🤸

Lesson 1 - Group Sequencing & Rolling

Synchronised Group Sequences

•

Year 7

•

Gymnastics

•

1h 8min

Big Question

How can we work together to create a perfectly synchronised gymnastics sequence that flows like a choreographed dance?

Learning Objectives

Link individual gymnastic skills to perform coordinated actions and sequences of movement
Work collaboratively in small groups to create and perform a sequence of rolls in unison
Demonstrate sequences with clearly defined starting and finishing positions showing body tension and control

Key Outcomes

Students will perform at least three different types of rolls with correct technique
Groups will create a 30-45 second sequence combining rolls with smooth transitions
All sequences will demonstrate clear starting positions, synchronised movement, and strong finishing positions
Students will provide constructive peer feedback using subject-specific vocabulary

Equipment & Resources Required

Large Balls

6 (one per group of 5 students, 30 students total)

Place one ball beside each group's starting position on the floor before students enter

Alternative: Medium-sized playground balls, beach balls, or foam balls if large balls unavailable

Gymnastics Mats

2 benches, 2 low boxes, 2 A-frame mats, 1 vault box with mats

Stack mats safely against wall at start, ready for students to collect in pairs during apparatus time

Alternative: Crash mats for nervous students, yoga mats for floor work if gym mats limited

Stopwatch

1 (teacher's timing device)

Keep accessible in pocket or on clipboard for timing apparatus setup and challenges

Alternative: Phone timer, wall clock with second hand, or digital timer on screen

Cones

8-10 markers

Use to mark out apparatus group zones and safe working areas

Alternative: Chalk marks, tape lines on floor, or benches as boundary markers

Sun Markers

1 board with pens

Display list of roll types and key vocabulary for visual reference throughout lesson

Alternative: Flip chart, laminated cards with roll names, or displayed on screen

Key Vocabulary

Sequence

A series of movements performed in a specific order, flowing from one to the next

Unison

Performing movements at exactly the same time as others in the group, creating synchronisation

Teddy Bear Roll

A sideways roll with arms and legs spread wide like a teddy bear

Pencil Roll

A straight roll with body fully extended and arms above head, rolling like a pencil

Shoulder Roll

A forward roll that goes diagonally across the shoulder blade rather than straight over the head

Egg Roll

A tucked roll where the body is curled in a tight ball shape like an egg

Dish Roll

A roll performed in a curved dish shape with hollow body position

Dynamics

Variations in movement quality including speed, level, pathway, and energy

Transition

The connecting movement that links one skill to the next in a sequence

Body Tension

Controlled tightness of muscles that creates clear, defined shapes and positions

Apparatus

Gymnastics equipment including mats, benches, boxes, and bars used to develop skills

Pathways

The lines or routes our body travels through space: straight, curved, zigzag

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial orientation from KS2
Foundation rolling techniques (log rolls, tucked rolls)
Understanding of personal space and working safely
Experience of following sequences of movements
Basic cooperative work in pairs or small groups

Current Skills

Refined rolling techniques with varied body shapes
Linking movements with smooth transitions
Synchronised group performance in unison
Creating and memorising movement sequences
Using dynamics to enhance performance quality
Performing on apparatus with control

Next Steps

More complex group sequences involving balances and travels
Partner work with matching and mirroring
Counter-balance and counter-tension skills
Combining apparatus work with floor sequences
Creating themed sequences with narrative elements

Milestone Indicators

Students can name and demonstrate five different roll variations

Groups maintain visual unison for at least 80% of their sequence

Transitions between movements are smooth without pauses

Starting and finishing positions held for 3 seconds with tension

Students use technical vocabulary when discussing performance

Key Teaching Points

Body shape determines roll type and quality - tight shapes (pencil, egg) roll faster, wide shapes (teddy bear) provide more control. Emphasise this throughout: 'Your SHAPE creates your roll!'
Transitions are as important as the rolls themselves for creating flow. Coach students to consciously plan: 'What movement connects this roll to the next one?'
Unison requires communication, patience, and practice. Encourage verbal counting, visual signals, and repeated practice: 'Together means EXACTLY together - keep practicing until you're synchronized!'
Starting and finishing positions frame the sequence and demonstrate control. Insist on: '3 seconds of absolute stillness with full body tension - that's gymnastics quality!'
Apparatus changes movement possibilities - what works on floor must be adapted for apparatus. Ask: 'How does the bench change your roll? What's different on the box?'
Peer feedback is most useful when SPECIFIC. Teach formula: 'Don't say good - say WHAT was good and WHY. Use our technical vocabulary!'
Safety is non-negotiable, especially during apparatus work. Zero tolerance for rule-breaking: 'We follow safety rules EVERY TIME - no exceptions, no excuses. Safety allows us to have fun!'

Common Misconceptions

MISCONCEPTION: 'All rolls are basically the same, just rolling over.' CORRECTION: 'Each roll has a distinct body shape and technique. Pencil is straight and tight, teddy bear is wide and spread, shoulder roll is diagonal. The shape changes EVERYTHING about how you roll. Let's practice each shape carefully.'
MISCONCEPTION: 'Transitions aren't important - just do one roll, stop, then do the next.' CORRECTION: 'Gymnastics flows like a river, not stop-start like traffic! Transitions create that flow. Watch how I smoothly move from this roll into the next - see? No stop, just flowing movement. That's what makes it look professional.'
MISCONCEPTION: 'Unison means we start at the same time, but during the roll we can be at different points.' CORRECTION: 'Unison means EXACTLY together throughout the entire movement - start together, roll together at the same speed, finish together. It's like a mirror - you should match each other completely. Let's practice with counting to stay together.'
MISCONCEPTION: 'Starting and finishing positions don't matter - the rolls are the important part.' CORRECTION: 'Those positions frame your sequence like a picture frame! They show you're in control, ready to begin, and finished with strength. A sequence without clear positions looks unfinished. Show me 3 seconds of strong, still position to prove you're in control.'
MISCONCEPTION: 'Speed and power make better rolls.' CORRECTION: 'Control and technique make better rolls! A slow, perfectly controlled roll shows more skill than a fast, sloppy roll. Gymnastics is about precision, not power. Show me slow-motion perfection!'
MISCONCEPTION: 'Peer feedback should always be positive - don't say anything could be better.' CORRECTION: 'The WISH in our two stars and a wish is the most helpful part! Telling someone what could improve helps them get better. That's kindness - helping them develop, not just saying everything is perfect when it isn't. Be honest AND constructive.'
MISCONCEPTION: 'Apparatus work is just doing the same rolls on higher surfaces.' CORRECTION: 'Apparatus completely changes how you move! On the floor you can roll any direction, but on a narrow bench you must control your pathway. The box changes your dismount. Each apparatus offers different challenges and opportunities - adapt your skills to the equipment!'

SEN Adaptations

ADHD

Keep activities short and varied - maximum 3-5 minutes per task before transitioning; provide frequent movement breaks (already built into lesson); offer clear, concrete tasks with defined endpoints; use visual timers to show activity duration; position near teacher for proximity support and redirection; allow fidget tools during seated listening times; provide additional space for movement without disturbing others; offer leadership roles (equipment collection, demonstration) to channel energy positively; use high-energy praise and specific feedback frequently

dyspraxia

Use larger, easier-to-grip equipment (larger balls, thicker mats for clearer boundaries); reduce complexity of sequences - 2 rolls instead of 3; allow extended practice time to develop motor patterns; provide step-by-step breakdown of movements with visual prompts; permit slower pace during unison work; use verbal prompts or rhythm (counting 1-2-3) to support timing; offer hand-over-hand guidance for new skills; celebrate improvement over time rather than comparing to peers; provide additional mat space to reduce pressure of precise movement

autism spectrum

Provide visual schedule showing lesson structure and timings; use consistent routine for setup and pack-down; offer quiet zone or calm space if sensory overload occurs; give clear, concrete instructions avoiding abstract language; provide visual task cards for sequence creation; allow use of ear defenders if hall noise overwhelming; offer predictability - warn before transitions between activities; permit solo work if group work causes anxiety, gradually building to pairs then small groups; use special interest to motivate (e.g., create dinosaur-themed sequence if student interested in dinosaurs)

visual impairment

Use brightly coloured balls for warm-up activities for better visibility; provide verbal descriptions of all demonstrations with clear directional language; assign sighted peer buddy for spatial guidance; use tactile markers (rope lines, textured mats) to define work areas; allow use of equipment with sound (bells on balls) for location awareness; provide physical guidance through roll techniques with teacher or TA hands-on support

hearing impairment

Ensure student can see teacher face for lip-reading during all instructions; use visual demonstration extensively with exaggerated movements; provide written task cards or visual sequence cards showing roll order; use visual signals (hand signals, lights) for stop/start rather than verbal only; assign peer buddy to tap shoulder for attention; position in front row for demonstrations; use British Sign Language for key vocabulary if student uses BSL

physical disability

Adapt rolls to seated or supported positions (e.g., seated log roll with support, rolling in wheelchair if appropriate); use incline mats or wedges to assist with rolling momentum; permit use of larger, softer equipment (crash mats, foam rollers); allow peer or adult physical support during movements; modify apparatus work to accessible stations only; create alternative sequences using upper body movements or adapted equipment; celebrate effort and personal achievement rather than standard execution

Cross-Curricular Links

English

Using technical vocabulary correctly (unison, transition, dynamics, apparatus), giving clear verbal instructions within groups, articulating feedback using specific descriptive language, listening skills during peer assessment, presenting sequences to audience (performance communication)

Maths

Counting sequences (1-2-3 rhythm for rolls), estimating and measuring distances for roll pathways, understanding angles when discussing diagonal shoulder rolls, timing in seconds for held positions and apparatus setup challenges, spatial geometry when arranging apparatus stations

Science

Forces acting on body during rolls (gravity, friction, momentum), understanding centre of mass and balance points, muscle groups used in different rolls, cardiovascular response during warm-up and cool-down (heart rate changes), Newton's laws of motion applied to rolling and apparatus work

Design & Technology

Choreographing sequences involves design thinking (planning, creating, evaluating, refining), understanding how apparatus design affects movement possibilities, problem-solving when creating transitions, evaluating and improving sequences mirrors design cycle

PSHE

Teamwork and collaboration skills during group sequence creation, resilience and growth mindset when facing challenges, peer assessment develops empathy and constructive communication, self-assessment builds self-awareness and honest reflection, leadership opportunities during group work, respect and sportsmanship when watching performances

Teacher Guidance

Positioning

Position at front corner of hall during demonstrations for visibility to all students and clear demonstration sightlines. During group work, circulate continuously in clockwise pattern to visit each group, spending 30-60 seconds per group. Stand at periphery during apparatus work to observe all stations simultaneously. During performances, position to side for best viewing angle without blocking audience. Always maintain visual contact with majority of class - never turn back to active students.

Observation Focus

Watch for: 1) SAFETY - spacing, technique, apparatus use, fatigue signs; 2) TECHNIQUE - correct body shapes in rolls, smooth transitions, body tension; 3) UNISON - synchronization between group members, timing, coordinated movement; 4) ENGAGEMENT - all students active and purposeful, no passive passengers; 5) COLLABORATION - democratic discussion, inclusive behaviour, positive communication. Record mental notes of standout performances and students needing additional support.

Intervention Points

Intervene immediately when: 1) Safety compromised (unsafe apparatus use, collisions imminent, rule-breaking); 2) Technique significantly incorrect risking injury (weight on neck in shoulder balance, wild uncontrolled movements); 3) Student distress or injury occurs; 4) Behaviour disrupts learning or safety; 5) Group dynamics breaking down (exclusion, conflict, domination). Intervene supportively when: 1) Groups stuck and not progressing; 2) Misunderstanding of task evident; 3) Opportunity for extension/challenge; 4) Positive reinforcement needed to maintain motivation.

Demonstration Notes

Always demonstrate before students practice. Show correct technique slowly and clearly with exaggerated key points. For complex skills (shoulder roll), demonstrate multiple times from different angles. Use student demonstrators to show variety and build confidence - choose students showing good technique, varied ability levels to show 'this is achievable for everyone'. When demonstrating mistakes, clearly label: 'This is WRONG - watch...' then show incorrect version briefly, followed by 'Now the RIGHT way...' Demonstrate with running commentary explaining what you're doing: 'See how I'm placing my hands here... tucking my head to the side... rolling across this shoulder blade.' For sequences, demonstrate both the whole sequence and then break it down step-by-step.

Verbal Cues

•'Show me tight body tension in that finishing position!'
•'Find space - I shouldn't be able to touch anyone with arms stretched!'
•'Soft touches, controlled movements, gentle landings!'
•'Work together - can everyone in your group perform this roll safely?'
•'Freeze and hold that position - show me 3 seconds of stillness!'
•'I'm looking for flow - one movement melting into the next!'
•'Check your unison - are you moving at exactly the same time?'
•'Wide shape for teddy bear - stretch those arms and legs!'
•'Quality over speed - perfect technique is the goal!'
•'Show me gymnastics - pointed toes, straight lines, tension!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 20m x 15m (standard school hall), clear of all obstacles. Adequate ceiling height for safe apparatus use (minimum 3.5m). Floor must be even, clean, and dry with no trip hazards. Perimeter space for apparatus storage during floor work.

Surface Check

Before lesson: Inspect floor surface for any damage, splinters, or hazards; ensure completely dry with no wet patches; check for any debris or small objects; verify floor markings are not slippery; confirm mats are in good condition with no tears or exposed foam

Equipment Safety

Safety Checks

•Check all balls correctly inflated (not over-inflated which makes gripping difficult)
•Inspect gymnastics mats for tears, exposed foam, or damaged surfaces - remove damaged mats from use
•Verify apparatus is structurally sound: benches have no splinters or loose parts, boxes are stable, A-frames securely fastened
•Ensure sufficient matting around apparatus for safe landing zones
•Check all apparatus has non-slip surfaces and rubber feet where applicable
•Verify apparatus storage areas are organised and accessible for safe collection and return

Risk Management

Key Risks

•Collisions between students during floor rolling - mitigated by adequate spacing (2-3m minimum)
•Neck/shoulder injury from incorrect shoulder roll technique - controlled through demonstration, supervision, and mat-only rule
•Falls from apparatus - mitigated by appropriate apparatus height, adequate matting, and supervised progressive skill development
•Equipment-related injuries during setup/pack-down - prevented by strict adherence to safety rules (walking, pairs, correct carrying)
•Dizziness from repeated rolling or inverted positions - managed by allowing rest breaks and monitoring student responses
•Strain injuries from inadequate warm-up - prevented by comprehensive 10-minute dynamic warm-up before skill work
•Crush injuries from apparatus - prevented by two-person carrying rule and organised procedures

Risk Mitigation

•Clear boundaries established for all work areas with adequate space between groups
•Progressive skill development: basic rolls before complex, floor before apparatus
•Constant supervision with teacher positioned for maximum visibility of all work areas
•Strict apparatus safety rules enforced with zero tolerance for non-compliance
•Students with medical conditions or injuries identified before lesson and given modified tasks
•Clear STOP signal established and practiced - all movement ceases immediately when called
•Mats used for all shoulder rolls and positioned around apparatus for safe dismount zones
•Turn-taking enforced on apparatus - one student at a time unless apparatus designed for multiple users
•Adequate rest and hydration breaks to prevent fatigue-related accidents

Supervision & Emergency Procedures

Supervision Points

•Teacher positions at corner or side of hall to observe all groups simultaneously during floor work
•During apparatus work, teacher circulates continuously between stations, never static
•Key supervision focus: apparatus setup/pack-down (critical injury risk period)
•Watch for signs of fatigue, dizziness, or distress - intervene immediately
•Monitor high-activity areas: apparatus dismount zones, areas where rolls end
•Position to observe both technique and peer interactions (safety and behavioural management)
•Ensure clear sightlines - never turn back to active students
•During demonstrations, position so demonstrator visible but rest of class also in view

Emergency Procedures

STOP signal (whistle or verbal 'FREEZE') immediately halts all activity. Assess situation: minor injury = first aid and comfort, continue lesson with supervision; significant injury = stop lesson, administer first aid, call for medical support, keep other students calm and supervised in seated position. Know location of first aid kit, emergency phone, and nearest trained first aider. For apparatus-related fall: do not move student, assess consciousness and injury, call for medical support, keep student warm and calm. Document all incidents in school accident book. For any head, neck, or back injury: assume spinal precautions and call emergency services.