Lesson 3 - Roll to Handstand Finishes
Dynamic Transitions & Asymmetry
•Year 5
•Gymnastics
•Start Planning Better PE Lessons
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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
Arranged in a large square formation with clear pathways between
Alternative: Crash mats or thick exercise mats
Used for spotting practice and handstand support if needed
Alternative: Large mirror or visual reference points
Mark boundaries for warm-up game and practice areas
Alternative: Bean bags or small mats as markers
Key Vocabulary
A backward rolling movement where the body goes over one shoulder rather than straight back
A jump where the body rotates 180 degrees in the air before landing
A jump where the body completes a full 360-degree rotation in the air
Different finishing positions when in handstand including tucked, straight, straddle, and split legs
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
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