Lesson 3 - Big and Small Movements and Shapes
Champion Gymnasts: Foundation Movement and Body Awareness
•Reception
•Gymnastics
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How can we move like champion gymnasts using big and small movements and shapes?
Learning Objectives
- Explore and demonstrate big and small ways of moving through space
- Create and hold big and small shapes with their bodies
- Apply movement skills safely on apparatus with control and confidence
Key Outcomes
- Students will move with control using big and small movements
- Students will create distinct big and small shapes with their bodies
- Students will demonstrate champion gymnast qualities: silent movement, pointed fingers and toes, and stillness in shapes
Equipment & Resources Required
Spread around hall for individual movement space
Alternative: Yoga mats, carpet squares
Position at different heights for varied challenges
Alternative: Wooden planks on low supports
Various heights to encourage over/under movements
Alternative: Sturdy cardboard boxes, cushions
Position for crawling through activities
Alternative: Large cardboard boxes with ends cut out
Mark boundaries and movement pathways
Alternative: Bean bags, laminated shapes
Key Vocabulary
Someone who moves silently, points their fingers and toes, and holds still shapes
Movements that use lots of space and stretch the body wide or tall
Movements that take up little space and keep the body compact
The position your body makes when you hold still
Gymnastics equipment like mats, benches, and boxes to move on
Different ways to move around and on apparatus
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic movement patterns: crawling, rolling, jumping
- Understanding of body parts and their names
- Simple balancing and coordination skills
Current Skills
- Contrasting big and small movements
- Creating shapes with different body parts
- Moving safely on low apparatus
Next Steps
- Combining movements into sequences
- More complex apparatus work
- Partner work and mirroring movements
Milestone Indicators
Key Teaching Points
- Champion gymnasts move silently, point fingers and toes, and hold shapes perfectly still
- Big movements use lots of space and stretch the body wide or tall
- Small movements are compact and take up little space
- Safety first - controlled movements are more important than impressive ones
- Apparatus should be explored over, under, through, along, and on top
- Encourage creativity while maintaining quality and control
- Positive reinforcement builds confidence and encourages risk-taking in a safe environment
Common Misconceptions
- Thinking big movements means fast movements - clarify that big refers to the amount of space used
- Believing gymnastics is only for flexible people - emphasise that everyone can be a champion gymnast
- Assuming apparatus work is dangerous - build confidence through progressive skill development
- Thinking shapes must be held for a long time - start with short holds and build up
- Believing there's only one right way to move - encourage creative interpretation within safety guidelines
SEN Adaptations
ADHD
- Frequent movement opportunities, clear boundaries, regular positive feedback, shorter activity segments if needed
dyspraxia
- Simplified movement patterns, extra practice time, larger apparatus for easier navigation, peer support available
autism spectrum
- Clear visual schedule of lesson sections, quiet space available if needed, consistent routines and expectations
visual impairment
- Use tactile markers for apparatus boundaries, verbal descriptions of all demonstrations, partner support for apparatus navigation
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written instruction cards available
physical disability
- Adapted apparatus heights, seated versions of movements, modified shapes appropriate to mobility
Cross-Curricular Links
English
Vocabulary development - big, small, champion, shape, descriptive language for movement
Maths
Understanding size concepts - big and small, spatial awareness, counting apparatus pieces, measuring distances travelled
Science
Body parts and their functions, forces in movement, balance and stability concepts
Art
Creating shapes with bodies, understanding form and space, appreciation of others' creative work
PSHE
Teamwork and cooperation, building confidence, celebrating others' achievements, following rules for safety
Teacher Guidance
Positioning
Move around perimeter during apparatus work, central position for demonstrations and instructions
Observation Focus
Look for control, pointed extremities, silent movement, confidence levels, sharing behaviour
Intervention Points
Step in if students showing overconfidence, not following champion rules, or needing confidence building
Demonstration Notes
Always demonstrate with exaggerated champion qualities, use students as examples when they show good technique, model appreciation and encouragement
Verbal Cues
- •'Remember champion fingers and toes!'
- •'Silent like a cat!'
- •'Hold that shape like a statue!'
- •'Show me the difference between big and small!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 10m x 15m clear space, 2m clear around all apparatus
Surface Check
Non-slip surface, mats properly laid flat, no wrinkles or gaps
Equipment Safety
Safety Checks
- •Check all apparatus stability before use
- •Ensure benches are at appropriate height for Reception students
- •Verify tunnels are properly secured and not collapsing
- •Check mats are clean and appropriately placed
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Overconfidence leading to unsafe attempts
- •Equipment movement during use
Risk Mitigation
- •Constant adult supervision of apparatus use
- •Clear boundaries and movement pathways established
- •Progressive introduction from floor to apparatus
- •Emphasis on controlled movements over speed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all apparatus
- •Rotate around stations during apparatus work
- •Check student confidence levels continuously
Emergency Procedures
Stop signal established, clear evacuation routes, first aid kit accessible, incident recording procedures known