Lesson 1 - Basic Body Shapes and Safe Movement
Body Control Skills
•Reception
•Gymnastics
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How can our bodies make different shapes like the animals and objects around us?
Learning Objectives
- To safely use space when moving and balancing
- To copy and create basic body shapes (tuck, straight, star, pike, straddle)
- To move confidently using different travelling actions
Key Outcomes
- Students will navigate space safely without collisions
- Students will demonstrate five basic body shapes with correct technique
- Students will link movements and shapes in a simple sequence
Equipment & Resources Required
Distributed evenly around the activity area
Alternative: Bean bags, hoops, or markers
Visible to all students during demonstration
Alternative: Pre-drawn shapes on whiteboard
Key Vocabulary
A curled shape where knees come to chest
A narrow shape where body is stretched tall or long
A wide shape with arms and legs stretched out
Shape where legs are straight and body bends at hips
Shape with legs spread wide apart
Staying still and steady in a position
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running skills
- Understanding of personal space
- Ability to listen and follow simple instructions
Current Skills
- Creating basic body shapes
- Moving safely in shared space
- Balancing and holding positions
Next Steps
- Combining shapes into longer sequences
- Performing shapes on apparatus
- Adding rolling and jumping elements
Milestone Indicators
Key Teaching Points
- Always emphasise bent knees for safe landing from jumps
- Maintain straight back during tuck shape to prevent injury
- Ensure adequate personal space before any movement activity
- Use 'squeeze your muscles' cue to help students maintain shapes
- Celebrate effort and improvement rather than perfect technique
- Allow flexibility in shape formation based on individual ability
- Keep verbal instructions simple and demonstrate clearly
Common Misconceptions
- Students may think tuck shape requires rounded back - emphasise straight spine
- Children often confuse pike with general forward bend - stress straight legs
- Star shape arms often too high - demonstrate shoulder height position
- Students may think they need perfect flexibility - emphasise personal best effort
- Children might rush through shapes - emphasise control and holding positions
- May assume all shapes must be done standing - show sitting and lying variations
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, regular movement opportunities, positive reinforcement
dyspraxia
- Extra demonstration time, simplified instructions, allow longer practice time, focus on process not perfection
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, consistent verbal cues
visual impairment
- Use tactile guidance for shape formation, verbal descriptions of all movements, buddy system for spatial awareness
hearing impairment
- Clear visual demonstrations, written shape cards, use of hand signals for commands
physical disability
- Adapted shapes using chairs or support, modified jumping activities, seated versions of movements
Cross-Curricular Links
Maths
Counting to 5 for different shapes, understanding straight and curved lines, recognising star and triangle shapes
Science
Learning about body parts and how they move, understanding balance and forces
Teacher Guidance
Positioning
Move around outside of activity area for clear view of all students, step in to demonstrate as needed
Observation Focus
Watch for safe movement, correct shape formation, and student engagement
Intervention Points
Step in if students are moving unsafely, struggling with shape formation, or need encouragement
Demonstration Notes
Use clear, exaggerated movements, demonstrate alongside students when needed, show incorrect technique to highlight correct form
Verbal Cues
- •'Find your safe space!'
- •'Bend those knees when landing!'
- •'Straight back, tight tuck!'
- •'Stretch like you're reaching for the ceiling!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear space for Reception class movement
Surface Check
Clean, dry, non-slip surface suitable for sitting and jumping activities
Equipment Safety
Safety Checks
- •Check cones are stable and have no sharp edges or cracks
- •Ensure cones are appropriate size for Reception students
- •Count equipment before and after lesson
Risk Management
Key Risks
- •Collisions during movement activities
- •Falls when jumping over cones
- •Overstretching during shape formation
Risk Mitigation
- •Establish clear boundaries and personal space rules
- •Emphasise controlled jumping with bent knees
- •Monitor flexibility activities - no forcing stretches
- •Ensure adequate spacing between students
- •Progressive introduction of movements
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during activities
- •Monitor jumping technique closely
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school procedures