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Lesson 2 - Travelling and Balancing with Apparatus

Exploring Movement Patterns Through Playful Travel and Balance

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Nursery

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Gymnastics

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30 min

Big Question

How many different ways can we travel around, over, under and through spaces safely?

Learning Objectives

To develop confidence in travelling using different body parts and directions
To explore balancing on different body parts with control
To work safely with simple apparatus and equipment

Key Outcomes

Students will be able to travel in at least 3 different ways along the floor
Students will demonstrate balancing on 2-3 different body parts
Students will move safely around apparatus showing awareness of others

Equipment & Resources Required

Music Player

Test volume levels before lesson

Alternative: Voice commands or clapping rhythm

Dish Cones

Keep within easy reach for quick signals

Alternative: Coloured cards or scarves

Gymnastics Mats

6-8

Space evenly around hall perimeter

Alternative: Carpet squares or towels

Benches

Check stability and height appropriate for Nursery

Alternative: Low tables or balance beams

Hoops

8-10

Mix of sizes if available

Alternative: Chalk circles or rope circles

Spots

12-15

Various colours for visual appeal

Alternative: Paper plates or masking tape circles

Ropes

4-6

Tape securely to floor to prevent slipping

Alternative: Chalk lines or tape strips

Tables

2-3

Maximum 20cm height for safety

Alternative: Low boxes or PE blocks

Digital Cameras

Charged and ready for recording moments

Alternative: None - observation only

Whiteboards

Set up for showing recorded clips at end

Alternative: Laptop and projector

Key Vocabulary

Travel

Moving from one place to another using your body

Balance

Staying still and steady on different body parts

Apparatus

Equipment we use to make our movements more exciting

Sequence

Putting movements together one after another

Body parts

Different parts of our body we can use to move and balance

Skill Progression Pathway

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

Prior Learning

Basic walking and running movements
Simple stopping and starting on command
Following adult instructions in groups

Current Skills

Travelling using different body parts
Balancing with control and stillness
Moving safely around simple apparatus

Next Steps

Linking movements into short sequences
Using apparatus with greater confidence
Creating own movement challenges

Milestone Indicators

Sustained balance for 3 seconds

Smooth transitions between movements

Awareness of space and safety

Key Teaching Points

Always demonstrate movements slowly before asking children to try
Use 'freeze' signals frequently to check understanding and safety
Encourage experimentation but emphasise control over speed
Build confidence gradually with apparatus - start with easiest stations
Celebrate effort and creativity rather than perfection
Use children as positive examples to teach others
Keep safety paramount - stop activity if any concerns arise

Common Misconceptions

Faster movement is better - emphasise control and quality over speed
Only 'perfect' balance counts - celebrate all attempts and improvements
Apparatus work is scary - build confidence through demonstration and support
Travelling means running - show variety of floor-based movements
Boys/girls can't do certain movements - encourage all children to try everything

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries marked, frequent praise and position checks

dyspraxia

Extra demonstration time, simplified movement patterns, additional adult support for apparatus work

autism spectrum

Visual schedule of lesson sections, quiet retreat space available, consistent routine and clear expectations

visual impairment

Use bright coloured equipment, verbal descriptions of all demonstrations, buddy system for guidance

hearing impairment

Clear visual signals for stop/start, demonstrated instructions, written station cards with pictures

physical disability

Adapted apparatus heights, alternative travelling methods (wheelchair users can use arms), modified activities

Cross-Curricular Links

Maths

Counting steps in detective game, numbering station rotations, measuring distances travelled

Science

Understanding how muscles work during movement, forces in pushing and pulling, balance and gravity

PSHE

Cooperation during apparatus setup, taking turns, self-assessment and honesty about abilities

Teacher Guidance

Positioning

Central position during warm-up and skills, move around circuit during apparatus work

Observation Focus

Watch for control, balance quality, safety awareness, and cooperation

Intervention Points

Step in if children struggling with balance, safety concerns arise, or children need encouragement

Demonstration Notes

Always demonstrate movements slowly first, then at normal speed. Use children as examples when they show good technique.

Verbal Cues

•'Quiet movements!'
•'Hold that balance!'
•'Check your space!'
•'Bend those knees!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 6m clear space, gymnasium or large hall ideal

Surface Check

Clean, dry, non-slip surface free from obstacles

Equipment Safety

Safety Checks

•All apparatus stable and age-appropriate height
•Mats positioned for safe landing areas
•Hoops and ropes secure and not creating trip hazards

Risk Management

Key Risks

•Falls from apparatus
•Collisions during free movement
•Overexertion during activities

Risk Mitigation

•Apparatus maximum 20cm height for Nursery age
•Clear movement boundaries and directions
•Regular rest and water breaks
•Adult supervision at challenging stations

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all activities
•Extra attention during apparatus work
•Monitor energy levels and provide rest as needed

Emergency Procedures

Stop activity immediately, assess injury, apply first aid if needed, contact office for serious injuries