“every second counts – making the most of the - p.e. · “every second counts – making the...

Nikki Linsdell Educational Gymnastics Consultant

thegymnasticsconsultant.co.uk

“Every Second Counts – making the most of the

warm up in Gymnastics lessons.”

afPE National Conference

6th July 2016

Nikki Linsdell

Educational Gymnastics Consultant


• Recreational gymnast

• Gymnastics Club coach

• BA QTS (Hons) in Physical Education (First Class)

• Former Head of PE

• Co-founder of a series of recreational Gymnastics clubs

• Educational Gymnastics Consultant

• British Gymnastics Coach Education tutor

• Ethos = EMPOWER teachers!

Why me?

To enhance delegates’ ability to

maximise the learning potential in

every Gymnastics lesson warm up.

Nikki Linsdell



Session objective

Part 1 – Two section Warm Up:

a) Whole body pulse raising activity b) Conditioning phrase

Part 2 – Key Task e.g. whole class skill development activity

Part 3 – Development of the Key Task e.g. link skills into a sequence

Part 4 – Cool Down EVERY part MUST contribute to achievement of the unit Core Task!

Nikki Linsdell



High quality lesson structure

Nikki Linsdell



End product of a unit of work e.g. a Gymnastics sequence.

Design/select a Core Task as the starting point for planning a Gymnastics unit of work to provide:

- pupils with a relevant challenge

- teachers with a basis for planning (and assessment).

What is a Core Task?

Nikki Linsdell



What do your pulse raising

warm up activities typically

entail in Gymnastics lessons?

Pulse raising activities

Nikki Linsdell



Case study example Unit title: Year 1 Rocking and Rolling

Core Task: Link together a jump, safe landing and a roll showing different combinations of shape utilising the apparatus.

Lesson WALT/Learning outcome Pulse raising activity

1 Make a straddle shape. Aerobic warm up to Van Halen “Jump” including walking, marching, marching swinging arms and jumping. 2 Jump + land safely.

3 Control a roll. Aerobic warm up to Van Halen “Jump” including walking, marching, marching swinging arms and jumping. Children chose 2 movements to repeat in a pattern.

4 Create a sequence where we link together a jump with a safe landing and a roll.

Aerobic warm up to Van Halen “Jump” including walking, marching, marching swinging arms and jumping. Children make their own sequence of 4 fast paced steps.

5 Remember your sequence from last time and perform it.

6 Look at the performance from last week, evaluate and perform it.

Nikki Linsdell



Foundation Stage Move + Hold unit Core Task:

“Choose a position of stillness, an individual body movement and a way of travelling and link them to make a short movement phrase. Make sure you know what shapes you will make to start and finish.”

Cambridgeshire SOW example

Learning objective 1 = Remember and repeat a Conditioning Phrase linking basic positions of stillness and extend it to show individual body movements.

Learning objective 4 = Create a short movement phrase by linking a travelling whole body movement to a position of stillness.

Nikki Linsdell



Traffic Lights Green = jog on the spot

Amber = march on the spot

Red = stop

Roundabout = full turn on the spot

Speed bump = jump on the spot

Breakdown = lie on back then log or dish roll once to stop on back

Reverse = walk backwards around the hall space

Unit title = Year 4 Rotation

Unit CT = “Create and perform a

floor sequence of 4 – 6 actions combining the various types of rotational actions with other actions. Make sure your sequence shows control, quality and clarity and changes in speed, level + direction.”

Learning objective 5 = To remember a movement phrase

linking 3 – 4 rotational actions and to improve it to show clarity and variations in speed, level and direction.

Nikki Linsdell



Pulse raising warm up summary

• Any questions so far? • Remember: - Pulse raising activities should be deliberately planned to progress

pupils towards achievement of the lesson objective/unit Core Task. - With carefully planned tasks and deliberate questioning, pulse

raising activities can provide a great opportunity for pupils to generate their own unit related Gymnastics movement vocabulary.

* The term ‘Conditioning Phrase’ can be adapted to e.g. warm up phrase.

Nikki Linsdell



What is a Conditioning Phrase*?

A taught movement phrase of blended basic

Gymnastics actions.

Nikki Linsdell



• Standing straight shape

• 1 foot stand

• Side knee balance

• Front support

• Lying straight shape on front

• Arch shape

• Twist to pike sit

• V-sit

Example Conditioning Phrase “Create + perform a floor and apparatus sequence of 4 – 6 actions which combines balances with other

actions. Make sure you apply the Principles of Balance so that you can perform your sequence with control.”

Year 4 Principles of Balance unit Core Task, Cambridgeshire SOW for PE.

Nikki Linsdell



Why do Conditioning Phrases? What are the benefits over a top to toe body stretch?

Introduces basic Core Task related movement vocabulary

Develops all aspects of fitness

Refines performance quality

Refines compositional skills

Develops movement memory

N.B. Design a phrase per Core Task then develop it over the unit of work using the...

Nikki Linsdell



Principles of Progression in Gymnastics

Nikki Linsdell



Applying the Principles of Progression. N.B. The Principles of Progression can be applied to any part of an HQ lesson…

“Create + perform a floor and apparatus sequence of 4 – 6 actions which combines balances with other actions. Make sure you apply the Principles of Balance so that you can perform your sequence with control.”

Year 4 Principles of Balance unit Core Task, Cambridgeshire SOW for PE.

…but this table shows how we could apply it to our example Conditioning Phrase:

Principles of Progression

Lesson 1 By lesson 6 N.B. not all for all pupils

Skills Balances Also includes other types of actions

Sequencing Taught sequence Other actions smoothly linked in

Apparatus Occurs on the floor Also involves a piece of low/small apparatus

Groupings N/A to this Core Task

Performance quality

Mixed levels of control

Control shown/challenged throughout because the Principles of Balance have been applied

Which of these v-sit variations is the easiest to control:

Bent leg v-sit with hand support

Bent leg v-sit with no hand support

Straight leg v-sit with hand support

Straight leg v-sit with no hand support?

Nikki Linsdell



Principles of Balance

The most stable balances will have:

many points of contact

a large surface area

a low Centre of Gravity

Now apply this to develop the Year 4 Conditioning Phrase…

Nikki Linsdell



A developed Conditioning Phrase

“Create and perform a partner floor sequence linking 6 – 8 gymnastics actions.

Make sure you develop the composition of the sequence in a variety of ways.”

Nikki Linsdell



Year 5 Pair Composition Core Task

Which Principles of Progression steer the development in this unit?

• Sequencing and Groupings

Lesson WALT/Learning outcome Conditioning Phrase activity

1 Link different types of gymnastics actions into a matching pair sequence performed in unison.

Link 3 different basic actions e.g. roll, balance + spin then combine it with a partner’s phrase to make a 6 action Conditioning Phrase.

2 Incorporate matching and mirroring within a pair sequence and perform it showing moments of unison and canon.

Whole class observe one pair to discuss how they could incorporate mirroring then pairs adapt their own phrase to incorporate moments of mirroring.

3 Incorporate a moment of meeting and parting within a pair sequence which shows 2 – 4 different partner relationships.

Explore ways of adapting the phrase to show 2 – 4 different relationships then observe another pair to identify their changes of relationship.

5 Adapt a pair sequence to show variety in speed, level + direction + create a new 6 – 8 action compositionally developed pair sequence.

Pairs self-check and improve their phrase for clear changes in speed, level and direction.

Nikki Linsdell



Conditioning Phrases summary

• Any questions?

National Curriculum Programmes of Study: KS1 “master basic movements…as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities”. KS2 “develop flexibility, strength, technique, control and balance, for example through….gymnastics”.

Nearly your turn!

Nikki Linsdell



“Using the floor and apparatus create and perform a sequence of 3 – 4 actions showing the contrasting

shapes of ball, tall and wall. Make sure you link the actions smoothly and that you show actions

performed on different levels.“ Year 2 Ball, tall and wall unit Core Task, Cambridgeshire SOW for PE.

Ball = tuck shapes actions e.g. tucked spin on bottom, egg roll etc.

Tall = straight shaped actions e.g. standing straight shape, 1/2 turn jump etc.

Wall = wide shapes actions e.g. T balance, turning star shapes etc.

80 skills across…

8 progressive levels and…

10 themed strands e.g. balance, rolling etc.

CD Rom modeling all skills

Wall charts (display)

40 work cards detailing: - progressive activities - safety considerations - teaching points - extension ideas.

Nikki Linsdell



Support resources

Available at: https://www.british-gymnastics.org/shop/product/core-proficiency/core-

proficiency-resource-pack/

https://www.british-gymnastics.org/shop/product/core-proficiency/core-proficiency-resource-pack/











How can you maximise the warm up as a learning opportunity back in your setting?

Nikki Linsdell



Your school setting

Think of the theme/outcome/content of your last or next Gymnastics unit…

Can you:

• Articulate/re-design that theme/outcome/content into a Core Task?

• Break the Core Task down into 6 lesson outcomes?

• Use the ‘Key Words’ in the Core Task +/or lesson outcomes to inspire pulse raising activity ideas?

• Use the ‘Key Words’ in the Core Task +/or lesson outcomes to create a Conditioning Phrase?

• Identify which Principles of Progression are most relevant to that Core Task?

• Consider how you can apply those Principles of Progression to develop your warm up activities across the unit for individual pupils and the whole class?

Nikki Linsdell



Session outcome:

To enhance delegates’ ability to maximise the learning potential in every Gymnastics lesson warm up.

Concluding thoughts

N.B. The process explored today is not exclusive to Gymnastics!

Nikki Linsdell Educational Gymnastics Consultant thegymnasticsconsultant.co.uk

Question time

You can also follow my consultancy role on Twitter: @nikkilinsdell

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