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Lesson 2 - Travelling on Body Parts and Balance

Exploring Body Parts and Movement Through Playful Gymnastics

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Nursery

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Gymnastics

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45 min

Big Question

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

Benches

6 (1 per group of 5)

Spaced around hall with clear approach and exit space

Alternative: Low tables, sturdy boxes

Balls

30 (5 per group)

In baskets near each bench

Alternative: Small foam blocks, tennis balls

Quoits

30 (5 per group)

Mixed with bean bags in baskets

Alternative: Foam rings, small hoops

Mats

12 (2 per bench area)

Positioned at both ends of each bench

Alternative: Carpet squares, towels

Key Vocabulary

Patches

Large body parts like bottom, back, front and tummy

Travel

Moving from one place to another using our body

Balance

Staying still and steady on body parts

Asymmetric

When one side of your body does something different to the other

Apparatus

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

Smooth transitions between travel and balance

Confident use of apparatus

Clear asymmetric shapes in balances

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