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Lesson 6 - Weight on Hands and Movement Combinations

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 use our hands and feet together to create amazing travelling movements?

Learning Objectives

To develop travelling movements using weight on hands
To create interesting starting and finishing positions
To link different movements together with control

Key Outcomes

Children will demonstrate at least 3 different ways of travelling on hands and feet
Children will show clear starting and finishing positions
Children will combine movements into simple sequences

Equipment & Resources Required

Spots

30-40

Scattered around warm-up area, 3 per team line

Alternative: Bean bags, carpet tiles

Cards

8-10

Placed where apparatus should go

Alternative: Laminated equipment photos, simple drawings

Gymnastics Mats

6-8

Various positions for rolling and travelling

Alternative: PE mats, carpet squares

Benches

3-4

Different heights and positions

Alternative: Balance beams, wooden planks

Hoops

8-10

On floor and hanging at low height

Alternative: Rope circles, chalk circles

Rope

2-3 pieces

Laid straight on floor for tightrope walking

Alternative: Masking tape lines, chalk lines

Low Nests

4-6

Various heights for jumping activities

Alternative: Low platforms, sturdy boxes

Key Vocabulary

Weight on hands

Supporting some of your body weight through your hands and arms

Body tension

Making your muscles firm and strong to hold a good shape

Starting position

A special shape you make before beginning your movement

Linking

Joining movements together smoothly without stopping

Apparatus

Special equipment that helps us practice our movements

Skill Progression Pathway

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

Prior Learning

Basic crawling and climbing movements
Simple jumping and landing
Following simple movement instructions

Current Skills

Travelling with weight on hands (bear walk, crab walk, bunny hops)
Creating interesting body shapes and positions
Moving safely around apparatus

Next Steps

More complex weight-bearing movements
Longer movement sequences
Partner and group movement work

Milestone Indicators

Maintains control when weight is on hands

Shows clear body tension in starting positions

Can transition between different movements

Key Teaching Points

Safety first - always demonstrate and check understanding before allowing independent practice
Build up weight-bearing activities gradually to develop strength and confidence
Use positive, encouraging language to build confidence in challenging movements
Connect movements to familiar animals and characters to aid understanding
Emphasise quality over quantity - better to do fewer movements well
Include all children by adapting movements to individual needs and abilities
Make learning visible through demonstrations, discussions and self-assessment

Common Misconceptions

Children thinking they must copy movements exactly rather than adapting to their ability
Believing that apparatus work is only for 'good' gymnasts
Assuming that weight on hands is dangerous rather than progressive and safe
Thinking that starting and finishing positions are not important parts of movement
Believing that helping with equipment setup is not 'proper' PE time

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear boundaries and expectations, offer movement breaks as needed

dyspraxia

Break down movements into smaller steps, provide extra practice time, use visual and verbal cues together

autism spectrum

Provide clear routine structure, use visual schedules for apparatus setup, offer quiet space if overwhelmed

visual impairment

Use verbal descriptions of movements, provide physical guidance for animal positions, use contrasting coloured equipment

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written picture cards for equipment setup

physical disability

Modify animal movements to seated or supported positions, use adapted apparatus heights, allow wheelchair-accessible routes

Cross-Curricular Links

English

Following instructions, describing movements, learning new vocabulary

Maths

Counting equipment pieces, spatial awareness and positioning, timing and sequence

Science

Understanding how muscles work, forces in movement, balance and gravity

Art

Creating interesting body shapes and positions, appreciation of movement aesthetics

PSHE

Cooperation and teamwork, self-assessment and reflection, celebrating others' achievements

Teacher Guidance

Positioning

Move around the hall to observe all children, position near apparatus during setup, stay central during games

Observation Focus

Watch for correct weight-bearing technique, safe apparatus use, cooperation during setup, engagement in games

Intervention Points

Step in if movements become unsafe, help with apparatus difficulties, support children struggling with animal movements

Demonstration Notes

Use clear, exaggerated movements for animal demonstrations, show both correct and incorrect techniques for contrast, involve children in demonstrations when appropriate

Verbal Cues

•'Strong hands, soft landing!'
•'Show me your statue shape!'
•'Remember - hands first, then feet!'
•'Keep your space bubble safe!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m hall space, clear of obstacles, with storage areas at edges

Surface Check

Clean, dry, non-slip surface suitable for floor work and apparatus

Equipment Safety

Safety Checks

•Check all apparatus is stable and secure before use
•Ensure mats are flat and not torn
•Verify benches and boxes are at appropriate height
•Check hoops and ropes have no sharp edges or fraying

Risk Management

Key Risks

•Falls from apparatus due to overconfidence
•Collisions during animal movements
•Wrist strain from weight-bearing activities
•Unsafe apparatus setup or use

Risk Mitigation

•Progressive skill building from floor to apparatus work
•Clear boundaries and personal space awareness
•Adequate warm-up before weight-bearing activities
•Adult supervision during apparatus setup and use
•Regular safety reminders and demonstrations

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus areas
•Monitor children attempting new movements
•Be ready to assist with apparatus setup
•Watch for fatigue in weight-bearing activities

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, have emergency contacts available