Lesson 1 - Travelling Close to the Ground
Exploring Body Parts and Movement Through Playful Gymnastics
•Nursery
•Gymnastics
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How can we move like animals and travel close to the ground safely?
Learning Objectives
- To explore different ways of travelling close to the ground
- To create a simple sequence of animal movements
- To use apparatus safely and share with others
Key Outcomes
- Students will demonstrate at least 3 different ways of travelling close to the ground
- Students will create and perform a simple 3-movement sequence
- Students will use apparatus confidently and safely
Equipment & Resources Required
Place parallel to walls, 2 metres apart
Alternative: Low balance beams, sturdy planks
Position away from walls with landing space
Alternative: Sturdy steps, low platforms
Scatter around circuit, 1 metre spacing
Alternative: Carpet tiles, hoops flat on floor
Flat on floor in circuit arrangement
Alternative: Yoga mats, carpet squares
Two standing (if possible), two flat on floor
Alternative: Large rope circles, marked floor circles
Tape straight lines on floor, 2 metres long
Alternative: Masking tape lines, chalk lines
Position with soft landing area
Alternative: Angled mat, foam slope
Key Vocabulary
Moving from one place to another using different body parts
A series of movements joined together in order
Equipment we use to help us move and exercise
Being able to start, stop and change movements when we want to
The area around us where we can move safely
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space
- Simple locomotor movements like walking and running
- Following simple instructions
Current Skills
- Travelling at different levels
- Sequencing movements together
- Using apparatus safely
Next Steps
- More complex movement sequences
- Travelling at different speeds
- Partner work and cooperation
Milestone Indicators
Key Teaching Points
- Emphasise safety through controlled, deliberate movements rather than speed
- Use animal themes to make movements engaging and memorable for young children
- Encourage creativity within safe boundaries - multiple ways to interpret each animal
- Build confidence through progressive skill development from simple to complex
- Foster independence while providing appropriate support and encouragement
- Develop spatial awareness through careful navigation around equipment and others
- Celebrate effort and improvement rather than just final achievement
Common Misconceptions
- Children may think faster movement is better - emphasise control and technique
- Some may believe they can't do movements if not exactly like demonstration - encourage personal interpretation
- May think sequences must be long - explain that 3 movements done well is excellent
- Children might think they need to use all apparatus - explain quality over quantity
- Some may believe animal movements aren't 'real' PE - emphasise skill development through play
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries marked, regular movement opportunities, positive behaviour reinforcement
dyspraxia
- Extra time for movement planning, simplified sequences, additional demonstrations, celebrating effort over outcome
autism spectrum
- Clear visual schedule of activities, quiet spaces available, predictable routine with warning of changes
visual impairment
- Use tactile demonstrations, clear verbal descriptions of movements, buddy system for apparatus work
hearing impairment
- Visual demonstrations, sign language for key terms, vibrant visual cues for activity changes
physical disability
- Adapted animal movements (seated versions), modified apparatus heights, focus on achievable ranges of movement
Cross-Curricular Links
Science
Learning about different animals and how they move, understanding body parts and their functions
Teacher Guidance
Positioning
Position at edge of space with clear view of all children, move around during apparatus work to provide individual support
Observation Focus
Watch for safe technique, appropriate effort levels, inclusive behaviour, and progressive skill development
Intervention Points
Step in if unsafe movements observed, children excluding others, or techniques need correction for safety
Demonstration Notes
Always demonstrate new movements clearly and slowly, emphasise safety points, use children as positive examples when appropriate
Verbal Cues
- •'Soft landings like a cat!'
- •'Make your animal movements really clear!'
- •'Remember your personal space bubble!'
- •'Animals move safely and carefully!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear space, suitable for floor work and apparatus circuit
Surface Check
Clean, dry, non-slip surface appropriate for ground-based movements
Equipment Safety
Safety Checks
- •Check all apparatus is stable and secure before use
- •Ensure benches are not slippery and have adequate support
- •Verify low boxes/nests are appropriate height for Nursery children
- •Check hoops have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions during animal movements
- •Falls from apparatus
- •Hyperextension during rocking activities
- •Crowding at popular apparatus stations
Risk Mitigation
- •Clear boundaries and personal space established
- •Apparatus heights appropriate for age group
- •Adult supervision positioned for maximum visibility
- •Progressive introduction of movements
- •Emphasis on controlled, not rushed movements
Supervision & Emergency Procedures
Supervision Points
- •Position to see all apparatus stations simultaneously
- •Move around circuit during apparatus work
- •Monitor ground work for safe head positions
- •Watch for signs of fatigue affecting safety
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or comfort, inform parents if necessary