🎓

Lesson 5 - Travelling Over and Under Apparatus

Body Awareness & Creative Move

•

Reception

•

Fundamental Movement Skills

•

45 min

Big Question

How can we use our bodies to move over, under, and around different obstacles safely?

Learning Objectives

To develop spatial awareness by negotiating high and low apparatus
To explore different ways of travelling over and under equipment
To work cooperatively with a partner to create pathways and challenges

Key Outcomes

Students will demonstrate safe movement over and under various apparatus
Students will show improved coordination when negotiating obstacles
Students will work effectively with partners to create and follow pathways

Equipment & Resources Required

Benches

4-6

Various heights - some low (20cm), some medium (40cm)

Alternative: PE boxes or sturdy chairs

Tables

3-4

Different heights for crawling under

Alternative: Large PE boxes or A-frames

Mats

8-10

Place under and around apparatus for safety

Alternative: Carpet tiles or blankets

Cones

For creating pathways and collection tasks

Alternative: Bean bags or markers

Music Player

Upbeat, moderate tempo music

Alternative: Singing or clapping rhythm

Wall Bars

1 set

Ensure mats placed underneath for safety

Alternative: Climbing frame or PE boxes stacked

Key Vocabulary

Over

Moving above something by climbing, stepping, or jumping

Under

Moving below something by crawling, rolling, or sliding

Apparatus

The equipment we use for PE activities like benches, mats, and boxes

Pathway

The route we take when moving from one place to another

Negotiate

To find a way past or through an obstacle safely

Skill Progression Pathway

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

Prior Learning

Basic spatial awareness from previous body management lessons
Understanding of high and low concepts
Experience of following simple movement patterns

Current Skills

Negotiating apparatus at different heights
Making decisions about movement pathways
Working cooperatively with a partner

Next Steps

More complex apparatus combinations
Creating sequences of movements
Linking movements smoothly together

Milestone Indicators

Confident movement over low apparatus

Safe negotiation of under movements

Clear pathway following

Effective partner cooperation

Key Teaching Points

Safety must always be the priority - emphasise looking before moving and controlled movements
Encourage children to choose apparatus appropriate for their ability level rather than copying others
Focus on the process of exploration and problem-solving rather than just successful completion
Use partner work to develop cooperation skills and mutual support
Connect movements to real-world experiences children can relate to
Celebrate creative solutions and different approaches to the same challenge
Build vocabulary through constant use of positional language during activities

Common Misconceptions

That faster movement means better movement - emphasise control and safety over speed
That all children should use the same apparatus - encourage individual challenge levels
That falling or struggling means failure - reframe as learning opportunities
That physical activity doesn't require thinking - highlight problem-solving aspects
That competition is necessary for engagement - focus on personal challenge and cooperation

SEN Adaptations

ADHD

Keep instructions brief and clear, provide frequent movement breaks, use positive reinforcement regularly, allow some choice in activity order

dyspraxia

Break down movements into smaller steps, provide additional practice time, use larger apparatus for easier success, give verbal cues for body positioning

autism spectrum

Provide visual schedule of activities, allow extra time to process instructions, create quiet retreat space if needed, use consistent routine and clear expectations

visual impairment

Use bright coloured apparatus, provide tactile exploration of equipment before use, use buddy system for guidance, give clear verbal descriptions of spatial layout

hearing impairment

Use visual demonstrations and clear hand signals, ensure child can see teacher's face for lip reading, use visual cues for start/stop signals

physical disability

Adapt apparatus height, provide alternative movements (rolling instead of crawling), allow use of mobility aids, focus on achievable challenges

Cross-Curricular Links

Science

Understanding forces needed for different movements, observing how body parts work together for coordination

PSHE

Cooperation and teamwork, taking turns fairly, encouraging others, building confidence through challenge

Teacher Guidance

Positioning

Circulate actively between apparatus stations, positioning to see multiple groups simultaneously

Observation Focus

Watch for safe movement patterns, appropriate challenge level selection, and positive partner cooperation

Intervention Points

Step in when children attempt apparatus beyond ability, when safety rules are forgotten, or when partnerships need support

Demonstration Notes

Demonstrate movements slowly and clearly, emphasising safety points. Show different ways to approach the same apparatus to cater for different abilities

Verbal Cues

•'Look where you're placing your hands and feet'
•'Take your time - this isn't a race'
•'Help your partner by watching and encouraging'
•'Choose the height that feels right for you'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall or gymnasium) minimum 15m x 12m with high ceiling for apparatus

Surface Check

Clean, dry, non-slip floor surface free from obstacles and hazards

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Mats placed under and around all apparatus
•Equipment appropriate for Reception age group height and strength
•No damaged or worn equipment in use

Risk Management

Key Risks

•Falls from apparatus
•Head bumps when moving under equipment
•Collisions between children
•Inappropriate use of apparatus beyond ability level

Risk Mitigation

•Clear safety rules established and reinforced throughout
•Adult supervision and spotting at challenging apparatus
•Appropriate progression from simple to complex movements
•Adequate spacing between apparatus and between children
•Mats positioned for safe landing and crawling areas

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all apparatus stations
•Actively circulate to support children at challenging points
•Monitor for fatigue affecting movement quality
•Watch for children attempting movements beyond their ability

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other children are safe and calm while dealing with emergency