Lesson 4 - High and Low Movements on Apparatus
Fundamental Movement Through Spatial Awareness and Body Control
•Reception
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we move like champion gymnasts using high and low movements on apparatus?
Learning Objectives
- To explore and apply high and low movements on gymnastics apparatus
- To demonstrate champion gymnastics qualities including control and precision
- To work safely and cooperatively around apparatus
Key Outcomes
- Students will demonstrate controlled high and low movements on apparatus
- Students will show champion qualities of silent movement, pointed fingers and toes
- Students will work safely and take turns on apparatus
Equipment & Resources Required
Placed around apparatus for safety landings
Alternative: Crash mats or PE mats
Various heights for different abilities
Alternative: Low balance beams or planks
Different heights for high/low exploration
Alternative: Foam blocks or steps
For under movements
Alternative: Chairs with ropes, fabric tunnels
To clearly define three zones
Alternative: Coloured spots or markers
For shape-making signals
Alternative: Bell or whistle
Key Vocabulary
Moving with control, silence, pointed fingers and toes, and stillness in shapes
Moving with body parts elevated or stretched upwards
Moving close to the ground or in crouched positions
Gymnastics equipment such as mats, benches, and low boxes
A body position held without movement for several seconds
Moving without making noise with hands or feet
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple travelling movements
- Understanding of high and low concepts
Current Skills
- Controlled movements on apparatus
- Champion gymnastics qualities
- High and low shape making
Next Steps
- Linking movements into sequences
- More complex apparatus work
- Partner and group gymnastics
Milestone Indicators
Key Teaching Points
- Champion gymnastics means silent movement with pointed fingers and toes
- Safety comes first - always wait for turns and use apparatus carefully
- High and low movements can be created in many different ways
- Sharing and cooperation make gymnastics more fun for everyone
- Control and smoothness are more important than speed or complexity
- Every child can be a champion gymnast in their own way
- 4-second shape holds develop strength and concentration
Common Misconceptions
- Thinking gymnasts need to be fast - emphasise control over speed
- Believing only some children can be 'champions' - celebrate all achievements
- Confusion between high/low positions and high/low movements - clarify concepts
- Thinking apparatus work is scary - build confidence through progression
- Believing gymnastics is only about difficult skills - emphasise quality basics
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, regular feedback and praise, fidget-friendly alternatives
dyspraxia
- Simplified movement patterns, extra practice time, clear step-by-step instructions, confidence-building support
autism spectrum
- Clear visual schedule of activities, quiet zones available, consistent routines, advance warning of transitions
visual impairment
- Clear verbal descriptions of apparatus layout, tactile exploration before use, buddy system for guidance, bright coloured equipment markers
hearing impairment
- Visual signals for shape-making, clear hand gestures, written or picture instructions, vibrating signal devices
physical disability
- Modified apparatus heights, seated participation options, alternative movement patterns, specialised support equipment
Cross-Curricular Links
English
Following instructions, descriptive vocabulary for movement, expressing preferences and achievements
Maths
Counting 4-second shape holds, spatial awareness with high/low/over/under concepts, measuring apparatus heights
Science
Understanding body parts and movement, balance and stability concepts, forces in gymnastics
PSHE
Cooperation and sharing, building confidence, respecting others, personal achievement and pride
Teacher Guidance
Positioning
Circulate between zones ensuring visual contact with all children, prioritise high apparatus areas
Observation Focus
Champion qualities (silent movement, pointed extremities), safety awareness, creative exploration, cooperation
Intervention Points
Step in for unsafe behaviour, support struggling children, celebrate excellent examples
Demonstration Notes
Use clear, exaggerated movements to show champion qualities, always demonstrate safe apparatus techniques, model excellent cooperation and encouragement
Verbal Cues
- •'Show me those champion fingers and toes!'
- •'Silent as ninjas, gymnasts!'
- •'Beautiful control!'
- •'I can see fantastic sharing happening here!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 12m x 15m clear space for apparatus work
Surface Check
Non-slip, even surface suitable for gymnastics mats and apparatus
Equipment Safety
Safety Checks
- •All apparatus checked for stability before use
- •Mats positioned for safe landings from apparatus
- •Equipment appropriate height for Reception age group
- •No sharp edges or damaged equipment
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between children
- •Unsafe mounting/dismounting
- •Equipment instability
Risk Mitigation
- •Adult supervision in each zone
- •Clear turn-taking protocols established
- •Progressive skill building before apparatus work
- •Immediate response to safety signals
- •Mats positioned for all elevated apparatus
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three zones
- •Adult assigned to high-risk apparatus
- •Continuous scanning for unsafe behaviour
- •Clear sightlines maintained throughout
Emergency Procedures
Stop signal (raised hand), assess situation, provide appropriate first aid, clear evacuation route maintained