🤸

Lesson 2 - Introduction to Low Movements and Shapes

Fundamental Movement Through Spatial Awareness and Body Control

•

Reception

•

Gymnastics

•

30 min

Big Question

How can we move our bodies like champion gymnasts using low movements and shapes?

Learning Objectives

To explore and demonstrate moving in low ways whilst maintaining 'champion gymnastics' principles
To create and hold still, balanced low shapes with control
To understand the difference between low movements and low shapes

Key Outcomes

Students will demonstrate various ways of moving their bodies low whilst staying silent and controlled
Students will create still, balanced shapes close to the ground using different body parts
Students will explain what makes a movement or shape 'low' and 'champion-like'

Equipment & Resources Required

Tambourine

Keep within easy reach for stopping and starting activities

Alternative: Whistle, clapping hands, drum

Mats

6-8

Place around hall perimeter for individual work spaces if needed

Alternative: Carpet areas, marked floor spaces

Key Vocabulary

Low

Moving or creating shapes close to the ground

Champion gymnastics

Moving silently, with control, pointing fingers and toes

Shape

A still, balanced position held by the body

Slide

Moving smoothly along the ground on tummy or side

Roll

Moving by turning the body over and over

Balance

Staying steady and still in a position

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial awareness
Understanding of 'champion gymnastics' principles (silent, controlled, pointed fingers and toes)
Ability to move safely around the hall
Basic understanding of making shapes with their bodies

Current Skills

Moving body in low ways whilst maintaining control
Creating still, balanced shapes close to the ground
Understanding the concept of 'low' in gymnastics
Differentiating between movements and shapes

Next Steps

Exploring high movements and shapes
Combining low and high movements in sequences
Understanding 'over' and 'under' concepts
Creating simple gymnastic sequences

Milestone Indicators

Consistently moves with control and silence

Can hold low shapes for 3-5 seconds

Demonstrates understanding of 'low' concept

Shows body awareness when moving on different body parts

Key Teaching Points

Champion gymnastics means silent, controlled movement with pointed fingers and toes
Low movements keep the body close to the ground at all times
Shapes must be held perfectly still for 3-5 seconds to demonstrate control
The difference between movements (travelling) and shapes (stationary) is fundamental
Safety comes from controlled, purposeful movement rather than speed
Every student can achieve 'low' in their own way - celebrate individual interpretation
Use specific praise: 'I can see you pointing your toes!' rather than generic 'good work'

Common Misconceptions

Thinking that low means crawling only - show variety of low movements including sliding and rolling
Believing shapes can be moving - emphasise stillness and statue-like quality
Confusing high and low - use clear contrasts and physical demonstrations
Thinking champion gymnastics is about speed - emphasise control and quality over speed
Assuming all students must do identical movements - encourage individual interpretation within the 'low' concept

SEN Adaptations

ADHD

Use shorter activity bursts, provide clear boundaries, incorporate more physical activity, give specific roles

dyspraxia

Break down movements into smaller steps, provide extra practice time, use wall or equipment for support, focus on one skill at a time

autism spectrum

Provide clear structure and routine, use visual schedules, allow processing time, offer quiet space if needed

visual impairment

Use verbal descriptions for all movements, provide physical guidance for shape making, use tactile cues for positioning

hearing impairment

Use visual signals alongside tambourine, demonstrate all instructions, use sign language if appropriate

physical disability

Adapt movements to seated or supported positions, focus on achievable movements, use equipment for support

Cross-Curricular Links

Maths

Exploring high and low concepts, counting movements, spatial awareness and positional language

Science

Understanding how the body moves, exploring balance and stability, discussing muscle control

Communication and Language

Learning new vocabulary (low, high, shape, movement), following instructions, describing observations

PSHE

Building confidence, working safely with others, listening to instructions and following rules

Teacher Guidance

Positioning

Move around the room during activities to observe all students, position centrally for demonstrations

Observation Focus

Watch for understanding of 'low' concept, quality of movement and shapes, application of champion principles

Intervention Points

Step in if students are unsafe, struggling with concepts, or not maintaining champion standards

Demonstration Notes

Always demonstrate with exaggerated movements to ensure visibility, involve students in identifying good examples, use clear contrasts between high and low

Verbal Cues

•'Champion gymnastics!'
•'Silent like a cat!'
•'Point those fingers and toes!'
•'Low like a snake!'
•'Still as a statue!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 8m x 12m, clear of obstacles and hazards

Surface Check

Clean, dry, non-slip surface suitable for floor work and movement

Equipment Safety

Safety Checks

•Tambourine checked for secure attachments
•Mats if used should be non-slip and in good condition
•Clear pathways for movement activities

Risk Management

Key Risks

•Collisions during free movement
•Loss of balance during shape making
•Overexertion during rolling or sliding
•Inappropriate contact with floor during sliding

Risk Mitigation

•Establish clear boundaries and movement areas
•Teach and reinforce controlled movement principles
•Demonstrate safe techniques for all activities
•Maintain adequate spacing between students
•Progress from simple to more complex movements
•Monitor individual fatigue and ability levels

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during activities
•Stay mobile during free exploration to provide support
•Monitor closely during rolling activities
•Watch for students who may need additional support or challenge

Emergency Procedures

Stop activity immediately if unsafe behaviour occurs, assess any injuries appropriately, contact first aid support if needed