Lesson 2 - Introduction to Low Movements and Shapes
Fundamental Movement Through Spatial Awareness and Body Control
•Reception
•Gymnastics
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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
Keep within easy reach for stopping and starting activities
Alternative: Whistle, clapping hands, drum
Place around hall perimeter for individual work spaces if needed
Alternative: Carpet areas, marked floor spaces
Key Vocabulary
Moving or creating shapes close to the ground
Moving silently, with control, pointing fingers and toes
A still, balanced position held by the body
Moving smoothly along the ground on tummy or side
Moving by turning the body over and over
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
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