Lesson 5 - Body Movement Exploration
Body Awareness & Movement Control
•Reception
•Fundamental Movement Skills
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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
Spread randomly around hall as 'hills'
Alternative: Small traffic cones, marker spots
Placed randomly as 'ponds' between cones
Alternative: Chalk circles, rope circles
Arranged for assault course stations
Alternative: Low balance beams, planks on blocks
Placed under and around apparatus for safety
Alternative: Carpet squares, towels
For signalling movement changes
Alternative: Whistle, bell, music speaker
Key Vocabulary
Different ways of moving from one place to another
Equipment we use to create movement challenges
Jumping and landing with both feet together
Using our muscles to move our body exactly how we want
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
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