ABSTRACT
When primary teachers are confronted with the prospect of teaching gymnastic activities to their class their starting point is often to think about activities that focus on particular skills such as travelling, rolling, jumping and balances. They are aware that these are developed rstly on the oor, then onto single pieces of equipment of various types and conclude with the challenge of combining these actions into phases, patterns or sequences of variable length and complexity dependent on the outcomes of the learning that has accrued across the period of delivery.
