🤸

Lesson 4 - Linking Cartwheels

Dynamic Transitions & Asymmetry

•

Year 5

•

Gymnastics

•

45 min

Big Question

How can we smoothly combine gymnastics skills to create flowing sequences that demonstrate excellent control and precision?

Learning Objectives

Perform a sequence of actions to smoothly link 2 cartwheels to perform a double cartwheel
Give and receive constructive feedback for sequences and work to improve performance
Link skills taking weight on hands in preparation for next part of the sequence

Key Outcomes

Students will successfully demonstrate linked cartwheels with smooth transitions and controlled movements
Students will provide specific, constructive feedback to peers and apply feedback to improve their own performance
Students will show understanding of weight transfer and body positioning in gymnastics sequences

Equipment & Resources Required

Gymnastics Mats

7 large mats

Arrange in lines with clear pathways for cartwheel practice

Alternative: Crash mats or thick exercise mats

Spots

20-30 spots

Place in straight lines to guide cartwheel direction and spacing

Alternative: Chalk lines or tape marks

Ropes

7 ropes

Lay flat on mats to create visual guidelines for straight-line cartwheels

Alternative: Chalk lines or tape strips

Benches

3-4 benches

Positioned for students who need height assistance with cartwheel entry

Alternative: Low boxes or foam blocks

Cones

12 cones

Mark boundaries and create relay race courses for warm-up activities

Alternative: Bean bags or markers

Key Vocabulary

Double cartwheel

Two cartwheels linked together as one continuous movement with no extra steps between them

Asymmetry

Body positions where one side is different from the other, creating visual interest and challenge

Weight transfer

The controlled movement of body weight from one support point to another

Linking

Connecting movements smoothly without pauses or extra steps

Sequence

A series of gymnastics movements performed in a specific order to create a routine

Skill Progression Pathway

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

Prior Learning

Students can perform basic travelling movements on hands and feet
Students understand weight transfer from feet to hands
Students can perform simple balances and rolls
Students can work safely in gymnastics activities

Current Skills

Linking two cartwheels smoothly without extra steps
Maintaining control and body position throughout sequences
Providing and receiving constructive feedback
Creating sequences with asymmetrical elements

Next Steps

Incorporating cartwheels into longer, more complex sequences
Adding height and speed variations to cartwheel combinations
Developing group choreography and partner work
Advanced gymnastics skills such as handspring preparations

Milestone Indicators

Smooth transition between first and second cartwheel with no extra steps

Consistent hand placement and leg extension throughout movement

Ability to maintain straight line path during double cartwheel

Clear understanding of asymmetrical positioning and timing

Key Teaching Points

Smooth transition between cartwheels with no extra steps is the key to successful double cartwheels
Landing on one foot from first cartwheel directly leads into second cartwheel without pause
Maintaining straight-line direction requires focus on hand placement and body alignment
Constructive feedback must be specific and helpful, focusing on one clear improvement area
Safety through progressive skill building - master single cartwheels before attempting doubles
Quality and control are more important than speed or complexity in gymnastics sequences
Peer support and encouragement create positive learning environment for challenging skills

Common Misconceptions

That double cartwheels require extra speed - actually they need controlled rhythm and timing
That both hands must be placed simultaneously - hands go down one after the other for control
That feedback should focus on everything wrong - effective feedback highlights strengths and one improvement
That gymnastics is only for naturally flexible students - all students can develop skills with practice
That sequences must be complex to be good - simple, well-executed sequences are more effective

SEN Adaptations

ADHD

Shorter activity segments, movement breaks, clear boundaries, regular positive reinforcement

dyspraxia

Simplified movement patterns, increased practice time, step-by-step breakdown, visual movement guides

autism spectrum

Clear routine structure, visual schedule cards, quiet zones available, consistent expectations

visual impairment

Use bright coloured rope guidelines, verbal descriptions of movements, tactile guidance for hand placement

hearing impairment

Visual demonstrations, clear visual cues, written instruction cards, peer partnerships for communication

physical disability

Modified movements using available range of motion, seated variations, adapted equipment height

Cross-Curricular Links

English

Vocabulary development with gymnastics terminology, descriptive language for feedback and evaluation

Maths

Counting seconds for balance holds, measuring distances for cartwheel spacing, geometry of body positions and angles during movement

Science

Forces and motion in cartwheel execution, lever principles in weight transfer, momentum and acceleration in linked movements

PSHE

Resilience and perseverance when learning challenging skills, confidence building through achievement, supportive peer relationships

Teacher Guidance

Positioning

Position at corner of activity area with clear sight lines to all working groups and cartwheel stations

Observation Focus

Watch for smooth transitions between cartwheels, maintenance of straight-line direction, and safe landing techniques

Intervention Points

Step in when students attempt skills beyond their ability, when spacing becomes unsafe, or when feedback becomes unhelpful

Demonstration Notes

Demonstrate all cartwheel variations slowly first, then at normal speed. Use students who show good technique as additional demonstrators. Show common mistakes and corrections clearly.

Verbal Cues

•'Land on one foot, straight into the next cartwheel!'
•'Keep those legs extended and hips high!'
•'Follow the line - straight and controlled!'
•'One specific thing they did well, one thing to improve!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m hall space with 2m clear boundaries around equipment

Surface Check

Dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check mats are flat, secure, and free from tears
•Ensure benches are stable and appropriate height
•Verify skipping ropes are untangled and safe
•Check cones and markers are not damaged

Risk Management

Key Risks

•Falls during cartwheel attempts
•Collisions between students
•Overconfidence leading to unsafe skill attempts
•Shoulder and wrist strain from weight-bearing

Risk Mitigation

•Clear boundaries and adequate spacing between students
•Progressive skill development from simple to complex
•Bench assistance for students lacking confidence
•Constant supervision and technique monitoring
•Emphasis on control over speed or complexity

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all cartwheel attempts
•Monitor spacing and direction of movements
•Watch for signs of fatigue or loss of control
•Intervene immediately if unsafe techniques observed

Emergency Procedures

Stop activity immediately, assess injury severity, provide appropriate first aid, contact emergency services if required