Lesson 5 - High, Low, Over and Under Movement Mastery
Fundamental Movement Through Spatial Awareness and Body Control
•Reception
•Gymnastics
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How can we move like champion gymnasts in high, low, over and under ways on apparatus?
Learning Objectives
- Apply 'champion gymnastics' movements to explore high, low, over and under ways on apparatus
- Develop confidence in moving over, under and through equipment safely
- Create and hold champion shapes in different ways for 4 seconds
Key Outcomes
- Students will demonstrate safe jumping and landing techniques
- Students will move confidently through high, low, over and under zones
- Students will create and hold champion shapes with pointed fingers and toes
Equipment & Resources Required
Placed strategically around and under apparatus for safety
Alternative: Crash mats, exercise mats
Set at different heights for over/under activities
Alternative: Low balance beams, wooden planks on low supports
Secured vertically for through movements
Alternative: Large rings, rope circles
Positioned for climbing over and under activities
Alternative: Inclined benches, low parallel bars
Used to mark zone boundaries clearly
Alternative: Markers, bean bags
Clear signs reading 'HIGH', 'LOW', 'OVER', 'UNDER'
Alternative: Coloured paper signs, laminated cards
Used for shape-making signals during activities
Alternative: Whistle, bell, drum
Key Vocabulary
Moving with silent bodies, pointed fingers and toes, and stillness in shapes
Body parts or whole body positioned above normal standing height
Body parts or whole body positioned close to or on the floor
Moving your body above and across apparatus
Moving your body beneath apparatus or in low spaces
Gymnastics equipment like mats, benches, hoops and climbing frames
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastics movements and shapes
- Understanding of high and low body positions
- Experience with simple apparatus work
Current Skills
- Moving confidently on apparatus in high, low, over and under ways
- Creating and holding champion shapes
- Understanding champion gymnastics qualities
Next Steps
- Combining movements into simple sequences
- Partner work and collaboration on apparatus
- More complex apparatus arrangements
Milestone Indicators
Key Teaching Points
- Champion gymnastics means silent movement, pointed fingers and toes, and perfect stillness in shapes
- Each zone has specific movement characteristics that must be demonstrated safely
- Apparatus work requires controlled, careful movement with constant safety awareness
- Collaboration and encouragement are essential parts of being a champion
- Progressive skill development builds confidence and competence safely
- Clear signals and routines ensure safe management of apparatus work
- Celebration of effort and achievement builds positive attitudes to physical activity
Common Misconceptions
- That 'high' just means standing up rather than truly elevated positions on apparatus
- That moving quickly equals champion movement rather than controlled, quality movement
- That apparatus work is competitive rather than collaborative and supportive
- That shapes only need to be held briefly rather than for the full 4 seconds
- That zone movements are limited rather than offering creative exploration opportunities
SEN Adaptations
ADHD
- Clear, short instructions for each zone, regular movement breaks built in, specific roles and responsibilities, immediate positive feedback
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use larger/softer equipment where appropriate, focus on personal progress rather than comparison
autism spectrum
- Provide clear visual schedule of rotations, consistent routines for each zone, quiet spaces available if needed, advance warning of signal sounds
visual impairment
- Use bright coloured zone markers, provide verbal descriptions of apparatus layout, partner support for navigation, tactile exploration of equipment before use
hearing impairment
- Use visual signals alongside tambourine, demonstrate all instructions clearly, provide written/picture zone cards, ensure student can see teacher at all times
physical disability
- Modify apparatus heights as needed, provide wheelchair-accessible alternatives, adapt movements to individual capabilities, ensure safe transfer techniques
Cross-Curricular Links
English
Following instructions, vocabulary development (high, low, over, under, champion), describing movements and feelings
Maths
Counting 4 seconds for shape holding, understanding high/low spatial concepts, recognising geometric shapes in body positions
Science
Understanding balance and stability, exploring forces when moving over/under apparatus, body awareness and control
Geography
Spatial awareness and direction, understanding positional language (over, under, high, low), navigation around zones
PSHE
Taking turns and sharing apparatus, encouraging others, building confidence, celebrating differences in ability
Teacher Guidance
Positioning
Move continuously between zones during rotations, position centrally during whole-group instructions for maximum visibility
Observation Focus
Look for safe apparatus use, champion movement qualities (silent, controlled, pointed extremities), zone-appropriate movements, positive collaboration
Intervention Points
Step in immediately for unsafe apparatus use, redirect students not engaging with zone concepts, support students needing movement ideas, address any negative interactions
Demonstration Notes
Always demonstrate champion qualities yourself, show movements slowly for clarity, highlight safety aspects, use students as good examples when appropriate
Verbal Cues
- •'Champion silence!'
- •'Point those fingers and toes!'
- •'Hold that shape like a statue!'
- •'Show me your zone movement!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 10m, with 3m height clearance for climbing apparatus
Surface Check
Clean, dry, non-slip surface free from obstacles and debris
Equipment Safety
Safety Checks
- •All apparatus checked for stability before lesson
- •Mats positioned under and around climbing equipment
- •Benches secured and at appropriate heights for age group
- •Hoops firmly attached if suspended
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students during movement
- •Apparatus instability
- •Overcrowding at equipment
Risk Mitigation
- •Clear zone boundaries established and maintained
- •Controlled group rotations with adult supervision
- •Emphasis on controlled, champion-quality movement
- •Immediate response to stop signals
- •Progressive skill development from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all four zones
- •Circulate between zones during rotations
- •Monitor high-risk apparatus continuously
- •Watch for fatigue affecting movement quality
Emergency Procedures
Immediate stop signal (tambourine), assess any incidents calmly, appropriate first aid if needed, clear evacuation routes maintained