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Lesson 1 - L-Shaped Pathway Sequences

Dynamic Transitions & Asymmetry

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Year 5

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Gymnastics

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45 min

Big Question

How can we use space creatively to develop flowing gymnastics sequences that tell a story through movement?

Learning Objectives

To work collaboratively with a partner to create a 6-element gymnastics sequence
To demonstrate spatial awareness by moving along an L-shaped pathway
To perform a variety of gymnastics actions with control and consistency

Key Outcomes

Students will have created and performed a partner sequence containing 6 specific elements
Students will demonstrate understanding of pathway work in gymnastics
Students will show improved partner cooperation and communication skills

Equipment & Resources Required

Gymnastics Mats

15-20 mats

Arrange in L-shapes around the space, 2 mats per pair

Alternative: Yoga mats, carpet tiles for pathway marking

Throw Down Markers

30-40 markers

Use to clearly mark L-shaped pathways on floor

Alternative: Chalk, tape, rope

Benches

4-6 benches

Optional for advanced pairs to incorporate apparatus

Alternative: Low boxes, steps

Music Player

For background music during sequence creation and performance

Alternative: Tablet, phone with speaker

Key Vocabulary

Sequence

A series of movements performed one after another in a planned order

Pathway

The route or direction of travel during movement

Elements

Individual movements or actions that make up a sequence

Taking weight on hands

Supporting body weight using hands and arms (cartwheels, handstands)

Partner balance

A balance position performed with or supported by another person

Individual balance

A balance position performed independently on one's own

Skill Progression Pathway

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

Prior Learning

Can perform basic gymnastics actions (rolls, balances, jumps)
Understands the concept of sequences in gymnastics
Has experience working with a partner in PE activities
Can demonstrate basic body shapes and control

Current Skills

Creating multi-element sequences with a partner
Using pathways to structure movement
Performing taking weight on hands actions
Demonstrating partner and individual balances

Next Steps

Refining specific gymnastics techniques (round-off, handstands)
Adding asymmetrical elements to sequences
Developing more complex partner work
Creating longer, more flowing sequences

Milestone Indicators

Sequences flow smoothly from one element to the next

Partners demonstrate clear communication and cooperation

All 6 required elements are clearly identifiable

Pathway is used effectively throughout the sequence

Key Teaching Points

Safety must always come first - never attempt skills beyond personal ability level
Partner communication is essential for successful cooperation and trust building
Quality of movement is more important than complexity or speed of execution
Each of the six elements must be clearly identifiable within the sequence
The L-shaped pathway should be used effectively throughout the entire sequence
Feedback should be specific, constructive, and focused on improvement
Individual differences in ability should be celebrated and accommodated

Common Misconceptions

More difficult skills automatically make a better sequence - emphasise that control and flow are more important than complexity
Partner balances must involve one person supporting all of another's weight - show that many effective partner balances involve shared support
Gymnastics is only for naturally flexible or strong students - demonstrate that gymnastics develops these qualities through practice
Sequences must be performed at the same speed throughout - explain that varying speed can enhance the performance
Perfect technique is required before attempting sequences - emphasise that sequences help develop technique through practice

SEN Adaptations

ADHD

Use shorter practice segments with frequent feedback, provide clear boundaries and expectations, offer movement breaks, assign supportive partners

dyspraxia

Break down complex movements into smaller steps, provide extra practice time, use visual and verbal cues together, allow repetition of individual elements

autism spectrum

Provide clear visual sequence cards, establish predictable routines, offer quiet practice space, use social stories for partner work expectations

visual impairment

Use bright coloured markers for pathways, provide verbal descriptions of all demonstrations, assign sighted partner for guidance, use tactile markers for spatial reference

hearing impairment

Use clear visual demonstrations, written instruction cards, visual signals for timing, ensure face-to-face communication during instructions

physical disability

Adapt elements to wheelchair or limited mobility versions, modify pathways for accessibility, provide seated balance alternatives, focus on achievable actions

Cross-Curricular Links

Maths

Understanding shapes and pathways through L-shaped movement patterns, counting sequences of 6 elements, measuring distances along pathways

Science

Exploring forces and balance in gymnastics positions, understanding how muscles work during different actions, centre of gravity in balance work

Art

Creating aesthetic sequences with attention to shape and form, expressing creativity through movement choices, designing pathways as artistic elements

Geography

Spatial awareness and navigation along planned routes, understanding direction changes and pathways, mapping movement through space

PSHE

Building trust and cooperation through partner work, developing confidence through performance, learning to give and receive constructive feedback

Teacher Guidance

Positioning

Move continuously around the space to observe all pairs, position near complex skills for safety

Observation Focus

Monitor partner cooperation, technical safety, and sequence development

Intervention Points

Step in for unsafe practices, technical difficulties, or partnership problems

Demonstration Notes

Use clear, exaggerated movements for visibility, emphasise safety aspects, show both simple and advanced options

Verbal Cues

•'Control first, then flow!'
•'Talk to your partner!'
•'Quality over speed!'
•'Use your whole pathway!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m clear space for multiple L-shaped pathways with adequate separation

Surface Check

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

Equipment Safety

Safety Checks

•Mats properly positioned and flat without wrinkles or gaps
•Cones placed securely and not creating trip hazards
•Regular equipment checks for wear and damage

Risk Management

Key Risks

•Collisions during partner work and sequence practice
•Falls during taking weight on hands actions
•Inappropriate partner balances beyond ability level
•Overconfidence leading to dangerous skill attempts

Risk Mitigation

•Clear boundaries established between working pairs
•Progressive skill building from simple to complex elements
•Continuous monitoring of partner balance safety
•Emphasis on personal ability levels and safe progression

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all working pairs
•Focus attention on taking weight on hands activities
•Monitor partner balance attempts for safety
•Circulate to provide individual guidance and support

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support as needed, contact emergency services if required