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Lesson 5 - Crossing Pathways Sequencing

Synchronised Group Sequences

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Year 7

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Gymnastics

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1h 23min

Big Question

How can we choreograph complex group movements that safely intersect and complement each other?

Learning Objectives

Evaluate the work of others using correct technical language
Create sequences in groups with pathways that cross
Demonstrate collaborative choreography skills in group gymnastics

Key Outcomes

Students will be able to use precise technical vocabulary when providing peer feedback
Students will create a group sequence of at least 8 movements featuring crossing pathways
Students will successfully transfer floor routines to apparatus whilst maintaining crossing pathway elements

Equipment & Resources Required

Balls

18 (for class of 30)

Place in central hoop or marked circle before warm-up begins

Alternative: Small foam balls, soft toys, tennis balls

Gymnastics Mats

Varied - benches (5), boxes (3), wall bars access, vault/horse (1.5)

Initially stored safely at sides, deployed for skill development, then incorporated into apparatus stations

Alternative: Crash mats for skill development area

Stopwatch

For timing apparatus setup challenge

Alternative: Smartphone timer, wall clock with second hand

Visual Aids

1 set

Display pathway diagrams and technical vocabulary prompts

Alternative: Whiteboard, laminated cards, tablet with images

Score Sheets

1 per group (6 total)

Include technical vocabulary checklist for peer evaluation

Alternative: Mini whiteboards, clipboards with paper

Key Vocabulary

Pathways

The line or route that a gymnast's body travels through space during movement

Crossing pathways

When two or more gymnasts' movement lines intersect or pass through the same space at different times

Direction

The orientation of movement - forwards, backwards, sideways, or diagonal

Level

The height at which movements are performed - low (floor), medium (crouched/kneeling), high (standing/jumping)

Speed

The pace of movement - slow/sustained, medium, or fast/explosive

Compositional technique

The methods used to create and structure a gymnastics sequence including variation, contrast, and flow

Canon

When the same movement is performed by different people at different times, creating a ripple effect

Synchronisation

When two or more gymnasts perform the same movement at exactly the same time

Refinement

Making small improvements to technique, timing, or presentation to enhance overall performance quality

Evaluation

Carefully observing and judging the quality of a performance using specific criteria and technical language

Skill Progression Pathway

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

Prior Learning

Understanding of basic gymnastics movements (rolls, balances, jumps)
Knowledge of direction, level and speed variations
Experience working in pairs or small groups
Basic apparatus safety and handling skills

Current Skills

Evaluating performances using technical vocabulary
Choreographing crossing pathways in group sequences
Collaborative decision-making in composition
Transferring floor routines to apparatus

Next Steps

Creating complex partner and group balances
Developing synchronised and canon sequences
Advanced apparatus work with dynamic transitions
Performing polished routines to an audience

Milestone Indicators

Students use at least 5 technical terms correctly when evaluating

Groups demonstrate clear crossing pathways at 3+ points in sequence

Students can identify specific refinements to improve performance

Sequences show variation in direction, level and speed

Key Teaching Points

Crossing pathways means the LINES of travel intersect, not that students must touch or collide - emphasise safe timing where pathways cross at different times
Technical vocabulary must be explicitly taught before expecting students to use it in evaluation - display terms visibly throughout lesson
Group choreography requires structured discussion time BEFORE physical practice to prevent chaotic trial and error
Apparatus safety protocols are non-negotiable - use penalty point system and timing challenges to maintain high standards during setup and pack-away
Variation in direction, level, and speed must ALL feature in sequences - use checklist approach to ensure nothing is missed
Peer evaluation needs scaffolding with sentence stems and specific observation prompts - vague praise ('good job') is not sufficient
Self-assessment using thumbs system only works if students feel safe being honest - create culture where thumbs down is valued as self-awareness not failure

Common Misconceptions

Misconception: 'Crossing pathways means we bump into each other.' Correction: Demonstrate that pathways are the LINES of travel which can cross at the same point but at different TIMES - show one person completing their travel, then another crossing the same space 2 seconds later.
Misconception: 'Sequences have to be uniform (everyone doing the same thing).' Correction: Explicitly state non-uniform is encouraged - show example of group where different movements happen simultaneously, unified only by crossing pathways at planned points.
Misconception: 'The more difficult the moves, the better the sequence.' Correction: Emphasise that controlled, clear pathways with good variation is more important than attempting advanced skills unsafely - quality over complexity.
Misconception: 'Evaluation means finding what's wrong.' Correction: Model evaluation as identifying both strengths (What Went Well) and refinements (Even Better If) - constructive feedback includes positive recognition.
Misconception: 'Apparatus work is completely different from floor work.' Correction: Demonstrate how floor sequences can be adapted and transferred to apparatus - same pathway concepts apply, just modified for equipment and space available.
Misconception: 'Technical language is too hard to use.' Correction: Pre-teach vocabulary with demonstrations, display terms visibly, provide sentence stems, and celebrate any attempt to use technical terms - build confidence gradually.

SEN Adaptations

ADHD

Keep activities short and varied - frequent transitions maintain engagement (evident in lesson structure). Provide clear, specific boundaries for work spaces using visual markers. Offer active leadership roles - equipment monitor, demonstration assistant. Give immediate, frequent feedback on performance. Use stopwatch challenges to harness energy productively. Allow movement breaks if needed - brief active task between sections. Simplify multi-step instructions into single clear directions.

dyspraxia

Break down complex sequences into smaller, manageable steps with practice time for each. Use larger, more stable apparatus initially (wide benches, low boxes). Provide visual pathway templates to follow rather than creating from scratch. Allow extended practice time before performances. Reduce group size to 4 for simpler coordination. Provide specific movement frameworks rather than expecting spontaneous creation. Use wall support for balance activities. Reduce speed expectations - focus on control and accuracy over pace.

autism spectrum

Provide visual schedule showing lesson structure and timings before starting. Use consistent routines for apparatus setup/pack-away. Offer quiet zone option if sensory overload occurs during busy group work. Give advance warning before transitions between activities. Provide specific, concrete tasks rather than open-ended creativity - offer movement choices to select from. Use visual supports for technical vocabulary (word/picture cards). Allow processing time before expecting verbal responses.

visual impairment

Use bright coloured mats to mark boundaries and pathways. Provide verbal descriptions of all demonstrations with detailed commentary. Buddy system with sighted partner who can guide and describe. Use textured markers (rope, tactile tape) to define crossing pathway points. Allow extra time to familiarize with apparatus layout through touch before use.

hearing impairment

Ensure student can see teacher's face clearly for lip reading during all instructions. Use visual demonstrations extensively - show don't just tell. Provide written task cards with pictures showing sequence requirements. Use visual signals for stop/start (lights, flags) in addition to whistle. Buddy system to relay important verbal information. Pre-teach key vocabulary with visual supports before lesson.

physical disability

Adapt movements to wheelchair or mobility aid - pathway creation can be done through wheeled travel patterns. Use alternative apparatus at accessible heights. Allow seated versions of warm-up activities. Provide specialist equipment if available (ramps, modified apparatus). Focus evaluation role on those with limited physical participation - develop expertise in observation and feedback. Modify sumo wrestling to appropriate challenge level (seated push-hands).

Cross-Curricular Links

English

Oracy skills - articulating ideas clearly during group planning discussions. Using subject-specific vocabulary accurately in evaluation feedback. Listening skills - responding to peer and teacher feedback constructively. Persuasive language when suggesting refinements to group sequences.

Maths

Angles and geometry when creating crossing pathways (90-degree intersections, 45-degree diagonals, acute vs obtuse pathway crossings). Spatial awareness and mapping movement patterns. Timing and sequences - understanding numerical order and duration in seconds. Counting in apparatus setup challenge (time improvement calculations).

Science

Forces and motion - understanding balance and counterbalance through equal and opposite forces. Muscular system - naming muscles used (hamstrings, adductors) and understanding muscle function during exercise. Effects of exercise on the body - heart rate increase during warm-up, recovery during cool-down. Friction and grip on different surfaces affecting movement control.

Geography

Directional language - forwards, backwards, sideways, diagonal. Spatial concepts - mapping pathways through space, understanding intersections and routes. Positional language - above, below, around, through apparatus.

PSHE

Teamwork and collaboration - working effectively in groups of 6, valuing all contributions. Resilience - persevering with challenging sequences, learning from mistakes. Communication skills - giving constructive feedback, receiving criticism positively. Leadership - taking responsibility within groups, supporting others' development. Self-awareness - honest self-assessment of achievement levels.

Teacher Guidance

Positioning

During warm-up: central position with clear view of entire circle formation. During skill development: circulate between all 6 groups, spending 60-90 seconds minimum with each. During apparatus: position to monitor all stations, moving frequently to supervise high-risk activities. During performances: position to see both performers and audience simultaneously.

Observation Focus

Watch for: safe crossing pathway timing (sequential not simultaneous), quality of collaborative discussion (all voices heard), accurate use of technical vocabulary during evaluation, appropriate challenge level on apparatus (intervene if too dangerous or too easy), consistent safety protocol adherence during apparatus handling, engagement of all group members (address non-participation promptly).

Intervention Points

Intervene immediately if: any unsafe movement on apparatus, simultaneous pathway crossing creating collision risk, apparatus being handled incorrectly, students attempting skills beyond ability level, exclusion of group members from participation, use of inappropriate force in sumo wrestling, overstretching causing pain in cool-down.

Demonstration Notes

Demonstrate: Always use clear, exaggerated movements when demonstrating so all can see from distance. Use confident student volunteers to demonstrate peer-to-peer learning. Show common mistakes followed by correct technique for clarity. Demonstrate unsafe practice (controlled) to highlight why rules exist. Break down complex movements into slow-motion steps. Use verbal commentary during demonstration: 'Watch as I...' Repeat demonstrations as needed - visual learners benefit from multiple viewings.

Verbal Cues

•'Soft, controlled landings - bend those knees!'
•'Wait until the pathway is clear before you cross!'
•'Use technical words - what do we call that movement?'
•'Show me variation - different direction, different level, different speed!'
•'Apparatus in pairs - find your partner before you lift!'
•'Crossing pathways means the LINES cross, not the bodies!'
•'Freeze and listen - this is important for everyone's safety'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full school hall or gymnasium (minimum 15m x 10m) with high ceiling clearance for jumping activities. Clear perimeter for apparatus storage. Floor markings available for station boundaries.

Surface Check

Dry, clean, non-slip hall floor suitable for gymnastics. Check for any water spillages, debris, or obstacles before lesson begins. Ensure mats are in good condition without tears or worn areas.

Equipment Safety

Safety Checks

•All gymnastics apparatus checked for stability and damage before lesson - benches, boxes, wall bars secure
•Mats inspected for tears, adequate thickness, and positioned correctly around all apparatus
•Bean bags checked for intact seams before warm-up game
•Apparatus setup and pack-away follows strict protocols: no running, pairs carrying, correct lifting techniques
•Stopwatch/timer functioning correctly for timed challenges

Risk Management

Key Risks

•Collisions during warm-up games - adequate spacing in circle formation essential
•Falls from apparatus - proper matting and supervised mounting/dismounting required
•Injuries from unsafe crossing pathways - emphasise timing so pathways cross at different times not simultaneously
•Strains from overstretching in cool-down - monitor stretch intensity, gentle only
•Apparatus handling injuries - strict adherence to carrying protocols in pairs, controlled movement
•Impact injuries during jumping/landing - teach and reinforce bent knee landing technique

Risk Mitigation

•Clear boundaries established for all group work areas with minimum 2m gaps between groups
•Progressive skill building from floor work to apparatus allows confidence development
•Continuous active supervision with teacher circulating to all groups regularly
•Explicit teaching of safe crossing pathway timing - different times not simultaneous
•Apparatus rules reinforced before and during equipment phases with penalty point system
•Adequate matting deployed around all apparatus before use
•Clear stop signals (whistle, hand raise) established and practised for emergency halts
•Warm-up prepares muscles adequately for gymnastics demands
•Cool-down stretching promotes recovery and reduces injury risk

Supervision & Emergency Procedures

Supervision Points

•Position centrally during warm-up games to monitor all groups in circle formation
•Circulate actively during skill development, spending time with each group providing support
•During apparatus work, continuously scan all stations, intervening immediately for any unsafe practice
•Position to see both performers and audience during performance phases
•Monitor apparatus setup and pack-away closely, enforcing safety rules consistently
•Ensure all students visible at all times - no hidden areas behind apparatus

Emergency Procedures

Immediate whistle stop for any safety concern. Assess situation quickly: minor issue (address and continue) or significant injury (follow school first aid policy - send reliable student for first aider, keep injured student still, comfort and reassure, rest of class sit calmly in designated area). All incidents logged according to school policy.