🤸

Lesson 6 - Champion Gymnastics - Zone Transitions

Champion Gymnasts: Foundation Movement and Body Awareness

•

Reception

•

Gymnastics

•

45 min

Big Question

How can we move like champion gymnasts through different zones whilst staying safe and controlled?

Learning Objectives

To apply 'champion gymnastics' movements whilst transitioning between different apparatus zones
To demonstrate high, low, big and small movements and shapes on floor and apparatus
To move with control, precision and safety awareness in different zones

Key Outcomes

Students will confidently transition between four different apparatus zones
Students will demonstrate champion qualities: silent movement, pointed fingers and toes, still shapes
Students will apply high, low, big and small movements on both floor and apparatus

Equipment & Resources Required

Gymnastics Mats

8-12

Placed around and under apparatus in each zone

Alternative: PE mats, crash mats for safety

Benches

3-4

Used for travelling over/under in zones

Alternative: Low balance beams, planks

Step Boxes

2-3

Set at Reception-appropriate height for climbing over/under

Alternative: Agility tables, low vaulting horses

Tunnels

4-6

Create 'through' opportunities in zones

Alternative: Large hoops held by students, fabric tunnels

Cones

Clearly label each zone: High, Low, Big, Small

Alternative: Coloured cones, laminated cards

Music Player

For warm-up and cool-down music

Alternative: Tablet with speakers, CD player

Key Vocabulary

Champion gymnast

A gymnast who moves silently, points fingers and toes, and holds shapes still

Zone

A specific area set up for particular types of movements and shapes

Transition

Moving smoothly from one area or movement to another

High movements

Movements that take your body up towards the ceiling

Low movements

Movements close to the floor or ground level

Big movements

Movements that use lots of space and stretch body parts wide

Small movements

Movements that take up little space with body parts close together

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic gymnastics shapes (straight, tuck, star)
Understanding of high and low movements
Partner work and floor sequences from previous lessons
Basic apparatus safety awareness

Current Skills

Transitioning between different apparatus zones
Applying champion gymnastics principles on apparatus
Creating movements specific to zone requirements
Combining movement qualities (high/low, big/small) with apparatus work

Next Steps

Creating longer sequences across multiple apparatus
Advanced partner work on apparatus
Introduction to more complex apparatus arrangements
Developing personal gymnastics routines

Milestone Indicators

Smooth transitions between zones without teacher prompting

Consistent demonstration of champion qualities

Creative interpretation of movement themes

Helping and encouraging other students

Key Teaching Points

Champion gymnastics means silent movement, pointed fingers and toes, and perfectly still shapes
Each zone has specific movement requirements: high (reaching up), low (close to ground), big (lots of space), small (controlled and tight)
Safety is paramount - always wait for turns, move carefully on apparatus, and help others
Apparatus work builds on floor skills - same champion qualities apply everywhere
Encourage creativity within zone themes while maintaining technical standards
Group work develops cooperation, communication and mutual support
Progressive skill building from simple to complex apparatus challenges

Common Misconceptions

Students thinking 'big' movements means uncontrolled or dangerous - correct by emphasising 'big but still champion'
Believing apparatus work doesn't require the same precision as floor work - reinforce champion standards throughout
Assuming zones are separate activities rather than connected learning - highlight how skills transfer between zones
Thinking speed equals skill - emphasise that control and precision are more important than fast movement
Students focusing only on their own performance - redirect attention to supporting and encouraging others

SEN Adaptations

ADHD

Build in regular movement breaks, use clear and simple instructions, provide visual reminders of zone purposes, allow fidget tools during listening time

dyspraxia

Break down movements into smaller steps, provide additional demonstration time, use apparatus with better grip surfaces, allow extra practice time before group work

autism spectrum

Provide visual schedule for zone rotations, establish quiet zones for breaks if needed, use consistent language and routines, prepare for sensory aspects of apparatus work

visual impairment

Use bright coloured zone markers, provide verbal descriptions of all movements, assign sighted buddy for apparatus work, use tactile markers for zone boundaries

hearing impairment

Use visual demonstrations for all instructions, establish clear visual signals for transitions, provide written zone descriptions with pictures, use vibrating signals for timing

physical disability

Adapt apparatus height to accessibility needs, provide seated alternatives for floor work, use modified equipment like larger grips, allow extra time for movements

Cross-Curricular Links

Maths

Counting to 4 for shape holds, understanding spatial concepts (high/low, big/small), pattern recognition in movement sequences

Science

Body parts and movement vocabulary, understanding how muscles work during pointing and holding shapes, exploring forces and balance

Geography

Directional language (over, under, through, along), spatial awareness and positioning, mapping movement pathways

PSHE

Teamwork and cooperation, building confidence and self-esteem, respecting others and taking turns safely

Teacher Guidance

Positioning

Central position during introductions with clear sight lines to all zones, active circulation during zone work to provide support and observe progress

Observation Focus

Champion qualities (silent movement, pointed extremities, still shapes), zone-appropriate movement selection, safety awareness and turn-taking, peer support and encouragement

Intervention Points

Step in if apparatus safety compromised, provide additional support for students lacking confidence, redirect students not demonstrating zone-appropriate movements, facilitate peer support when needed

Demonstration Notes

Always demonstrate champion qualities yourself, exaggerate pointing and stillness for clarity, show zone-specific movements clearly, model supportive language and encouragement

Verbal Cues

•'Champion toes!'
•'Silent as mice!'
•'Hold it still!'
•'What zone am I in?'
•'Help your friend!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large gymnasium or hall space minimum 15m x 10m to accommodate four separate apparatus zones safely

Surface Check

Non-slip indoor surface, all apparatus zones have appropriate safety matting underneath and around apparatus

Equipment Safety

Safety Checks

•Check all apparatus is stable and appropriate height for Reception students
•Ensure safety mats are positioned correctly and securely
•Verify tunnels/hoops are properly secured and won't collapse
•Check benches are not slippery and have non-slip feet

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students in zones
•Apparatus movement or instability
•Overexertion from extended activity

Risk Mitigation

•Appropriate adult supervision ratios for Reception age group
•Clear zone boundaries to prevent congestion
•Progressive skill building from floor to apparatus
•Regular safety reminders throughout lesson
•Proper warm-up and cool-down procedures

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all four zones
•Actively circulate between zones during activities
•Monitor for signs of fatigue affecting safety
•Ensure students wait for turns appropriately

Emergency Procedures

Stop signal established and practiced, first aid kit accessible, clear evacuation routes maintained, adult trained in basic first aid present