cartwheel progressions
Alternative: Low boxes, balance beams, or raised platforms
Available at teaching stations for student reference
Alternative: Laminated skill progression sheets
Arranged in curved then straight lines for cartwheel practice
Alternative: Chalk marks, small cones, or tape markers
Key Vocabulary
A movement where the hips are positioned higher than the head
Controlled muscle engagement to maintain shape and stability
Supporting body weight through specific body parts, especially hands and arms
Lengthening and stretching the body to create long, strong lines
A series of increasingly challenging steps to develop a skill
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics shapes and balances
- Core strength development from previous units
- Understanding of body tension and control
- Experience with partner work and spotting
Current Skills
- Front and back support holds
- Shoulder stand progression and variations
- Bridge development from basic to advanced
- Cartwheel technique and progressions
Next Steps
- Linking inverted movements into sequences
- Advanced handstand progressions
- Partner balances incorporating inversions
- Creating personal gymnastics routines
Milestone Indicators
Key Teaching Points
- Body tension is crucial for control and safety in all inverted movements
- Progression is key - master basics before attempting advanced variations
- Partner work enhances learning through feedback and mutual support
- Quality of movement is more important than achieving maximum height or duration
- Safety awareness must be maintained throughout challenging skill development
Common Misconceptions
- Students thinking they must achieve full inversions immediately rather than building progressively
- Believing strength alone is sufficient without proper technique and body alignment
- Assuming partner feedback is optional rather than essential for improvement
- Focusing on speed of execution rather than control and precision
- Thinking advanced variations are necessary for success rather than mastering basics
SEN Adaptations
ADHD
- Shorter activity segments with frequent changes, clear boundaries for movement, regular check-ins for focus
dyspraxia
- Additional practice time for movement patterns, simplified instructions, extra visual and verbal cues
autism spectrum
- Clear routine structure, visual schedule of activities, quiet practice spaces available when needed
visual impairment
- Tactile guidance for body positions, verbal descriptions of movements, buddy system for navigation
hearing impairment
- Visual demonstrations enhanced, written instruction cards, clear gesture signals for communication
physical disability
- Seated variations of support holds, wall-supported movements, modified equipment as needed
Cross-Curricular Links
Maths
Angles of body positions, timing and measurement of holds, geometric shapes in gymnastics
Science
Forces acting on the body during inversions, gravity and balance, muscle groups and body systems
Art
Body shapes and lines, aesthetic qualities of movement, expressing creativity through variations
PSHE
Resilience and perseverance, trust and cooperation with partners, managing challenge and frustration
Teacher Guidance
Positioning
Move around teaching space during practice phases, position centrally for demonstrations
Observation Focus
Watch for correct body alignment, appropriate progression pace, safety awareness
Intervention Points
Step in when technique becomes unsafe, students showing frustration, or need individual support
Demonstration Notes
Show skills slowly with clear technique points, use students to demonstrate when appropriate, break complex skills into stages
Verbal Cues
- •'Squeeze your stomach muscles tight!'
- •'Shoulders over hands!'
- •'Slow and controlled movements!'
- •'Listen to your partner's feedback!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 8m x 12m clear space for movement
Surface Check
Non-slip surface essential, mats checked for wear and adequate thickness
Equipment Safety
Safety Checks
- •Mats inspected for tears or worn areas before use
- •Benches checked for stability and secure positioning
- •Adequate spacing between all equipment pieces
Risk Management
Key Risks
- •Neck strain during shoulder stands
- •Wrist pressure during weight-bearing activities
- •Falls during inverted movements
- •Collisions between students during cartwheel practice
Risk Mitigation
- •Emphasise controlled, progressive skill development
- •One person working on challenging skills at a time
- •Clear boundaries and rotation systems around equipment
- •Immediate stop signal established and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all inverted movement practice
- •Move between groups to provide individual support
- •Monitor fatigue levels affecting technique quality
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required