Fundamental Gymnastics Movements

Overview

This 60-minute session is the second lesson in a four-lesson unit focusing on developing gymnastic skills for Year 5 students (age 9-10). The lesson will centre on fundamental gymnastics movements—specifically rolls, jumps, and balances—and will incorporate individual and paired practice to develop technique and body control. The activities are designed to meet the physical education programmes of study as detailed in the National Curriculum for England.

National Curriculum Links

Key Stage 2 - Physical Education:

Pupils should be taught to:
- Develop the range and consistency of their gymnastic skills eg. rolls, jumps, balances (NC Programmes of Study: PE KS2)
- Perform actions with control and precision applying the basic principles of movement (space, body tension, alignment)
- Work with others to improve and refine performances
- Understand how to improve their work with feedback

Specific Learning Intentions (Objectives)

By the end of this lesson, pupils will be able to:

Perform fundamental gymnastic movements (forward roll, star jump, and static balances) demonstrating body control and safety
Use proper technique for each skill with an emphasis on body alignment, tension, and controlled movement
Collaborate with a partner to give and receive constructive feedback
Recognise and apply safety rules when performing gymnastic activities

Lesson Details

Time	Activity	Description	Equipment	Curriculum Focus
0-5 min	Warm-Up & Introduction	Dynamic warm-up: jogging, arm circles, leg swings, jumping jacks to increase heart rate and prepare muscles. Introduce lesson focus and safety rules.	Cones to mark space	Develop fundamental movement skills and safety awareness
5-15 min	Skill Demonstration & Explanation	Teacher-led demonstration of three fundamental movements:

Forward roll: tucked position, hands placement, controlled landing
Star jump: symmetrical arm and leg movement, height emphasis
Static balances: eg. one-leg balance, "T" shape arms, engage core for stability
Discuss body tension, control, and alignment.| Gym mats, bench (for balance) | Develop control, technique, and body awareness | | 15-30 min | Individual Practice Stations | Divide class into 3 groups for 3 stations:

Forward roll practice on mats
Star jump practice on marked spots for spacing
Balances on benches or marked floor spots
Teacher and support staff circulate offering corrective feedback | Mats, benches, floor markers | Practise and refine gymnastic skills | | 30-45 min | Paired Skill Refinement | Pairs rotate through activities assisting each other:

Observe partner’s technique
Give verbal feedback focusing on body shape, tension, and control
Attempt small improvements based on feedback
Teacher models how to give constructive feedback | Mats, benches | Develop communication, critical evaluation, and cooperation | | 45-55 min | Mini-Challenge & Creative Application | In pairs, students create a short sequence of 3 movements (one roll, one jump, one balance) to perform to the class. Encourage creativity and emphasis on technique. | Mats, cones | Encourage creativity, application of skills in sequence, confidence in performance | | 55-60 min | Cool Down & Reflection | Gentle stretches focusing on back, legs, and arms. Group discussion on what went well, challenges, and self-assessment using a traffic light system (red – need help, amber – partly confident, green – confident). | N/A | Physical recovery and personal reflection |

Assessment and Feedback

Formative Assessment: Teacher observes performances during stations and paired practice, noting ability to perform with control and proper technique. Provides individual verbal feedback.
Peer Assessment: Students practise giving constructive feedback in partners, focused on technique and control, developing evaluative skills.
Self-Assessment: Traffic light reflection encourages pupils to self-monitor confidence and skill development levels.
Next Steps: Teacher records key observations to adapt following lessons (Lesson 3 & 4) to address any skill gaps or differentiate for abilities.

Differentiation

Support: Additional adult support or peer buddies for pupils needing physical or cognitive assistance. Use simplified movement breakdowns and more demonstration.
Challenge: Encourage advanced learners to add complexity (eg. combining movements fluidly, holding balances longer, exploring varied jumps).
Provide options for creative choices in mini-sequences to cater for different ability and confidence levels.

Health and Safety Considerations

Ensure adequate space and clear floor mats for rolls and balances.
Reinforce safety rules: no pushing, spotting each other carefully, controlled starts and landings.
Warm-up adequately to prevent injury.
Ensure benches and mats are stable and appropriate for balancing tasks.

Resources Required

Gym mats (enough for groups of 5)
Lightweight benches or low balance beams
Floor markings (cones or tape)
Open space in the hall or outdoor area with safe flooring

Teacher's Notes

This lesson carefully scaffolds fundamental gymnastics movements while embedding principles of safe practice and body control. The inclusion of peer feedback fosters communication skills and critical reflection—key skills in physical education progression. The ‘mini-challenge’ sequence adds an element of creativity, making the lesson engaging and memorable. Be sure to encourage positive language and celebrate effort to build pupils' confidence.

End of plan.