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Lesson 4 - High and Low Movements on Apparatus

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 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

Gymnastics Mats

6-8 mats

Placed around apparatus for safety landings

Alternative: Crash mats or PE mats

Gymnastics Benches

3-4 benches

Various heights for different abilities

Alternative: Low balance beams or planks

Low Gymnastics Boxes

2-3 boxes

Different heights for high/low exploration

Alternative: Foam blocks or steps

Apparatus

2-3 pieces

For under movements

Alternative: Chairs with ropes, fabric tunnels

Cones

12 cones

To clearly define three zones

Alternative: Coloured spots or markers

Tambourine

For shape-making signals

Alternative: Bell or whistle

Key Vocabulary

Champion gymnastics

Moving with control, silence, pointed fingers and toes, and stillness in shapes

High movements

Moving with body parts elevated or stretched upwards

Low movements

Moving close to the ground or in crouched positions

Apparatus

Gymnastics equipment such as mats, benches, and low boxes

Still shape

A body position held without movement for several seconds

Silent movement

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

Silent, controlled movement

Pointed fingers and toes

4-second shape holds

Safe apparatus navigation

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