Lesson 2 - Travelling on Body Parts and Balance
Exploring Body Parts and Movement Through Playful Gymnastics
•Nursery
•Gymnastics
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How can we use different parts of our body to travel and balance safely?
Learning Objectives
- To travel with confidence using large body parts (patches)
- To create and hold balances on different body parts
- To work safely with apparatus and understand risk management
Key Outcomes
- Students will demonstrate travelling on bottom, back and front using hands and feet
- Students will create asymmetric balances and hold them for 3 seconds
- Students will show awareness of safety when using apparatus
Equipment & Resources Required
Spaced around hall with clear approach and exit space
Alternative: Low tables, sturdy boxes
In baskets near each bench
Alternative: Small foam blocks, tennis balls
Mixed with bean bags in baskets
Alternative: Foam rings, small hoops
Positioned at both ends of each bench
Alternative: Carpet squares, towels
Key Vocabulary
Large body parts like bottom, back, front and tummy
Moving from one place to another using our body
Staying still and steady on body parts
When one side of your body does something different to the other
Equipment we use in PE like benches and mats
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of body parts
- Can follow simple movement instructions
- Beginning to understand personal space
Current Skills
- Travelling on large body parts with control
- Creating and holding static balances
- Working safely with simple apparatus
Next Steps
- Linking movements into longer sequences
- Using small body parts for travel
- More complex apparatus work
Milestone Indicators
Key Teaching Points
- Emphasise safety first - controlled movements always
- Large body parts (patches) are bottom, back, front, and sides
- Asymmetric means different on each side of the body
- Balance positions should be held steady for at least 3 seconds
- Encourage creativity while maintaining control
- Use apparatus confidently but safely
- Cooperation and turn-taking are essential life skills
Common Misconceptions
- Children may think faster movement means better - emphasise control over speed
- Confusion between large and small body parts - reinforce 'patches' concept
- Asymmetric shapes may be misunderstood - show clear examples
- Children may fear apparatus - build confidence gradually
- Balance means being completely still - explain small adjustments are normal
SEN Adaptations
ADHD
- Short activity bursts, clear start/stop signals, regular movement breaks built into lesson structure
dyspraxia
- Extra practice time, break down movements into smaller steps, use larger/softer equipment for safety
autism spectrum
- Clear routine structure, visual schedule of activities, quiet break-out space available if needed
visual impairment
- Use tactile guidance to identify body parts, provide verbal descriptions of balance positions, use brightly coloured equipment
hearing impairment
- Use visual demonstrations, hand signals for instructions, written/pictorial instruction cards available
physical disability
- Adapted balance positions according to ability, seated versions of activities, modified apparatus height if needed
Cross-Curricular Links
Maths
Counting equipment pieces, timing 5 seconds, understanding symmetry and asymmetry concepts
Science
Learning about body parts, understanding balance and gravity, exploring forces needed for movement
Geography
Understanding spatial awareness, directions of movement, using body as reference points
PSHE
Cooperation with partners, taking turns, showing resilience when balancing becomes difficult
Teacher Guidance
Positioning
Central position during warm-up, moving around groups during activities, corner position for bench supervision
Observation Focus
Watch for control and confidence, note safety awareness, identify good examples to share
Intervention Points
Step in if children struggling with balance, support during apparatus work, encourage during challenges
Demonstration Notes
Use clear, exaggerated movements, involve children in demonstrations, show both correct and incorrect examples
Verbal Cues
- •'Show me your patches!'
- •'Make it different on each side!'
- •'Hold that balance steady!'
- •'Travel with control!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 10m clear space
Surface Check
Clean, dry, non-slip surface free from obstacles
Equipment Safety
Safety Checks
- •Benches stable and appropriate height for age group
- •Mats properly positioned and secure
- •Bean bags and quoits in good condition
Risk Management
Key Risks
- •Falls from benches during apparatus work
- •Collisions during floor travel activities
- •Head/neck strain during floor movements
Risk Mitigation
- •Clear spacing between activity areas
- •One child per bench maximum
- •Mats positioned at bench ends
- •Emphasis on controlled movements
- •Teacher positioning for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to see all benches during apparatus work
- •Move around during floor activities
- •Particular attention during Buckaroo game
Emergency Procedures
Stop activity immediately, assess injury, apply appropriate first aid, contact emergency services if required