Lesson 1 - Introduction to High Movements
Fundamental Movement Through Spatial Awareness and Body Control
•Reception
•Gymnastics
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we move like champion gymnasts by making our bodies high?
Learning Objectives
- To introduce and explore moving in high ways
- To understand what makes a 'champion gymnast'
- To create high shapes with control and balance
Key Outcomes
- Students will demonstrate high movements with quiet bodies
- Students will create still, balanced high shapes
- Students will understand the concept of 'champion gymnastics'
Equipment & Resources Required
Keep within easy reach for stop/start signals
Alternative: Whistle, clapping, drum
Clear of obstacles, non-slip surface
Alternative: Outdoor space if weather permits
Key Vocabulary
Moving or positioning your body up tall or above the ground
Moving with quiet bodies, pointed fingers and toes, and making still shapes
A still, balanced position that you hold with your body
Making no sound when moving or landing
Staying steady and still without wobbling
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and spatial understanding
- Following simple movement instructions
- Making basic shapes with their bodies
Current Skills
- Moving with control and quiet bodies
- Creating high movements and shapes
- Understanding champion gymnastics qualities
Next Steps
- Exploring low movements and shapes
- Combining high and low movements
- Creating sequences with different levels
Milestone Indicators
Key Teaching Points
- Champion gymnasts move with silent bodies at all times
- High movements involve reaching up or moving on tip toes
- Shapes must be completely still and balanced
- Always point fingers and toes for champion quality
- Listen to your body during movement
- Control is more important than speed
- Everyone can be a champion with practice
Common Misconceptions
- High means big - clarify that high means upward direction
- Faster movement is better - emphasise control and quality
- Only standing movements can be high - show high shapes on ground
- Perfect shapes come immediately - stress that practice makes champions
- Pointing fingers and toes is optional - emphasise this as essential champion quality
SEN Adaptations
ADHD
- Frequent position changes, clear boundaries, immediate feedback and praise
dyspraxia
- Simplified movements initially, extra practice time, step-by-step breakdown of shapes
autism spectrum
- Clear routine structure, visual schedule, quiet space available if overwhelmed
visual impairment
- Use clear verbal descriptions, tactile guidance for shapes, partner support for movement
hearing impairment
- Visual signals instead of tambourine, demonstration emphasis, written instructions
physical disability
- Seated high shapes, modified movements using arms only, adapted equipment if needed
Cross-Curricular Links
Science
Body parts and movement, balance and forces, listening to body responses
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally for demonstrations
Observation Focus
Watch for silent movement, balance in shapes, pointed fingers and toes, listening skills
Intervention Points
Step in if students struggling with balance, not following safety rules, or losing focus
Demonstration Notes
Always demonstrate with perfect form, exaggerate key points, use slow movements for clarity
Verbal Cues
- •'Silent like a cat!'
- •'Point those champion fingers!'
- •'Freeze like a statue!'
- •'Listen to your body!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, ideally school hall or large classroom
Surface Check
Clean, non-slip surface essential for tip-toe walking and ground work
Equipment Safety
Safety Checks
- •Tambourine kept away from movement area
- •No sharp edges or obstacles in space
- •Adequate ceiling height for jumping
Risk Management
Key Risks
- •Slips during tip-toe walking
- •Falls when making high shapes
- •Collisions during free movement
- •Over-stretching in shapes
Risk Mitigation
- •Clear boundaries established for movement area
- •Adequate spacing between students maintained
- •Progressive introduction of movements
- •Emphasis on controlled rather than fast movements
- •Teacher demonstration of safe techniques
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during activities
- •Monitor particularly during jumping and balance activities
- •Watch for fatigue affecting control
Emergency Procedures
Stop signal (tambourine), assess injury, apply basic first aid, contact school office if needed