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Lesson 5 - Body Awareness and Coordination

Movement Foundations

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Reception

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Gymnastics

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45 min

Big Question

How can we use our whole body to send and receive objects whilst working as a team?

Learning Objectives

Develop body awareness, moving limbs together and in isolation
Show ability to copy and repeat simple movement patterns
Use basic equipment to demonstrate coordinated movement whilst working collaboratively

Key Outcomes

Students will demonstrate improved body awareness through controlled limb movements
Students will successfully copy and repeat movement patterns shown by teacher and peers
Students will coordinate sending and receiving objects using different body positions

Equipment & Resources Required

Balls

1 per 2 students (15)

Stored in central equipment area for easy distribution

Alternative: Small foam balls, tennis balls

Small Balls

1 per pair (15)

Various sizes available for different abilities

Alternative: Soft play balls, sponge balls

Markers

1 long line marked on floor

Clear, straight line visible across activity area

Alternative: Rope, tape, chalk line

Quoits

7.5 for extensions

Optional equipment for advanced groups

Alternative: Hoops, rings

Music Player

Simple start/stop music for rhythm activities

Alternative: Phone with speaker, CD player

Key Vocabulary

Body awareness

Understanding where your body parts are and how they move

Prone position

Lying on your tummy facing downwards

Supine position

Lying on your back facing upwards

Coordination

Using different body parts together smoothly

Isolation

Moving one body part on its own

Collaborate

Working together as a team

Skill Progression Pathway

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

Prior Learning

Basic awareness of body parts (arms, legs, hands, feet)
Ability to follow simple instructions
Experience with simple object manipulation

Current Skills

Coordinated limb movements in isolation and together
Copying and repeating movement patterns
Object control using various body positions
Collaborative teamwork skills

Next Steps

More complex movement sequences
Advanced object manipulation skills
Partner and group gymnastics activities
Introduction to simple apparatus work

Milestone Indicators

Students can distinguish between right and left body parts

Students can maintain coordination whilst lying in different positions

Students can adapt their movements based on feedback

Students can work cooperatively without constant supervision

Key Teaching Points

Emphasise controlled, safe movements in all positions to prevent injury
Continuously reinforce left and right awareness through practical application
Encourage experimentation with different body parts while maintaining safety
Build teamwork skills through positive reinforcement and peer support
Connect body awareness to everyday activities children can understand
Use imaginative language to make movements engaging and memorable
Progress from individual to partner to team activities building confidence gradually

Common Misconceptions

Children thinking they need to move fast rather than controlled - emphasise quality over speed
Confusion between left and right - use consistent visual cues and practice regularly
Believing they can't work in different positions - provide modifications and encouragement
Thinking teamwork means competition - focus on cooperation and helping others succeed
Assuming they need to be perfect immediately - celebrate effort and improvement over outcome

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use movement as positive outlet with structure

dyspraxia

Extra practice time for position changes, use larger equipment, break down complex movements into smaller steps

autism spectrum

Provide clear visual schedule of activities, allow breaks if overwhelmed, use consistent routine and language

visual impairment

Use brightly coloured equipment, provide verbal descriptions of all positions, buddy system for guidance

hearing impairment

Use clear visual demonstrations, hand signals for instructions, written position cards available

physical disability

Adapt positions to seated or supported variations, use larger equipment for easier grip, modified distances

Cross-Curricular Links

Maths

Left and right orientation, counting team members, recognising patterns in over-under sequences

Science

Understanding how the body moves, forces when pushing objects, balance and stability

PSHE

Cooperation and teamwork, taking turns, helping others, celebrating success

Teacher Guidance

Positioning

Move actively around the space to observe all students, position near groups needing support

Observation Focus

Watch for correct body positioning, safe movement transitions, and positive team interactions

Intervention Points

Step in if students struggling with left/right concepts, provide hands-on support for position changes

Demonstration Notes

Use clear, exaggerated movements when demonstrating positions, show common mistakes and corrections

Verbal Cues

•'Show me your left hand!' for position awareness
•'Gentle and controlled' for object passing
•'Help your partner' to encourage cooperation

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 15m x 10m with soft surface preferred

Surface Check

Even, non-slip surface free from hazards, suitable for lying down activities

Equipment Safety

Safety Checks

•Check beanbags and balls for damage or sharp edges
•Ensure equipment is appropriate size for Reception age group
•Keep spare equipment available for hygiene concerns

Risk Management

Key Risks

•Collisions during jumping activities
•Falls during position changes
•Equipment thrown inappropriately
•Overexertion in different positions

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing maintained between students and groups
•Progressive introduction of positions from easier to harder
•Constant supervision during partner and team activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during activities
•Move between groups during partner work
•Watch for fatigue during position-based activities

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid and support, contact office if needed