Lesson 2 - Rolling Techniques
Body Control & Apparatus Skills
•Year 5
•Gymnastics
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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
Distribute around hall with safe spacing for movement between
Alternative: Thick exercise mats, crash mats for additional padding
Place at designated stations for students needing support
Alternative: Folded mats to create incline
Position safely with appropriate matting underneath
Alternative: Small apparatus pieces for sequence enhancement
Mark pathways and boundaries for warm-up activity
Alternative: Bean bags, spots
Key Vocabulary
The force that keeps an object moving once it has started
Tight control of muscles to maintain shape and control
Both partners create matching or mirrored shapes
Partners create different complementary shapes
A series of movements linked together smoothly
Body bent at hips with legs straight
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
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