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Lesson 2 - Rolling Techniques

Body Control & Apparatus Skills

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Year 5

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Gymnastics

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Big Question

How can we use momentum and body tension to perform controlled rolls and create flowing sequences with partners?

Learning Objectives

Develop and refine straight, forward, straddle and backward rolling techniques
Create and perform sequences combining rolls with partner balances
Apply strength and flexibility to improve movement quality

Key Outcomes

Students will demonstrate controlled rolling techniques with correct body positioning
Students will collaborate effectively to create flowing partner sequences
Students will evaluate performances using quality criteria

Equipment & Resources Required

Gymnastics Mats

15 (1 per pair)

Distribute around hall with safe spacing for movement between

Alternative: Thick exercise mats, crash mats for additional padding

Foam Wedge

5 (optional)

Place at designated stations for students needing support

Alternative: Folded mats to create incline

Springboard

2-3 (optional)

Position safely with appropriate matting underneath

Alternative: Small apparatus pieces for sequence enhancement

Dish Cones

Mark pathways and boundaries for warm-up activity

Alternative: Bean bags, spots

Key Vocabulary

Momentum

The force that keeps an object moving once it has started

Body tension

Tight control of muscles to maintain shape and control

Symmetrical balance

Both partners create matching or mirrored shapes

Asymmetrical balance

Partners create different complementary shapes

Sequence

A series of movements linked together smoothly

Pike position

Body bent at hips with legs straight

Straddle position

Legs spread wide apart to the sides

Skill Progression Pathway

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

Prior Learning

Basic rocking and rolling movements
Simple partner balances and shapes
Understanding of tuck, pike and straddle positions
Basic apparatus handling skills

Current Skills

Controlled straight rolls with body tension
Forward rolls to various finishing positions
Sideways straddle rolls maintaining position
Backward rolls with hand placement
Sequence construction with partner elements

Next Steps

Linking rolls in continuous sequences
Advanced rolling variations and combinations
Complex partner and group choreography
Rolling on different apparatus and levels

Milestone Indicators

Maintains correct body shape throughout rolls

Demonstrates smooth transitions between movements

Shows spatial awareness when working with partners

Applies momentum effectively for controlled movement

Key Teaching Points

Body tension is crucial for maintaining control and shape during all rolling movements
Correct hand placement is essential for safety and success, especially in forward and backward rolls
Momentum helps rolling but must be controlled - not too fast, not too slow
Each roll has specific initiation technique - straight rolls sideways, straddle rolls sideways first, forward/backward rolls use leg push
Partner work requires communication, trust and shared responsibility for safety
Sequences need clear beginnings, middles and ends with smooth transitions between elements
Quality of movement is more important than attempting advanced skills beyond current ability

Common Misconceptions

Thinking all rolls should be performed as fast as possible - rolls need controlled speed
Believing strength alone is enough - technique and positioning are more important than pure strength
Assuming rolling is just 'falling over' - rolling requires specific body positioning and control
Thinking backward rolls are just forward rolls in reverse - they require completely different technique
Believing that if you can do one roll, you can do all rolls - each roll has unique technical requirements

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use partner system for focus, allow movement breaks

dyspraxia

Simplify to one roll type initially, provide extra practice time, use step-by-step breakdown cards, allow slower progression

autism spectrum

Provide clear structure and routine, offer quiet space if needed, use visual sequence cards, maintain predictable format

visual impairment

Use tactile markers for mat boundaries, provide clear verbal descriptions of movements, assign sighted partner for guidance

hearing impairment

Use visual demonstrations and hand signals, provide written instruction cards, ensure face-to-face communication

physical disability

Adapt rolls for wheelchair users with upper body movements, use support equipment, modify to achievable movements

Cross-Curricular Links

English

Technical vocabulary development, giving and receiving feedback, describing movement and technique

Maths

Spatial awareness and geometry in body shapes, timing and sequencing, angles and rotation, symmetry in partner balances

Science

Forces and motion in rolling, gravity and momentum, body systems during exercise, biomechanics of movement

PSHE

Teamwork and cooperation, resilience when facing challenges, self-confidence and self-assessment, supporting others

Teacher Guidance

Positioning

Central location during demonstrations with clear sightlines to all students, active circulation during practice

Observation Focus

Technical accuracy, safe practice, partner cooperation, appropriate challenge selection

Intervention Points

Step in immediately for safety concerns, provide individual support for technique difficulties, facilitate partner feedback

Demonstration Notes

Use clear, slow demonstrations emphasising key teaching points, show common errors and corrections, involve confident students in demonstrations

Verbal Cues

•'Body tension!' for maintaining shape
•'Chin tucked!' for forward rolls
•'Sideways first!' for straddle rolls
•'Pizza box shoulders!' for backward rolls

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/gymnasium) minimum 15m x 20m with even surface

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check all mats for tears, holes or damage before use
•Ensure foam wedges are clean and stable
•Verify springboards are properly assembled and secure
•Confirm adequate matting under all apparatus

Risk Management

Key Risks

•Neck/head injury from incorrect rolling technique
•Collision between students during partner work
•Falls from apparatus or poor landings
•Overexertion or muscle strain from repetitive movements

Risk Mitigation

•Thorough demonstration of correct technique before practice
•Progressive skill building from basic to advanced
•Mandatory partner spotting during practice
•Clear boundaries established for each working pair
•Regular technique correction and safety reminders
•Appropriate rest breaks to prevent fatigue

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all working pairs
•Circulate actively during practice phases
•Monitor high-risk activities like backward rolls closely
•Check partner interactions are safe and supportive

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed