Lesson 6 - Champion Gymnasts - Moving High, Low, Over and Under
Fundamental Movement Through Spatial Awareness and Body Control
•Reception
•Gymnastics
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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
Positioned under and around apparatus for safety
Alternative: Yoga mats or carpet squares
Arranged at various heights and angles
Alternative: Sturdy low stools or boxes
Various heights from 10-30cm
Alternative: Step platforms or sturdy wooden blocks
Create crawl-through spaces
Alternative: Tables with sheets over them
For signalling shape-making moments
Alternative: Whistle or hand clap signals
Key Vocabulary
Moving with excellent technique - silent, pointed fingers and toes, and still when making shapes
Moving or making shapes at a tall level, reaching upwards
Moving or making shapes close to the ground
Moving across the top of apparatus or obstacles
Moving beneath apparatus or through spaces
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
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