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Lesson 4 - Bridges and Tunnels

Body Awareness & Creative Move

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Reception

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Fundamental Movement Skills

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30 min

Big Question

How can we use our bodies to create different shapes and move in creative ways?

Learning Objectives

Develop spatial awareness through varied locomotion patterns
Create and maintain stable bridge positions using different body parts
Work cooperatively with partners to navigate through and around body shapes

Key Outcomes

Students will demonstrate controlled stepping, striding, hopping and bounding movements
Students will create stable bridge positions and safely navigate through tunnels
Students will show improved balance and coordination when working with partners

Equipment & Resources Required

Mats

15 (1 per pair)

Spread around hall as 'islands', ensure safe spacing

Alternative: Marked floor spaces, carpet squares

Cones

15-20

Various distances apart (1-3 metres) across activity area

Alternative: Bean bags, markers, quoits

Balls

For extension activities - sliding through tunnels

Alternative: Small balls, shuttlecocks

Whistles

For direction changes and game signals

Alternative: Clap, verbal commands

Key Vocabulary

Bridge

A body shape that creates an arch with clear space underneath

Tunnel

The space underneath a bridge that someone can move through

Stride

Taking big steps with one foot always touching the ground

Bound

Like a big jump-step where both feet briefly leave the ground

Balance

Staying steady and controlled without wobbling or falling

Skill Progression Pathway

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

Prior Learning

Basic walking and running movements
Simple balancing on different body parts
Following simple instructions and taking turns

Current Skills

Controlled locomotion with varied step patterns
Creating stable bridge positions using multiple body parts
Cooperative partner work and spatial awareness

Next Steps

Linking movements into sequences
Creating moving bridges and dynamic tunnels
Partner sequences combining bridges and locomotion

Milestone Indicators

Maintains balance for 5+ seconds in bridge positions

Changes direction smoothly without losing control

Works cooperatively without collision or conflict

Key Teaching Points

Always emphasise safety and control over speed and competition
Use clear, simple language with demonstrations for all instructions
Encourage individual progress rather than comparison with others
Build from simple movements to more complex combinations gradually
Maintain focus on cooperation and supporting partners throughout
Celebrate effort and improvement, not just final achievement
Connect movements to real-world examples (animals, everyday actions)

Common Misconceptions

Children thinking bridges must be high - explain that stable low bridges are perfectly good
Believing faster movement is better - emphasise control and quality over speed
Thinking partner work is about competition - stress cooperation and helping each other
Assuming all children must achieve the same level - celebrate individual progress
Expecting immediate perfection - explain that learning takes practice and mistakes are normal

SEN Adaptations

ADHD

Short activity bursts with clear transitions, visual and verbal cues for focus, immediate positive feedback

dyspraxia

Break movements into smaller steps, additional practice time, use of verbal prompts for coordination

autism spectrum

Clear visual schedule of activities, designated quiet space if overwhelmed, consistent routine and structure

visual impairment

Use bright coloured mats and cones, provide verbal descriptions of all movements, buddy system for navigation

hearing impairment

Use visual signals and demonstrations, clear visual cues for start/stop, written instruction cards

physical disability

Adapt bridge positions to individual capabilities, use supportive equipment where needed, modified movement patterns

Cross-Curricular Links

Maths

Counting island capacity, measuring stride lengths, comparing big and small steps

Science

Exploring forces and balance, understanding body mechanics and lever systems

PSHE

Cooperation and turn-taking, building confidence, supporting others' learning

Teacher Guidance

Positioning

Move around perimeter during activities to observe all children, position centrally for demonstrations

Observation Focus

Watch for safe technique, cooperative behaviour, and progressive skill development

Intervention Points

Step in when bridges become unstable, if children are moving too fast, or if cooperation breaks down

Demonstration Notes

Always demonstrate movements clearly and slowly, emphasising safety points before speed or challenge

Verbal Cues

•'Soft landings!' for jumping movements
•'Make space!' for bridge positions
•'Gentle movements!' during partner work

Safety Considerations

Space & Surface Requirements

Space Requirements

Full hall space (minimum 10m x 8m) with clear boundaries

Surface Check

Clean, dry, non-slip surface free from obstacles

Equipment Safety

Safety Checks

•Mats checked for tears or damage
•Cones stable and in good condition
•Beanbags properly filled and sealed

Risk Management

Key Risks

•Collisions during movement activities
•Falls during balancing activities
•Wrist strain from bridge positions
•Overexertion in young children

Risk Mitigation

•Clear movement boundaries established
•Adequate spacing between participants
•Progressive skill building from simple to complex
•Constant supervision during partner work
•Emphasis on controlled movement over speed

Supervision & Emergency Procedures

Supervision Points

•Position to see all children during games
•Move around during bridge practice to check technique
•Monitor partnership interactions for safety and cooperation

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, contact school first aider if needed