Lesson 4 - Moving Through and Under Apparatus
Movement Foundations
•Reception
•Gymnastics
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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
Place at each station for safety
Alternative: Yoga mats or carpet squares
Height no more than 30cm for safety
Alternative: Low balance beams or sturdy planks
Large enough for children to crawl through
Alternative: Rope circles or chalk circles
Laminated cards showing movement examples
Alternative: Picture demonstrations or verbal instructions
To mark station boundaries and pathways
Alternative: Bean bags or markers
Key Vocabulary
Equipment used in gymnastics like mats, benches, and hoops
Staying still and steady on one or more body parts
Moving from one place to another using different body parts
Moving from one side to the other side by going inside
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
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