Lesson 3 - Introduction to Apparatus
Fundamental Movement Through Spatial Awareness and Body Control
•Reception
•Gymnastics
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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
Position at different heights and angles around hall
Alternative: Wooden planks, low balance beams
Place under and around apparatus for safety
Alternative: Thick exercise mats, crash mats
Secure in place for crawling through
Alternative: Large cardboard boxes, fabric tunnels
Various heights for stepping and jumping
Alternative: Foam blocks, sturdy plastic boxes
Mark apparatus zones clearly
Alternative: Bean bags, markers
For movement motivation and transitions
Alternative: Smartphone with speaker
Key Vocabulary
Gymnastics equipment like benches, mats, and hoops that we move on and around
Someone who moves quietly, points fingers and toes, and stays still in shapes
Moving above something or crossing from one side to another
Moving below something or going through a space underneath
Making your body tall or reaching up towards the ceiling
Making your body close to the ground or floor
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
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