KS1 · Physical education · Year 2
Jump, roll, balance on apparatus
Gymnastics: linking movements and balances
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can create a sequence that flows in the pattern, jump, roll and balance on the apparatus.
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Jump, roll, balance on apparatus: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can create a sequence that flows in the pattern, jump, roll and balance on the apparatus.
Key learning points
- Move: quality sequences are performed silently, with pointed fingers and toes, control, flow and a range of apparatus.
- Move: quality balances are held still at the end of the sequence and performed using a range of different body parts.
- Think: making decisions about the best apparatus to use to allow for flow shows imagination and reflection.
- Feel: consistently trying our hardest when creating our sequences shows courage, which helps us to continually improve.
- Connect: showing empathy means providing and listening to thoughtful encouragement to help each other try new ideas.
Words to know
- silent
- making no sound when moving and balancing, demonstrating control of the body
- pointed
- extending the fingers and toes
- still
- balances are held completely still, with no movement at all
Common mistakes
The body is only balanced when it is still. Pupils find it difficult to balance still.
The body is always balancing whether it is still or moving (static and dynamic balances), but focusing on stillness allows pupils to show control in a static balance and feel stable. Try focusing on a fixed spot ahead of you to help keep still.
For parents, carers and teachers
- This lesson uses the apparatus without zones because it can improve creativity by allowing pupils to select where they want to work. However, if it helps with class management, use zoned areas and rotate groups. Allow pupils to work in 2's or 3's, so no one is left out.