Lesson 6 - Weight on Hands and Movement Combinations
Exploring Movement Patterns Through Playful Travel and Balance
•Nursery
•Gymnastics
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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
Scattered around warm-up area, 3 per team line
Alternative: Bean bags, carpet tiles
Placed where apparatus should go
Alternative: Laminated equipment photos, simple drawings
Various positions for rolling and travelling
Alternative: PE mats, carpet squares
Different heights and positions
Alternative: Balance beams, wooden planks
On floor and hanging at low height
Alternative: Rope circles, chalk circles
Laid straight on floor for tightrope walking
Alternative: Masking tape lines, chalk lines
Various heights for jumping activities
Alternative: Low platforms, sturdy boxes
Key Vocabulary
Supporting some of your body weight through your hands and arms
Making your muscles firm and strong to hold a good shape
A special shape you make before beginning your movement
Joining movements together smoothly without stopping
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
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