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Lesson 5 - Body Movement Exploration

Body Awareness & Movement Control

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Reception

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Fundamental Movement Skills

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45 min

Big Question

How can we use our whole body to travel safely over, under and through different equipment?

Learning Objectives

To travel using different modes of locomotion across apparatus
To incorporate stretches, shapes and rolls into movement sequences
To develop body management skills in challenging situations

Key Outcomes

Students will demonstrate at least 3 different ways of travelling
Students will safely negotiate apparatus using controlled movements
Students will show improved body awareness and spatial understanding

Equipment & Resources Required

Dish Cones

Spread randomly around hall as 'hills'

Alternative: Small traffic cones, marker spots

Hoops

Placed randomly as 'ponds' between cones

Alternative: Chalk circles, rope circles

Benches

5-6

Arranged for assault course stations

Alternative: Low balance beams, planks on blocks

Mats

10-12

Placed under and around apparatus for safety

Alternative: Carpet squares, towels

Tambourine

For signalling movement changes

Alternative: Whistle, bell, music speaker

Key Vocabulary

Locomotion

Different ways of moving from one place to another

Apparatus

Equipment we use to create movement challenges

Two-footed jump

Jumping and landing with both feet together

Body control

Using our muscles to move our body exactly how we want

Balance

Staying steady and not wobbling or falling

Skill Progression Pathway

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

Prior Learning

Basic locomotor skills (walking, running, jumping)
Simple balance on different body parts
Following movement instructions

Current Skills

Travelling using varied locomotion
Combining movements with apparatus
Body control in challenging situations

Next Steps

Complex movement sequences
Partner and group apparatus work
Creative movement composition

Milestone Indicators

Smooth transitions between movements

Confident approach to apparatus

Ability to adapt movements to different challenges

Key Teaching Points

Safety first - always demonstrate and check equipment before use
Encourage personal choice in movement methods to build confidence
Focus on technique and control rather than speed
Use apparatus progressively from simple to more challenging
Celebrate individual progress and effort over comparison
Maintain clear organisation and turn-taking to prevent accidents
Link movements to imaginative themes to increase engagement

Common Misconceptions

Thinking faster movement is better - emphasise control and technique
Believing there's only one 'right' way to do each movement - encourage personal adaptation
Fear of apparatus being dangerous - build confidence through careful progression
Comparing ability with others - focus on individual improvement and effort
Rolling is just falling down - teach proper technique for safe, controlled rolling

SEN Adaptations

ADHD

Shorter activity rotations, clear boundaries, regular movement breaks, positive reinforcement

dyspraxia

Extra demonstration time, physical guidance, simplified movement patterns, celebration of effort

autism spectrum

Clear visual schedule of activities, quiet spaces available, predictable routine structure

visual impairment

Use bright coloured equipment, provide verbal descriptions of space layout, buddy system for guidance

hearing impairment

Visual demonstrations, clear hand signals, written instruction cards with pictures

physical disability

Adapted apparatus heights, alternative movement methods, seated versions where appropriate

Cross-Curricular Links

Maths

Counting movements, sequencing activities, recognising patterns in movement

Science

Understanding how muscles work, balance and forces, body systems during exercise

Geography

Spatial awareness, following routes and directions, mapping movement pathways

PSHE

Perseverance, supporting others, managing challenge and risk appropriately

Teacher Guidance

Positioning

Move around the space to supervise all apparatus stations, positioning for maximum visibility

Observation Focus

Watch for technique development, confidence building, and safe apparatus use

Intervention Points

Step in when children struggling with technique, safety concerns arise, or encouragement needed

Demonstration Notes

Use clear, exaggerated movements to show technique, involve confident children in demonstrations where appropriate

Verbal Cues

•'Two feet together for jumping!'
•'Arms out for balance!'
•'Chin tucked for rolling!'
•'Wait for space before starting!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gym space minimum 15m x 20m with clear boundaries

Surface Check

Non-slip flooring free from obstacles, adequate ceiling height for jumping

Equipment Safety

Safety Checks

•All benches stable and checked for splinters
•Mats properly positioned under apparatus
•Hoops flat on ground without cracks
•Cones stable and not sharp-edged

Risk Management

Key Risks

•Falls from apparatus
•Collisions between children
•Inadequate landing areas
•Equipment instability

Risk Mitigation

•Mats under all apparatus
•Clear spacing between courses
•Progressive skill building before apparatus use
•Constant supervision and equipment checks
•Clear rules about waiting for space

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus
•Move between stations to provide close support
•Monitor for fatigue affecting safety
•Watch for appropriate challenge level selection

Emergency Procedures

Stop all activity immediately, assess any injury, provide appropriate first aid, contact office if needed