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Lesson 4 - Moving Through and Under Apparatus

Movement Foundations

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Reception

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Gymnastics

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45 min

Big Question

How can we move our bodies safely through, under, and around apparatus whilst maintaining balance?

Learning Objectives

To develop travelling skills on various body parts using apparatus
To move safely over, under, around, through, on and off apparatus
To perform simple balances and incorporate them into movement sequences

Key Outcomes

Students will demonstrate at least 3 different ways of travelling around apparatus
Students will perform a 3-second balance on different body parts
Students will move confidently through, under, and around low apparatus

Equipment & Resources Required

Gymnastics Mats

6-8 mats

Place at each station for safety

Alternative: Yoga mats or carpet squares

Benches

3-4 benches

Height no more than 30cm for safety

Alternative: Low balance beams or sturdy planks

Hoops

8-10 hoops

Large enough for children to crawl through

Alternative: Rope circles or chalk circles

Cards

15-20 cards

Laminated cards showing movement examples

Alternative: Picture demonstrations or verbal instructions

Cones

11 cones

To mark station boundaries and pathways

Alternative: Bean bags or markers

Key Vocabulary

Apparatus

Equipment used in gymnastics like mats, benches, and hoops

Balance

Staying still and steady on one or more body parts

Travelling

Moving from one place to another using different body parts

Through

Moving from one side to the other side by going inside

Under

Moving below something without touching it

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial concepts
Simple travelling movements like walking and jumping
Basic understanding of personal space

Current Skills

Travelling using different body parts
Moving through, under, and around apparatus
Performing simple balances

Next Steps

Linking balances and travels into sequences
Using higher apparatus with confidence
Creating own movement patterns

Milestone Indicators

Moves confidently around apparatus without hesitation

Demonstrates 3+ different travelling methods

Holds balances with minimal wobbling

Key Teaching Points

Safety first - emphasise controlled movements over speed or height
Encourage experimentation and creativity in movement solutions
Balance definition: still, 3 seconds, on body parts
Use clear spatial vocabulary: through, under, around, over, off
Celebrate effort and creativity over perfection
Maintain inclusive environment where all attempts are valued
Connect movements to body awareness and physical literacy

Common Misconceptions

Thinking balances must be on one foot only - clarify any body parts can be used
Believing faster movement is better - emphasise control and safety
Assuming there's only one correct way to travel - encourage multiple solutions
Thinking apparatus work is too difficult - provide appropriate challenges for all abilities
Confusing spatial concepts - use clear demonstrations and repetition of vocabulary

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear structure and expectations, use movement as positive outlet

dyspraxia

Allow extra practice time, break movements into smaller steps, provide additional physical support and encouragement

autism spectrum

Provide visual schedule of activities, offer quiet space if overwhelmed, maintain consistent routines and clear boundaries

visual impairment

Use bright coloured apparatus, provide tactile exploration of equipment before use, ensure clear verbal descriptions of movements

hearing impairment

Use visual demonstrations, hand signals for start/stop, written or picture task cards, position for lip reading

physical disability

Adapt movements for wheelchair users (upper body travels), provide alternative apparatus heights, allow seated balance options

Cross-Curricular Links

Maths

Counting balance duration, recognising shapes in apparatus arrangement, spatial concepts (through, under, around)

Science

Understanding body parts and movement, forces when pushing/pulling on apparatus, gravity in balancing

Geography

Directional language (over, under, through, around), spatial awareness and positioning

PSHE

Taking turns, following rules, supporting peers, building confidence and resilience

Teacher Guidance

Positioning

Central location allowing view of all stations, move regularly to provide individual support

Observation Focus

Watch for safe equipment use, appropriate challenge level, and positive peer interactions

Intervention Points

Step in when students attempt unsafe movements, provide encouragement for reluctant participants

Demonstration Notes

Always demonstrate movements slowly and clearly, emphasise safety over speed, celebrate creativity and effort

Verbal Cues

•'Move slowly and safely'
•'Hold that balance - 1, 2, 3!'
•'What other ways can you travel?'
•'Great control in that movement!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (school hall) minimum 15m x 10m with adequate height clearance

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check all apparatus is stable and secure before use
•Ensure bench height is appropriate for Reception students (max 30cm)
•Verify mats are positioned under and around all apparatus
•Check hoops are large enough for safe crawling through

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Overexertion during climbing or balancing
•Trapped fingers or limbs in equipment

Risk Mitigation

•Maintain adult supervision at all times
•Establish clear station boundaries with cones
•Limit numbers at each station (5-6 students maximum)
•Emphasise controlled movements, not speed
•Ensure adequate spacing between students during activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all stations simultaneously
•Circulate regularly to provide support and encouragement
•Monitor students' energy levels and signs of fatigue
•Be ready to provide physical support for challenging movements

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid, contact office for additional support if needed