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Lesson 1 - Mirroring and Travelling with Apparatus

Exploring Movement Patterns Through Playful Travel and Balance

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Nursery

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Gymnastics

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45 min

Big Question

How can we copy our friends' movements and travel safely around different equipment?

Learning Objectives

To mirror a friend's movements with increasing accuracy
To create a simple sequence of movements with a partner
To travel safely around, under, over and through apparatus

Key Outcomes

Children will demonstrate mirroring skills with a partner
Children will work together to create a 3-movement sequence
Children will navigate apparatus safely showing spatial awareness

Equipment & Resources Required

Beanbags

3 (red, yellow, green)

Keep behind teacher's back for warm-up activity

Alternative: Coloured cards or scarves

Mats

15-20

Scattered around circuit area for jumping between

Alternative: Chalk circles or masking tape circles

Ropes

4-5

Tape to floor in straight lines for tightrope walking

Alternative: Masking tape lines on floor

Benches

2-3

Height no more than 20cm for safety

Alternative: Low balance beams or thick planks

Hoops

8-10

Placed flat on floor around circuit

Alternative: Large circles drawn on floor

Gymnastics Mats

4-6

Spread evenly around circuit for rolling activities

Alternative: Carpet squares or yoga mats

Tables

2-3

Maximum height 30cm for safe jumping

Alternative: Small boxes or low platforms

Key Vocabulary

Mirror

Copying someone's movements exactly like looking in a mirror

Sequence

A set of movements done one after another in order

Apparatus

The equipment we use for gymnastics like mats, benches, and hoops

Balance

Staying steady and not falling over

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and control
Understanding of stop and go signals
Experience working with a partner

Current Skills

Mirroring movements accurately
Creating simple movement sequences
Safe apparatus usage

Next Steps

More complex mirroring patterns
Longer movement sequences
Independent apparatus circuits

Milestone Indicators

Child can mirror movements without verbal prompts

Child remembers sequence after practice

Child chooses appropriate apparatus movements

Key Teaching Points

Mirroring requires slow, controlled movements that partners can follow
Safety on apparatus means following instructions and using equipment appropriately
Good partnerships involve listening, taking turns, and helping each other
Sequences need clear beginnings, middles, and ends that can be repeated
Different movement qualities (fast/slow, heavy/light) create variety and expression
Spatial awareness keeps everyone safe during group activities
Practice makes improvement - sequences get better with repetition

Common Misconceptions

Thinking mirroring means using the same arm (not opposite like a real mirror) - demonstrate with actual mirror
Believing faster movements are better - emphasise control and accuracy over speed
Assuming apparatus is for climbing high - focus on safe, controlled travelling movements
Thinking sequences must be complex - celebrate simple, well-executed movements
Believing only perfect movements count - emphasise effort and improvement over perfection

SEN Adaptations

ADHD

Clear boundaries, regular movement breaks, shorter activity segments, clear start/stop signals

dyspraxia

Larger apparatus spacing, extra practice time, simplified movement patterns, step-by-step instruction breakdown

autism spectrum

Clear routine structure, visual schedule if helpful, quiet spaces available, consistent partner arrangements

visual impairment

Use verbal descriptions of movements, partner guidance, bright coloured apparatus for contrast

hearing impairment

Visual demonstrations emphasised, partner modelling, use of visual signals for instructions

physical disability

Adapted apparatus heights, alternative movement options, seated versions of activities where needed

Cross-Curricular Links

Communication and Language

Following multi-step instructions, using descriptive language for movements, discussing partnership and cooperation

Mathematics

Counting movements in sequences (1, 2, 3), spatial awareness (over, under, through), time concepts (before, after, first, second)

Personal Development

Building confidence, cooperation skills, patience and turn-taking, celebrating achievements

Understanding the World

Understanding cause and effect in movement, exploring how bodies move in different ways

Teacher Guidance

Positioning

Central position during circle activities, mobile during apparatus circuit for constant supervision

Observation Focus

Watch for accurate mirroring technique, safe apparatus use, and positive partner interactions

Intervention Points

Step in when partnerships struggling, unsafe apparatus technique observed, or children becoming frustrated

Demonstration Notes

Use exaggerated movements for clarity, demonstrate with confident child volunteers, show both correct and incorrect examples for contrast

Verbal Cues

•'Slow and smooth like you're moving through honey!'
•'Show me your best statue freeze!'
•'Help your partner by moving slowly!'
•'Safety first - let me show you again!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, with additional apparatus circuit area

Surface Check

Even, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•All apparatus height-appropriate for Nursery (maximum 30cm)
•Benches stable and non-slip surface checked
•Mats placed under jumping apparatus
•Hoops checked for cracks or sharp edges

Risk Management

Key Risks

•Falls from apparatus
•Collisions during mirroring activities
•Overconfidence leading to unsafe movements

Risk Mitigation

•Constant adult supervision during apparatus use
•Clear safety demonstrations before each activity
•Appropriate spacing maintained throughout
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Move continuously during circuit activities
•Intervene immediately for unsafe technique

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, notify school procedures if needed