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Lesson 6 - Champion Gymnasts - Moving High, Low, Over and Under

Fundamental Movement Through Spatial Awareness and Body Control

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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 high, low, over and under movements on apparatus?

Learning Objectives

To apply 'champion gymnastics' movements exploring high, low, over and under ways on apparatus
To self-select apparatus zones and experiment with different movement combinations
To identify and describe features of movements including direction, level and pathway

Key Outcomes

Students will move confidently on apparatus demonstrating high, low, over and under movements
Students will self-select equipment and create movement sequences
Students will observe and comment on the features of their own and others' work

Equipment & Resources Required

Gymnastics Mats

8-10 hoops

Positioned under and around apparatus for safety

Alternative: Yoga mats or carpet squares

Gymnastics Benches

4-6 benches

Arranged at various heights and angles

Alternative: Sturdy low stools or boxes

Low Boxes/Platforms

4-6 boxes

Various heights from 10-30cm

Alternative: Step platforms or sturdy wooden blocks

Tunnels

2-3 tunnels

Create crawl-through spaces

Alternative: Tables with sheets over them

Tambourine

For signalling shape-making moments

Alternative: Whistle or hand clap signals

Key Vocabulary

Champion

Moving with excellent technique - silent, pointed fingers and toes, and still when making shapes

High

Moving or making shapes at a tall level, reaching upwards

Low

Moving or making shapes close to the ground

Over

Moving across the top of apparatus or obstacles

Under

Moving beneath apparatus or through spaces

Apparatus

Gymnastics equipment we move on and around

Skill Progression Pathway

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

Prior Learning

Basic jumping and landing techniques
Understanding of high and low body positions
Experience moving on low-level apparatus safely

Current Skills

Self-selecting apparatus zones for exploration
Combining high, low, over and under movements
Creating 'champion' quality movements with control

Next Steps

Linking movements into longer sequences
Adding rolls and balances to apparatus work
Partner work and mirroring movements

Milestone Indicators

Maintains body tension during shapes and movements

Demonstrates spatial awareness when moving around others

Shows creativity in movement exploration

Key Teaching Points

Champion gymnasts move with silent feet, pointed fingers and toes, and hold shapes perfectly still
Safety is paramount - always demonstrate safe mounting, moving and dismounting procedures
Encourage creative exploration while maintaining movement quality and control
Use positive reinforcement to build confidence and celebrate effort over outcome
Develop movement vocabulary through questioning and observation activities
Foster cooperation and sharing through apparatus rotation and turn-taking
Connect movements to directional concepts (high, low, over, under) consistently throughout

Common Misconceptions

That champion movements must be complex - emphasise quality over difficulty
That apparatus work is dangerous - build confidence through progressive skill development
That there's only one way to move in each direction - encourage creative interpretation
That pointing fingers and toes is uncomfortable - explain it creates better body tension and control
That holding shapes still is boring - help students see the skill and strength required

SEN Adaptations

ADHD

Clear, short instructions, frequent movement changes, additional movement breaks between activities

dyspraxia

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

autism spectrum

Provide visual schedule of activities, allow sensory breaks if needed, maintain predictable routine structure

visual impairment

Use tactile markers on apparatus, provide verbal descriptions of setup, buddy system with sighted partner

hearing impairment

Use visual signals alongside tambourine, ensure clear sight lines for demonstrations, written instruction cards

physical disability

Adapt apparatus height, provide alternative movement options, wheelchair-accessible apparatus where possible

Cross-Curricular Links

Maths

Positional language (high, low, over, under), counting to 4 for shape holds, spatial awareness and geometry

Science

Understanding of forces and balance, body awareness and coordination, exploring gravity and stability

PSHE

Cooperation and turn-taking, building confidence and self-esteem, celebrating others' achievements

Teacher Guidance

Positioning

Move continuously around apparatus area maintaining sight of all students, position near most challenging equipment

Observation Focus

Monitor for safe mounting/dismounting, appropriate risk-taking, champion movement quality, and positive social interactions

Intervention Points

Step in immediately for unsafe behaviour, provide encouragement for hesitant students, offer movement suggestions when students are stuck

Demonstration Notes

Always demonstrate on appropriate apparatus for your size, emphasise key safety points, show champion characteristics clearly

Verbal Cues

•'Champion landing - bend those knees!'
•'Show me those pointed toes!'
•'Hold that shape like a statue!'
•'Beautiful sharing and taking turns!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m with apparatus setup areas

Surface Check

Clean, dry, non-slip flooring free from obstacles and hazards

Equipment Safety

Safety Checks

•All apparatus checked for stability before lesson
•Mats positioned correctly under all apparatus
•Equipment appropriate height for Reception age group
•No damaged or worn equipment in use

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Inappropriate risk-taking behaviour
•Equipment instability or collapse

Risk Mitigation

•Constant teacher supervision and positioning for maximum visibility
•Clear safety rules established and reinforced
•Progressive skill building from simple to complex movements
•Adequate spacing between apparatus stations
•Emergency stop signal established and practised

Supervision & Emergency Procedures

Supervision Points

•Position to observe maximum number of students simultaneously
•Maintain proximity to most challenging apparatus
•Circulate regularly to support and monitor all students

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, contact office if required