Unit Overview
This unit builds on prior learning by developing greater control, fluency and complexity in gymnastic movement.
- Refines strength, balance, flexibility and coordination
- Develops more complex actions including balances, rolls, jumps and transitions
- Links movements smoothly to create longer, more challenging sequences
- Uses changes in level, direction, speed and flow effectively
- Applies compositional ideas such as symmetry, contrast and canon
- Encourages pupils to analyse, refine and improve performance
Unit Outcomes
By the end of this unit, pupils will be able to:
- Perform a wide range of gymnastic actions with strength, control and precision
- Create and perform longer, more complex sequences with fluency
- Use changes in level, direction, speed and flow effectively
- Apply compositional ideas such as symmetry, contrast and canon
- Adapt and improve performance using feedback and evaluation
- Perform safely and confidently on floor and apparatus
Lesson Plans
Lesson 1: Balances Using Different Body Parts
Warm-up • Skill Development • Game
View Lesson Plan
Learning Objective:
- To perform advanced balances showing strength and control
- To be able to perform balances on different parts of the body
Success Criteria:
- I can hold a shoulder or frog balance with control for 5 seconds
- I can enter and exit the balance safely
- I can show strong body tension throughout
Key Words:
- Control
- Technique
Equipment:
- Mats
- Cones
Preparation Ideas (warm up) – Body Part Balances
Children to find a space in the playing area. When the teacher says go, the move around in a number of different ways around the playing area. This could be jumping, hopping, skipping, running, doing a gymnasts walk etc.
When the teacher shouts a number, the children must balance, using the number of body parts called e.g. 1 – they could balance on one foot, 2 – they could balance using one hand and one foot. Allow the children to be creative in what body parts they use when balancing.
Progression:
>Give the children a bean bag or cone to balance on a part of their body as they are moving around the area. Can they keep it balanced as they move and how do they have to change the way they move to keep the piece of equipment balanced.
Skill Development
Shoulder stand practice
Get the class split into small groups of around 2-3 per mat. The children will take it in turns to practice a shoulder stand, one at a time on the mat. The partners in the group who are waiting for their turn can help those completing the balance by instructing them on their technique and how they may look to improve their technique.
Shoulder stand technique:
>Start in a sitting position with legs together and outstretched in front
>Rock/roll backwards onto the back and then to the shoulders, bringing your legs into the air
>The arms should begin flat on the floor and as you bring your legs up, place them onto your lower back/hips to give extra stability.
>We want to see the legs straight in the air, with toes pointed towards the ceiling.
>Hold the position for 3 seconds before releasing
Some children will be able to roll straight onto their shoulders and hold the position for 3 seconds. Others may take a while and may need to steadily increase the percentage of their back that they can lift up with each attempt. They may end up with their shoulders and the top of their back on the floor, with only their lower back raised, which is fine as long as they can hold the pose for 3 seconds.
Progression:
>Can the children perform a shoulder roll, into a rock and roll to stand.
>Once they can perform the rock and roll to stand, can they perform an arabesque and hold for 5 seconds.
Extension work
Frog balance
If the children can successfully perform the shoulder roll, get them to perform a frog balance, on the mat. Again, take it in turns with their partners, who may still be working on the shoulder roll. If they are on this extension work, they may be able to offer additional help to their partners still working on the shoulder roll. The frog balance is:
>Crouch down and place your hands on the mat in front, ensuring they are secure.
>Rest the inside of your knees on your elbows
>Tip forward lifting your feet off the floor, pointing the toes out.
>Hold the position for 3 seconds.
Again, keep the children practicing this technique until they can hold the position for 3 seconds
Creative Application – Balance Routine
We want the class to come up with their own individual balance routine, made up of at least 4 moves. Bring the class in and come up with as many examples of different balances they know and write them on a whiteboard. Some examples may include:
>Shoulder stand
>Frog balance
>Arabesque
>Front/back/side support
>Dish and arch
>Different point balances using different body parts including knees, elbows, feet, hands and more.
Allow the children time to practice their routine one at a time on their mat (if they are sharing). We also want to see their partner critique their routine, and potentially offer some advice on changes to technique or things they may want to add in to ensure their routine flows.
You may want to showcase some examples at the end.
Teaching Points:
- When completing the shoulder roll and frog balance, taking your time, ensuring that the technique is correct, is crucial. Any balance that is rushed through will not hold.
- When completing the balance routine, we want to see good creativity in coming up with their own balances. They need to ensure that the routine flows and that they are not changing their body shape or position between balances, without using a gymnastic move to position themselves correctly e.g. if they want to get from an arabesque into a frog balance, rather than just kneeling down, they may complete a forwards roll on to their knees before attempting the frog balance.
Key Questions:
- When performing the shoulder stand, how can we stabilise our back in position?
- How can ensure we are performing the frog balance with good control?
- How can we ensure our routine flows from move to move?
National curriculum links:
- Developing control and balance through gymnastics
- Comparing their performance against previous attempts, looking for improvements to their personal best
Social/environmental skills:
- Developing confidence in the session
- Showing and developing resilience by looking for improvements
- Showing creativity in coming up with their own balances as part of a routine
Lesson 2: Jump & Vault From Height Session
Warm-up • Skill Development • Game
View Lesson Plan
Learning Objective:
- To be able to perform balances and jumps from different pieces of apparatus
- To perform jumps from apparatus safely
Success Criteria:
- I can land safely with bent knees and balance
- I can show control when jumping from equipment
- I can use my arms to help generate height and stability
Key Words:
- Finish
- Control
Equipment:
- Benches
- Vaults
- Mats
- Cones
- Springboards
Preparation Ideas (warm up) – Island Hop Tag
Spread mats around the space, with gaps in between. The mats are the islands, with the floor being lava/water we cannot go in to.
Pick 2-3 taggers. Their job is simple, tag as many people as possible. The rest of the class need to jump between the islands, looking to avoid being tagged. If you are tagged, stand still with your hand in the air. To get back in, someone needs to give you a hi5
Skill Development
Vault and Bench work
Safety rules:
>Land safe and on your feet
>Only one person at a time on the bench and vaults
>Make sure the mats are clear before jumping
>No running across the benches
There will be different vaults set up for different ability groups in the class. If you have a variety of sizes, I would suggest starting each group on medium-high sized vaults. Set up a bench with the vault at the end and a mat placed underneath the vault for the children to land on.
To begin with, have a bench flipped upside down. The children must walk across the bench, keeping their balance, before climbing up the vault and jumping off onto the mats below.
Progression:
>Increase the size of the vaults from medium to high sized.
>Completing different jumps from the vault. These can include star jumps, tuck jumps, half turn jumps, straddle jumps. Allow the children to be creative but ensure that they are landing on two feet and still
>Place the bench on the vault (you can use the clips at the end of the bench and connect them to the legs of the vault to create a ramp). Ask the children to lie on the stomach and pull themselves up the high vault, complete a balance at the top of the vault before jumping off
>Can the children complete a roll or balance after landing, ensuring they perform those on the mat, to create a mini routine. They can then mix them together and perform a jump, roll and balance in a mini routine
Creative Application – Creative Jumps Combinations
Set up a springboard along with a short vault. The children are to run up to the spring board, bounce and perform a straddle (as they would have on the bench in year3/4) across the vault to the other side (almost like a cartwheel). When they land, can they then perform a balance and roll in a mini routine.
Teaching Points:
- Before jumping, bend the knees and swing the arms. This will create balance and momentum when jumping
- When landing, ensure they land with bent knees. Again, this will increase balance when landing
- When they land, we want to land still and with balance. Can they pose to finish by creating a pencil shape.
- When bouncing on the springboard, get the children to bounce with two feet together, bouncing as if they were on a trampoline.
Key Questions:
- Can we name a safety rule when using the benches and vaults?
- How does jumping from a higher vault change the way we need to land, compared to if we were using a short vault?
- When performing a routine combining our skills, what do we need to make sure the routine does? – Flows
National curriculum links:
- Use jumping in isolation and combination
- Develop control, balance and technique through gymnastics
- Comparing their performance against previous attempts, looking for improvements to their personal best
Social/environmental skills:
- Developing focus and listening by following instructions and safety rules
- Showing bravery if jumping from a higher vault
- Developing confidence to try new jumps
- Showing creativity in the jumps and combinations they can perform
Lesson 3: Rolls Session
Warm-up • Skill Development • Game
View Lesson Plan
Learning Objectives:
- To be able to perform different types of rolls with control
- To be able to combine skills in a sequence
Success Criteria:
- I can roll safely using correct body shape
- I can keep my chin tucked to protect my head
- I can complete a backward or shoulder roll with control
Key Words:
- Shoulder
- Backwards
- Routine
Equipment:
- Mats
- Cones
Preparation Ideas (warm up) – Tic, Tac, Toe
Place 9 hula hoops in a 3×3 area and set the class into teams of 4. Each team will have 3 bibs.
1 player at a time will come out and look to place a bib into one of the 9 hoops. When they return, they give their partner a hi5, so they can run out and place the next one in a different hoop. If all bibs are out and the game is continuing, the next player can come out and change one of their bibs and place it into a different hoop
We are looking for 3 in a row from the teams. First team to create 3 in a row are the winners.
Progression:
>Instead of running, the teams could hop, skip, jump etc.
Skill Development
Shoulder roll
The shoulder roll technique is:
>Start in a tucked shape. Hands should be placed above the shoulder.
>Tuck the chin into the chest
>Rock forwards then backwards, throwing your legs over your head until they are touching the mat behind you
>At the same time, rather than rolling straight, you will tilt onto one shoulder (whichever you feel more comfortable with) and roll over the shoulder rather than your neck and head.
>You should be facing at either 2 o’clock or 10 o’clock depending on which shoulder you rolled over on
Allow the children time to practice this roll. It may take them a few turns to work out which shoulder they are more comfortable rolling onto.
Progression:
>Get the children to start from a standing position and drop into a tuck shape, before completing the roll.
Backwards roll
This time rather than rolling to the side on your shoulder, you will roll straight, using your hands to push your weight over. You should finish straight at 12 o’clock. Progress this further by getting the children to finish on their feet rather than their knees and by starting on their feet rather than being in a tucked shape position
Creative Application – Roll Combinations
We are now going to get the children to combine the rolls that have been taught in the session, along with any other roll they know. Get the class together and come up with some examples on a whiteboard. Some examples may include:
>Shoulder/backwards roll
>Forwards roll
>Side/pencil roll
>Rock and roll
>Teddy bear roll
Can the class individually on their mats, come up with a 4 move routine involving some of these rolls. They can use the same roll twice, but not one straight after the other
Teaching Points:
- When performing these rolls, it is important that the children use good technique and control. The technique will be key to them being successful in the roll, and the control will help them to stay safe whilst performing them
- When they are combining these rolls, they should not change their body shape to perform the next roll, the routine should flow from one stage to the next. If they do have to change their body shape, they can only do this by performing a balance, travel or jump from gymnastics e.g. if they are facing backwards and need to be facing forward to perform a forward roll, they would need to perform a half turn jump to ensure they are facing the correct way, rather than just turning.
Key Questions:
- Why is it important that we have good technique when performing different types of rolls?
- Why is it important to stay in control when performing different rolls?
- When performing the rolls routine, how can we ensure that our routine flows from move to move?
National curriculum links:
- Developing control, balance and technique through doing gymnastics
- Comparing our performance against a previous attempt, and looking for improvements to our personal best
Social/environmental skills:
- Showing creativity in their work coming up with routines
- Developing confidence in trying new skills
- Developing resilience by looking to improve their work
Lesson 4: Partner Balance Session
Warm-up • Skill Development • Game
View Lesson Plan
Learning Objective:
- To create balances with a partner safely, with control and stability
- To communicate and cooperate effectively
Success Criteria:
- I can work safely with a partner
- I can hold a partner balance for 5 seconds
- I can communicate to improve our balance
Key Words:
- Counter balance
- Center of balance
- Team work
Equipment:
- Mats
- Cones
- Images of partner balances
Preparation Ideas (warm up) – Small sequence work
Children to come up with a small (3-4 step) routine with a partner on their own mat. The routine must include:
>1 balance
>1 roll
>1 jump
An example could be:
>Start in a tuck shape, into a shoulder stand
>Return to tuck shape and perform a shoulder roll to stand
>Half turn jump, landing with bent knees. Come back to stand and finish with an arabesque
Skill Development
Teamwork to stand challenge
Class to be split into pairs and asked to sit on a mat, back-to-back. Get the pairs to hook arms and the task is simple. Stand up without leaving the shape. The arms must remain hooked at all times.
Counter balancing with a partner
Keep the class in the same pairs and give them a letter or number each (1 & 2 or A & B).
Each partner will take it in turns to come up and have a look at the image of the counter balance. They become the lead partner of that balance.
They will then need to return to their partner and use good communication to explain the shape to their partner. The pair are then given time to practice the shape, with the lead partner taking control of how the pair perform the shape. If they need to, they can return to look at the shape.
After a few minutes of practice, the image is revealed and the pair will look to improve their balance. The pairs who can perform each balance the best will be asked to demonstrate to the rest of the class (images above)
Creative Application – Extension Work
Pairs to come up with their own counter balance, making sure they are both in a shape. Allow groups to demonstrate to the rest of the class, with the best balances needing to be replicated by the other groups.
Teaching Points:
- When performing the team work to stand challenge, we need to see the children working together, communicating effectively with each other in order to stand up. They need to push against each other’s backs, ensuring they move from sitting, to their knees and to their feet at the same time. If they don’t, they won’t be able to perform the move.
- When performing counter balances, we want the children to understand where they center of balance is for each counter balance. When teams are performing demonstrations, ask the class where they think the center of balance is and why? The center of the balance will allow the pair to hold their shape. If the center is unbalanced, in terms of weight on either side, the balance will fail.
- The pairs need to use good communication and team work throughout the counter balance work. The lead partner needs to use clear instructions when explaining the balance to their partner, ensuring they take control of where each player will be placed. If they need to return to the image to take a second look, they can.
Key Questions:
- Where is the center of balance for each counter balance being performed?
- Why is it important that the weight in the center is balanced when performing the counter balance?
- Why is communication key when performing the counter balances?
National curriculum links:
- Develop control, balance and technique through gymnastics
- Compare their performance against a previous attempt, and look for improvements to their personal best
Social/environmental skills:
- Developing team work and collaboration skills
- Developing good communication skills
- Showing creativity in their work
- Showing and developing leadership skills
- Showing resilience in their work
Lesson 5: Pair Routine Session
Warm-up • Skill Development • Game
View Lesson Plan
Learning Objective:
- To link gymnastics skills together into a short sequence with a partner
- To perform a routine with control with a partner
Success Criteria:
- I can link skills together, mirroring the actions of a partner
- I can perform my sequence with a partner without stopping
- I can start and finish with a clear shape
Key Words:
- Sequence
- Routine
- Flow
Equipment:
- Mats
- Benches
- Cones
Preparation Ideas (warm up) – Follow The Leader
Class to move around the area in any way that they want. This can be through running, jumping, hopping or skipping. Allow them to be creative with their movements.
The player at the front is the leader and therefore decides on the type of movement. The player behind needs to be keeping up with their partner, performing the same type of movement as their partner.
Skill Development
The children are going to be working in groups of 2 for this activity. Each group is set the task of coming up with a routine that consists of 8-10 gymnastics moves that include at least one travel, jump, balance and roll with their partner.
It is important that the children understand that the routine must be able to flow from one move to the next without them having to change their direction or body shape e.g. if you are facing backwards and need to be facing forwards for your next move, can you add in a shoulder roll or a half turn jump in order for you to be facing forwards, rather than just turning around
Before we begin, get the children together and as a class, using a large whiteboard, come up with different moves from each of the four segments. Example written below
| Travels Hop, skip, run, gymnasts walk, cartwheel, using benches for dips/straddles across a bench | Balances Arabesque, 1 point balance, 2 point balance, 3 point balance, front/back support, dish arch, shoulder stands and frog balances |
| Rolls Forward, backwards, log, teddy bear, shoulder | Jumps Tuck, star, half turn, full turn, straddle. We can also use a bench/vault for this |
Remember that they are working with a partner, so they need to be performing the same or similar moves to each other, ensuring they are synchronised in their movements.
Progression:
>Allow them to be creative with their routine and add in more moves, only if they can perform them and execute them correctly with control.
>Allow them to add in pieces of equipment e.g. hula hoops, balls and cones to make their routine more difficult
If you have access to ICT e.g. Ipads etc., get the children to video each other’s routines and look back on their routine. Can we make any improvements to our routine e.g. changing certain moves, making sure that the routine flows etc.
Creative Application – Routine Show
Can we now get some of the groups to demonstrate and perform their routines to the rest of the class
We want the rest of the class to critique the routine by giving 1 positive and 1 area to improve for the performed routines.
Teaching Points:
- The routine must flow from one move to the next. Make sure that if the children need to change body shape or position, that they complete a gymnastic move to do so
- The children should display control throughout their routine. Ensure that they are taking their time with each move, performing each move correctly with good technique and are not rushing through their routine.
- We are working with a partner, so ensure that our moves are synchronised and mirror each other. They can perform different moves within their routine, but it needs to be similar e.g. we can’t have 1 doing a tuck jump whilst the other does a roll. They both need to be doing a type of roll or jump at the same time, although if they are at different ability levels they can perform different types of that move.
- When performing a static balance, the children need to hold the balance for at least 3 seconds.
Key Questions:
- What do we mean by the term synchronised?
- What do we mean by the term flow when performing a routine?
- How can we ensure we have control throughout our routine?
National curriculum links:
- Use running and jumping in isolation and combination
- Develop control, balance and technique through gymnastics
- Performing a routine using a range of movement
- Comparing their performance and showing improvements throughout the session
Social/environmental skills:
- Developing resilience through trying to improve and perfect their routine
- Displaying creativity through coming up with a routine.
- Developing and showing leadership skills
- Developing team work and collaboration skills
- Developing good communication skills
Lesson 6: Stations & Making Improvements
Warm-up • Skill Development • Game
View Lesson Plan
Learning Objectives:
- To practice and improve previously learnt skills
- To identify strengths and areas to improve
Success Criteria:
- I can improve a skill through practice
- I can say what I did well
- I can attempt a more challenging version of a skill
Key Words:
- Improve
- Practice
- Technique
Equipment:
- Mats
- Benches
- Vaults
- Cones
Preparation Ideas (warm up) – Germs & Medicine
Choose 3 taggers, they are the germs. Choose 3 releasers, they are the medicine. The germs move around the area trying to tag as many people as possible. If you are tagged, stand still with your hand in the air. The 3 medicines need to release anyone who has been tagged by the germs by giving a hi5.
Handing out equipment
Get the children in their groups to help set out some of the equipment for today’s session. This will include putting mats out, benches and vaults and making sure they are placing them safely and securely in the areas set out. You may need to ensure each is in the correct place before starting the main activity
Skill Development
Station work
Children will be split into even groups. Try to have children of similar ability levels together when working at the stations. Split the time evenly between the number of stations set up. We are looking for the children to continuously improve during the session at all stations.
Station 1 – Rolls station
Set up a few mats (one for each member of the group) and allow them to practice different types of rolls on the mats. They can also look to combine different types of rolls in a small routine, the same as the end of the roll’s session previously (shoulder and backwards roll)
We can also add in a small vault with a crash mat. The children will stand on the crash mat and crouch down to perform a forward roll onto the crash mat.
Station 2 – Vault and jumps station
Set up a station with a variety of different vaults and benches. Set up a:
>Medium sized vault with a spring board. Ask the children to bounce on the springboard and onto the vault before performing a jump.
>Bench attached to a large vault. The bench will be on a slope, so ask the children to be on their stomachs and to pull themselves up the slope to the top. This is a mixture of strength and balance. When at the top of the vault, perform a jump off.
Progression
>Allow the children to be creative with their jumps.
>You may want to add a third vault that is higher again for high ability groups and add in a crash mat to land on.
Station 3 – Partner balance station
Set up mats across the space, making sure there are spaces in between, so that pairs are not too close to one another. They will then perform a variety of partner balances with a partner. Display the photos of the partner balances for them to use.
Station 4 – Partner routine station
Set up a large area of mats for the children of this group to work in. They must come up with and improve on a routine consisting on 8-10 moves which include travels, rolls, jumps and balances with a partner and make sure that each move flows from one move to the next, whilst synchronising with their partner. Allow the children to be creative in what moves they choose and as in the routine session, make sure that the routine has a rhythm and flow to it.
ADDITIONAL Station 5 – Gymnastics climbing frame
This will depend on whether your school has access to a wall climbing frame. If you do, place mats underneath the climbing frame so that all areas around are covered. Allow the children to climb and explore on the wall frame, making sure they are staying safe throughout. You can, if you want to, set a limit on how high they can climb in the session. I would also ensure that the children do not climb over the top of one another when using this piece of apparatus, but allow them to explore climbing up and through.
Progressions
>Can they balance from different parts of the apparatus and perform different types of balances using the apparatus
>Can they move from one side of the frame to the other without touching the floor or bottom of the apparatus.
Teaching Points:
- The children should be displaying control through every station they perform on. They should be taking their time and ensuring they are using good technique
- When performing rolls, ensure they are using the correct technique, getting into the correct positions in order to perform the rolls
- When jumping, ensuring they bend their knees, swing their arms, land with bent knees and still.
- When performing on a climbing frame, ensure there are mats spread out below and that the children are not performing above/below another person.
- When working with a partner, we want to see good team work and communication between them in order to be successful
Key Questions:
- What do we mean by the term control?
- How can we show control at each station?
- What do we mean by improving?
- How can we show improvements throughout the session?
- Can you name me a safety rule at each station?
National curriculum links:
- Developing flexibility, control, balance and strength throughout the session
- Comparing performance to previous attempts, looking for improvements to their personal best
Social/environmental skills:
- Developing problem solving skills through trying to improve their work
- Developing good communication skills
- Developing team work and collaboration skills
- Showing and developing resilience in their work
- Showing encouragement and compassion to others in their group
Need support?
If you are unsure on which lesson to teach or need help with accessing lesson plans, please contact us