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Lesson 1 - Moving and Making 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 different parts of our body?

Learning Objectives

To explore moving using different body parts with control and awareness
To experiment with making static shapes on various body parts
To develop understanding of 'champion' movement qualities (silent, pointed fingers and toes)

Key Outcomes

Students will move confidently using feet, hands, backs, sides and tummies
Students will create and hold balanced shapes on different body parts
Students will demonstrate quiet, controlled movement with pointed extremities

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Spread around the hall for safe landing areas

Alternative: Carpet squares, yoga mats

Apparatus

4-6 pieces

Height no more than 30cm, stable and secure

Alternative: Cushions, low platforms

Music Player

Gentle background music for warm-up and cool-down

Alternative: Tablet, phone with speaker

Key Vocabulary

Champion

Moving silently with pointed fingers and toes, being still when making shapes

Shape

A still balance held on different body parts

Body parts

Different parts we can move on: feet, hands, back, side, tummy

Balance

Staying still and steady in a position

Silent movement

Moving without making any sound with our body

Skill Progression Pathway

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

Prior Learning

Basic movement patterns (walking, running, jumping)
Understanding of body parts (hands, feet, head, back)
Simple balancing on feet

Current Skills

Moving on different body parts with control
Creating balanced shapes
Developing 'champion' movement qualities

Next Steps

Combining movements and shapes in sequences
Moving on apparatus with confidence
Partner work and copying movements

Milestone Indicators

Quiet movement without verbal reminders

Pointed fingers and toes maintained throughout

Confident movement on hands and feet, back, side, tummy

Balanced shapes held for 3+ seconds

Key Teaching Points

Always emphasise 'champion' qualities: silent movement with pointed fingers and toes
Encourage creativity while maintaining safety awareness
Use positive language to build confidence in trying new movements
Provide clear demonstrations before each new activity
Allow adequate time for exploration and experimentation
Celebrate effort and creativity over perfect technique at this age
Ensure all students feel successful and included in activities

Common Misconceptions

Movement must be fast - emphasise control over speed
All shapes must look the same - encourage individual creativity
Only feet are for moving - explore the variety of body parts available
Champions are only the best students - everyone can be a champion through effort
Apparatus work is dangerous - teach confidence through safety and progression

SEN Adaptations

ADHD

Short activity bursts, clear physical boundaries, fidget tools available during discussion times

dyspraxia

Simplified movement patterns, extra practice time, break down complex movements into smaller steps

autism spectrum

Clear visual schedule, consistent routines, quiet spaces available for regulation breaks

visual impairment

Use verbal descriptions of movements, tactile guidance for apparatus positioning, buddy system for support

hearing impairment

Visual demonstrations, hand signals for start/stop, written visual cards with key words

physical disability

Adapted movements within individual capability, wheelchair accessible apparatus, modified balance challenges

Cross-Curricular Links

Maths

Counting body parts, identifying shapes (straight, curved, wide, narrow), understanding positional language (on, under, beside)

Science

Learning about body parts and their functions, understanding balance and stability, exploring forces

Communication and Language

Following instructions, describing movements, sharing ideas with others

PSHE

Building confidence and self-esteem, developing social skills, learning to encourage others

Teacher Guidance

Positioning

Move around the space to observe all students, position centrally during demonstrations

Observation Focus

Watch for champion movement qualities, safety awareness, and creative problem-solving

Intervention Points

Step in when movements become unsafe, when students need encouragement, or when technique needs refining

Demonstration Notes

Always demonstrate perfect technique, exaggerate key points for visibility, use students as positive examples

Verbal Cues

•'Champion fingers and toes!'
•'Silent like a ninja!'
•'Strong and still!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall space minimum 10m x 8m, clear of obstacles

Surface Check

Non-slip surface, free from water or debris, adequate grip for movements

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Apparatus height appropriate for age group (maximum 30cm)
•Safety mats positioned under and around all apparatus
•No sharp edges or protruding parts on equipment

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students during movement
•Strain from uncomfortable positions
•Overexertion during floor movements

Risk Mitigation

•Clear spacing guidelines maintained throughout
•Progressive introduction of movements from simple to complex
•Adult supervision positioned for optimal visibility
•Stop signal established and practised

Supervision & Emergency Procedures

Supervision Points

•Position to observe all apparatus simultaneously
•Move around space during floor work for close observation
•Monitor for fatigue and discomfort signs
•Maintain clear sight lines at all times

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed