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Lesson 3 - Big and Small Movements and Shapes

Champion Gymnasts: Foundation Movement and Body Awareness

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Reception

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Gymnastics

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45 min

Big Question

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

Gymnastics Mats

6-8 mats

Spread around hall for individual movement space

Alternative: Yoga mats, carpet squares

Benches

3-4 benches

Position at different heights for varied challenges

Alternative: Wooden planks on low supports

Foam Blocks

4-6 blocks

Various heights to encourage over/under movements

Alternative: Sturdy cardboard boxes, cushions

Tunnels

2-3 tunnels

Position for crawling through activities

Alternative: Large cardboard boxes with ends cut out

Cones

8-10 cones

Mark boundaries and movement pathways

Alternative: Bean bags, laminated shapes

Key Vocabulary

Champion gymnast

Someone who moves silently, points their fingers and toes, and holds still shapes

Big movements

Movements that use lots of space and stretch the body wide or tall

Small movements

Movements that take up little space and keep the body compact

Shape

The position your body makes when you hold still

Apparatus

Gymnastics equipment like mats, benches, and boxes to move on

Over, under, through

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

Clear distinction between big and small movements

Controlled movement with pointed extremities

Confident apparatus exploration

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