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Lesson 3 - Introduction to 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 apparatus to explore high, low, over, and under?

Learning Objectives

To apply 'champion gymnastics' principles while exploring safe movement using apparatus
To experiment with different ways of moving on, over, under, and through gymnastics equipment
To develop spatial awareness and control when using apparatus

Key Outcomes

Students will demonstrate safe movement patterns on gymnastics apparatus
Students will show understanding of high, low, over, and under movements
Students will work cooperatively to share apparatus and take turns

Equipment & Resources Required

Gymnastics Benches

4-6 benches

Position at different heights and angles around hall

Alternative: Wooden planks, low balance beams

Gymnastics Mats

6-8 mats

Place under and around apparatus for safety

Alternative: Thick exercise mats, crash mats

Tunnels

4-6 items

Secure in place for crawling through

Alternative: Large cardboard boxes, fabric tunnels

Low Boxes

6-8 blocks

Various heights for stepping and jumping

Alternative: Foam blocks, sturdy plastic boxes

Cones

12-16 cones

Mark apparatus zones clearly

Alternative: Bean bags, markers

Music Player

For movement motivation and transitions

Alternative: Smartphone with speaker

Key Vocabulary

Apparatus

Gymnastics equipment like benches, mats, and hoops that we move on and around

Champion gymnast

Someone who moves quietly, points fingers and toes, and stays still in shapes

Over

Moving above something or crossing from one side to another

Under

Moving below something or going through a space underneath

High

Making your body tall or reaching up towards the ceiling

Low

Making your body close to the ground or floor

Silent movement

Moving without making noise with your body

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and control
Understanding of high and low body positions
Simple travelling movements on floor
Listening and following instructions

Current Skills

Safe movement on apparatus
Exploring over, under, through movements
Champion gymnastics qualities
Cooperative apparatus use

Next Steps

Creating sequences on apparatus
More complex apparatus arrangements
Partner work on equipment
Advanced spatial movements

Milestone Indicators

Moves confidently on apparatus without assistance

Demonstrates clear understanding of spatial concepts

Shows champion qualities consistently

Works cooperatively without reminders

Key Teaching Points

Always emphasise safety and champion behaviour throughout apparatus work
Use clear spatial vocabulary consistently and check understanding regularly
Encourage exploration and creativity within safe boundaries
Maintain appropriate group sizes and turn-taking systems
Connect apparatus movements to familiar high/low concepts
Provide positive reinforcement for cooperation and helpful behaviour
Be ready to modify challenges based on individual student needs

Common Misconceptions

Students thinking apparatus work means they can be wild or uncontrolled - reinforce champion qualities constantly
Believing bigger or higher movements are always better - emphasise control and technique over size
Not understanding that different apparatus requires different approaches - demonstrate specific techniques for each piece
Thinking they need to copy others exactly - encourage individual exploration within safety guidelines
Forgetting spatial vocabulary when focused on apparatus - regularly prompt and reinforce these concepts

SEN Adaptations

ADHD

Shorter activity bursts, clear apparatus boundaries, regular movement opportunities, immediate positive feedback, structured rotation system

dyspraxia

Simplified movement patterns, extra practice time, visual and verbal cues combined, larger apparatus for easier access, peer support for confidence

autism spectrum

Visual schedule of lesson sequence, consistent apparatus setup, quiet zones available, clear structure and routine, reduced sensory input if needed

visual impairment

Use apparatus with different textures, provide verbal descriptions of spatial setup, buddy system with sighted peer, tactile exploration before movement

hearing impairment

Visual demonstrations of all movements, hand signals for instructions, written/picture cards for apparatus stations, vibrating signals for transitions

physical disability

Modified apparatus heights and challenges, seated or supported versions of movements, focus on achievable spatial concepts, adaptive equipment as needed

Cross-Curricular Links

Science

Forces and movement, balance and stability, body parts and movement, materials and properties of apparatus

Teacher Guidance

Positioning

Move continuously around apparatus zones to supervise and support all students

Observation Focus

Watch for safe apparatus use, understanding of spatial concepts, and champion movement qualities

Intervention Points

Step in immediately for unsafe behaviour, provide encouragement for reluctant students, offer technical guidance as needed

Demonstration Notes

Always demonstrate on apparatus first, emphasise champion qualities, use clear spatial vocabulary, show both safe and unsafe examples

Verbal Cues

•'Show me your champion landing!'
•'Can you make that movement even quieter?'
•'Remember to take turns like champions!'
•'Point those fingers and toes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/gymnasium) minimum 15m x 10m with high ceiling

Surface Check

Clean, dry, non-slip surface free from hazards and obstacles

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Safety mats positioned under and around apparatus
•No sharp edges or protruding parts on equipment
•Appropriate apparatus heights for Reception age group

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Trapped fingers or limbs
•Overconfidence leading to unsafe attempts

Risk Mitigation

•Constant adult supervision of apparatus work
•Clear safety rules established and reinforced
•Appropriate group sizes to prevent overcrowding
•Progressive skill building before apparatus use
•Immediate removal of unsafe equipment

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all apparatus
•Move between groups to monitor technique and safety
•Be ready to provide physical support when needed
•Watch for signs of fatigue or overexcitement

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, seek additional support if needed