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Lesson 3 - Rolling Techniques and Control

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 and fluent rolling movements?

Learning Objectives

To develop and refine straight, barrel, forward, straddle and backward rolling techniques
To demonstrate increasing control and fluency in gymnastic actions
To apply strength and flexibility to improve the quality of rolling skills

Key Outcomes

Students will perform at least three different rolling techniques with improved control
Students will demonstrate understanding of momentum and body tension in rolling movements
Students will show progression in their ability to link rolling movements with other gymnastic actions

Equipment & Resources Required

Gymnastics Mats

Place at each station for safe landing surfaces

Alternative: Yoga mats, crash mats

Tables

Position for jumping activity at station 4

Alternative: Vault box, sturdy bench

Gymnastics Benches

Set up for bunny hops at station 5

Alternative: Balance beam, sturdy plank

Hoops

Mark area for plank clock activity

Alternative: Chalk circles, rope circles

Foam Wedge

1-2

Create slope for easier rolling practice

Alternative: Folded mats, inclined surface

Key Vocabulary

Momentum

The force that keeps a moving object moving and helps in rolling movements

Body tension

Keeping muscles tight and controlled to maintain good shape

Tucked position

Knees drawn up to chest, chin tucked in, creating a ball shape

Straddle position

Legs wide apart with hands reaching towards or touching shins

Pike position

Legs straight together with body bent at hips

Fluency

Smooth, flowing movement without stops or jerky actions

Skill Progression Pathway

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

Prior Learning

Basic forward roll technique from Year 4
Understanding of tucked and straight body shapes
Experience of moving on apparatus safely

Current Skills

Developing five different rolling techniques
Understanding momentum and body tension
Performing rolls with increased control and fluency

Next Steps

Linking rolls into sequences
Performing rolls on different levels and surfaces
Creating gymnastics routines incorporating rolling movements

Milestone Indicators

Smooth, controlled rolling movements

Appropriate use of momentum

Consistent finishing positions

Understanding of technical vocabulary

Key Teaching Points

Momentum is essential for completing rolling movements smoothly and safely
Body tension must be maintained throughout all rolling techniques for quality and control
Different rolls require different starting positions and movement patterns
Safety awareness is critical when working with apparatus and in group situations
Quality of movement is more important than speed or quantity of repetitions
Technique progression from basic to advanced variations builds confidence and skill
Cooperative learning at stations enhances both individual and group development

Common Misconceptions

That momentum means rolling as fast as possible - momentum should be controlled and purposeful
That all rolls are the same - each rolling technique has specific requirements and applications
That apparatus makes rolling easier - apparatus can add complexity and requires additional safety awareness
That body tension means being stiff - appropriate tension maintains shape while allowing fluid movement
That rolling is just for gymnastics - rolling skills transfer to many other physical activities and sports

SEN Adaptations

ADHD

Shorter activity bursts at each station, clear movement boundaries, frequent positive feedback and refocusing

dyspraxia

Slower demonstration of techniques, extra practice time, simplified movement patterns, physical guidance when needed

autism spectrum

Clear visual schedule of station rotations, quiet space available, consistent routines and expectations

visual impairment

Use tactile markers for starting positions, verbal descriptions of all movements, buddy system for guidance

hearing impairment

Visual demonstrations of all techniques, written instruction cards at stations, hand signals for communication

physical disability

Seated rolling variations, upper body only movements, modified apparatus or eliminate agility table

Cross-Curricular Links

Maths

Geometry - body shapes (arch, dish, tuck), angles during rolling, timing and measurement

Science

Forces and motion - understanding momentum, gravity effects on rolling, body systems during exercise

PSHE

Perseverance and resilience when learning difficult skills, cooperation and teamwork at stations

Teacher Guidance

Positioning

Move continuously between stations with primary focus on agility table area for safety supervision

Observation Focus

Monitor rolling technique, body tension, momentum use, and safety awareness at all stations

Intervention Points

Step in immediately for unsafe technique, poor apparatus use, or when students struggle with basic movements

Demonstration Notes

Use clear, exaggerated movements when demonstrating. Show common mistakes as well as correct technique. Demonstrate slowly then at normal speed

Verbal Cues

•'Chin to chest!'
•'Strong body tension!'
•'Roll sideways first!'
•'Use your momentum!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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

Surface Check

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

Equipment Safety

Safety Checks

•Check all mats are thick enough and positioned correctly
•Ensure agility table is stable and appropriate height
•Verify bench is secure and suitable for bunny hops
•Confirm hoops have no sharp edges or damage

Risk Management

Key Risks

•Head/neck injury during rolling
•Collisions between students at stations
•Falls from agility table
•Incorrect rolling technique causing injury

Risk Mitigation

•Adequate spacing between students during rolling
•Proper technique instruction before practice
•Constant supervision at apparatus stations
•Clear boundaries and rotation procedures

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all five stations
•Prioritise agility table supervision
•Monitor rolling technique continuously
•Ensure safe apparatus handling

Emergency Procedures

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