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Lesson 5 - High, Low, Over and Under Movement Mastery

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 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

Gymnastics Mats

8-12

Placed strategically around and under apparatus for safety

Alternative: Crash mats, exercise mats

Gymnastics Benches

Set at different heights for over/under activities

Alternative: Low balance beams, wooden planks on low supports

Hoops

6-8

Secured vertically for through movements

Alternative: Large rings, rope circles

Climbing Frames

Positioned for climbing over and under activities

Alternative: Inclined benches, low parallel bars

Cones

Used to mark zone boundaries clearly

Alternative: Markers, bean bags

Zone Labels

Clear signs reading 'HIGH', 'LOW', 'OVER', 'UNDER'

Alternative: Coloured paper signs, laminated cards

Tambourine

Used for shape-making signals during activities

Alternative: Whistle, bell, drum

Key Vocabulary

Champion gymnastics

Moving with silent bodies, pointed fingers and toes, and stillness in shapes

High

Body parts or whole body positioned above normal standing height

Low

Body parts or whole body positioned close to or on the floor

Over

Moving your body above and across apparatus

Under

Moving your body beneath apparatus or in low spaces

Apparatus

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

Safe and controlled movement on all apparatus

Clear demonstration of high, low, over and under positions

Sustained champion shapes with good technique

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