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Lesson 3 - Roll to Handstand Finishes

Dynamic Transitions & Asymmetry

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Year 5

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Gymnastics

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1h 13min

Big Question

How can we combine turning jumps with inverted positions to create dynamic gymnastics sequences?

Learning Objectives

To link elements from previous lessons to refine over-the-shoulder roll and handstand techniques
To improve technique through practice and feedback on half turn and full turn jumps
To develop control when jumping and landing with precision

Key Outcomes

Students will perform half turn and full turn jumps with controlled landings
Students will execute over-the-shoulder rolls into various handstand finishes
Students will link multiple gymnastics elements into fluid sequences

Equipment & Resources Required

Gymnastics Mats

8-10 mats

Arranged in a large square formation with clear pathways between

Alternative: Crash mats or thick exercise mats

Wall Space

1 absolute

Used for spotting practice and handstand support if needed

Alternative: Large mirror or visual reference points

Cones

4-6 cones

Mark boundaries for warm-up game and practice areas

Alternative: Bean bags or small mats as markers

Key Vocabulary

Over-the-shoulder roll

A backward rolling movement where the body goes over one shoulder rather than straight back

Half turn jump

A jump where the body rotates 180 degrees in the air before landing

Full turn jump

A jump where the body completes a full 360-degree rotation in the air

Handstand variations

Different finishing positions when in handstand including tucked, straight, straddle, and split legs

Spotting

Focusing the eyes on a fixed point to help maintain balance and control during turns

Skill Progression Pathway

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

Prior Learning

Basic forward and backward rolls
Simple jumping and landing skills
Basic balance positions including supported handstands
Round off technique from previous lessons

Current Skills

Half turn and full turn jumps with controlled technique
Over-the-shoulder roll to handstand variations
Linking multiple gymnastics elements together

Next Steps

Complex sequence work combining all unit elements
Partner and group gymnastics compositions
Advanced handstand variations and holds

Milestone Indicators

Consistent controlled landings from turning jumps

Smooth transition from roll to handstand position

Ability to perform sequences without stops or wobbles

Key Teaching Points

Turning jumps must be completed in the air, not on the ground, to maintain balance and control
Spotting technique is crucial for controlling rotation - students must maintain visual reference throughout turns
Over-the-shoulder rolls require proper hand placement on shoulders with palms facing upward
Handstand progression should move from tucked to straight positions only when control is demonstrated
Weight must be balanced over shoulders in handstand positions, not over hands
Group work should emphasise constructive feedback using specific technical language
Safety awareness is paramount - students should work within their ability level and progress gradually

Common Misconceptions

Students often try to turn before leaving the ground in jumping activities - emphasise air rotation
Many students place hands incorrectly during over-shoulder roll setup - demonstrate palm position clearly
Students frequently attempt straight handstands before mastering tucked position - enforce progression
Students may think faster rotation is better - emphasise control over speed
Students often forget to spot during turns leading to dizziness - reinforce wall reference technique
Many students give vague feedback like 'good' - model specific, technical feedback language

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, use movement as positive outlet, offer leadership roles during group work

dyspraxia

Allow additional practice time for complex coordinations, break down movements into smaller components, provide additional verbal and visual cues, celebrate effort over outcome

autism spectrum

Provide clear structure and routine, use visual schedules for lesson progression, allow for sensory breaks if needed, maintain consistent equipment placement

visual impairment

Use verbal descriptions of movements, provide tactile guidance for hand placement, use bright coloured markers for spatial reference, pair with sighted buddy

hearing impairment

Use clear visual demonstrations, written instruction cards for complex sequences, hand signals for common commands, ensure clear line of sight

physical disability

Adapt jumping activities to seated or supported versions, modify rolling activities for wheelchair users, focus on upper body strength elements where appropriate

Cross-Curricular Links

English

Technical vocabulary development, clear communication when giving feedback, descriptive language for movement quality

Maths

Understanding degrees of rotation in half turn (180°) and full turn (360°) jumps, spatial awareness and geometry in sequence planning

Science

Forces and motion in jumping and landing, balance and centre of gravity in handstand positions, momentum and rotation in turning movements

Geography

Directional awareness and spatial orientation during turning movements, understanding of relative position during group work

PSHE

Building confidence through skill mastery, resilience when learning challenging movements, cooperation and encouragement in group settings

Teacher Guidance

Positioning

Move around the perimeter to observe all students, position near handstand practice areas during main activities, central location for demonstrations

Observation Focus

Monitor technique progression, watch for signs of fatigue or frustration, note individual confidence levels and appropriate challenge points

Intervention Points

Step in when students attempt skills beyond their ability, provide additional support for those lacking confidence, adjust activities for students showing signs of overexertion

Demonstration Notes

Use clear, slow-motion demonstrations for complex skills, break down movements into component parts, show variations for different ability levels, emphasise safety points throughout

Verbal Cues

•'Spot the wall!'
•'Turn in the air, not on the ground!'
•'Push hard through your arms!'
•'Knees tucked, shoulders strong!'
•'Smooth and controlled!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m clear space with additional wall area for spotting reference, adequate ceiling height for jumping activities

Surface Check

Non-slip surface free from hazards, appropriate for rolling activities, mats provided for gymnastics movements

Equipment Safety

Safety Checks

•Gymnastics mats checked for tears, adequate thickness, and proper placement
•Wall areas clear of protrusions or hazards that could cause injury during spotting
•Cones and markers positioned safely away from rolling and jumping areas

Risk Management

Key Risks

•Dizziness from turning movements
•Falls from handstand attempts
•Collisions during group work
•Neck/shoulder strain from rolling movements
•Wrist strain from handstand support

Risk Mitigation

•Progressive skill building from simple to complex elements
•Adequate rest periods between intense rotation activities
•Clear boundaries and space allocation for group work
•Proper warm-up focusing on shoulders, wrists, and spine mobility
•Individual progression allowing students to work at appropriate level

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all handstand attempts
•Monitor students showing signs of dizziness from turns
•Circulate during group work to ensure safe practice
•Watch for students attempting skills beyond their current ability

Emergency Procedures

Stop activity immediately for any injury, assess severity, provide appropriate first aid, contact emergency services if needed for serious injuries