Lesson 1 - Twisting, Turning and Rolling
Body Awareness & Movement Control
•Reception
•Fundamental Movement Skills
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How can we make our bodies move in different ways whilst staying safe and controlled?
Learning Objectives
- Experiment with twisting and turning movements
- Perform an egg roll demonstrating basic body control
- Transition smoothly between different movement patterns
Key Outcomes
- Students will demonstrate the difference between twisting and turning
- Students will perform controlled egg rolls with proper body tension
- Students will combine movements like crawling, slithering and rolling
Equipment & Resources Required
Arrange mats with clear spaces between for safety
Alternative: Crash mats, exercise mats, or carpeted area
Balls should be comfortable for small hands to hold
Alternative: Bean bags, soft toys, or foam balls
Place cones around perimeter for easy access
Alternative: Bean bags, soft markers, or hoops
Key Vocabulary
Rotating the body at the core so torso and feet face different directions
Moving feet so entire body faces a new direction
Rolling in a tucked position like a curled-up egg
Keeping muscles tight to maintain shape and control
Moving on tummy by pulling with arms and pushing with legs
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of body parts
- Simple crawling movements
- Following basic instructions
Current Skills
- Distinguishing between twisting and turning
- Controlled rolling movements
- Smooth transitions between movements
Next Steps
- More complex rolling patterns
- Combining rolls with direction changes
- Partner cooperation in movement activities
Milestone Indicators
Key Teaching Points
- Clear distinction between twisting (feet stay still) and turning (whole body moves)
- Maintain tight egg shape throughout rolling movements
- Emphasise controlled, safe movements over speed
- Build skills progressively from simple to complex
- Encourage cooperation and positive group dynamics
- Safety awareness and spatial understanding throughout
- Celebrate individual progress and effort over comparison
Common Misconceptions
- Confusing twisting with turning movements - reinforce feet position as key difference
- Thinking rolling should be fast - emphasise control and smooth technique
- Believing they need to be 'perfect' immediately - encourage practice and improvement
- Fear of rolling movements - build confidence through progressive steps and support
- Comparing abilities with others - focus on personal progress and achievement
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and expectations, movement breaks incorporated naturally, positive reinforcement frequent
dyspraxia
- Extra practice time for movements, simplified sequences initially, additional adult support for coordination challenges
autism spectrum
- Clear structure and routine, visual schedule of activities, quiet space available if needed, preparation for movement changes
visual impairment
- Use tactile cues for movement guidance, verbal descriptions of demonstrations, partner support for spatial awareness
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written or picture cards for movement reminders
physical disability
- Adapted movements within student's range, seated variations of activities, modified equipment as needed
Cross-Curricular Links
Maths
Understanding concepts of half and full turns, counting movements and repetitions, spatial awareness and direction
Science
Exploring forces and motion through body movement, understanding how muscles work together, balance and centre of gravity
PSHE
Cooperation and teamwork skills, taking turns fairly, supporting and encouraging others, building self-confidence
Teacher Guidance
Positioning
Central position during demonstrations, circulate during practice, position near less confident students during rolling activities
Observation Focus
Watch for correct technique in movements, monitor safety awareness, check understanding of movement differences, observe group cooperation
Intervention Points
Step in if movements become unsafe, provide extra support for rolling technique, redirect if students struggling with cooperation
Demonstration Notes
Use exaggerated movements for clarity, demonstrate both correct and incorrect techniques, involve students in demonstrations when appropriate, maintain enthusiasm throughout
Verbal Cues
- •'Twist like a washing machine!'
- •'Turn your whole body like a door opening!'
- •'Tight egg shape - small and secure!'
- •'Smooth and controlled movements!'
- •'Safety first, fun second!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large open space minimum 10m x 15m, with mats available for floor work
Surface Check
Non-slip surface essential, mats properly positioned and secure
Equipment Safety
Safety Checks
- •Balls appropriate size for small hands
- •Cones with no sharp edges or cracks
- •Mats clean, flat and properly positioned
- •Equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions during movement activities
- •Loss of balance during twisting/turning
- •Neck/head safety during rolling
- •Tripping over equipment
Risk Mitigation
- •Clear boundaries and adequate spacing maintained throughout
- •Progressive skill building from simple to complex movements
- •Constant supervision during rolling activities
- •Clear instructions for safe equipment handling
- •Emphasis on controlled movements rather than speed
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during activities
- •Extra attention during rolling progression activities
- •Monitor group dynamics during partner work
- •Ensure proper technique before allowing independent practice
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, contact emergency services if required