Lesson 2 - Travelling and Balancing with Apparatus
Exploring Movement Patterns Through Playful Travel and Balance
•Nursery
•Gymnastics
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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
Test volume levels before lesson
Alternative: Voice commands or clapping rhythm
Keep within easy reach for quick signals
Alternative: Coloured cards or scarves
Space evenly around hall perimeter
Alternative: Carpet squares or towels
Check stability and height appropriate for Nursery
Alternative: Low tables or balance beams
Mix of sizes if available
Alternative: Chalk circles or rope circles
Various colours for visual appeal
Alternative: Paper plates or masking tape circles
Tape securely to floor to prevent slipping
Alternative: Chalk lines or tape strips
Maximum 20cm height for safety
Alternative: Low boxes or PE blocks
Charged and ready for recording moments
Alternative: None - observation only
Set up for showing recorded clips at end
Alternative: Laptop and projector
Key Vocabulary
Moving from one place to another using your body
Staying still and steady on different body parts
Equipment we use to make our movements more exciting
Putting movements together one after another
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
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