🤸

Lesson 6 - Shapes and Balances with Equipment

Movement Foundations

•

Reception

•

Gymnastics

•

45 min

Big Question

How can we use our bodies to create letters and shapes whilst balancing on different equipment?

Learning Objectives

To discover and perform simple shapes and balances using body positioning
To explore balancing in a variety of ways on equipment and floor surfaces
To develop spatial awareness and control through letter formation and balance challenges

Key Outcomes

Students will demonstrate at least 3 different body shapes with control
Students will balance on equipment showing stillness for 3+ seconds
Students will work cooperatively to form letters in pairs or small groups

Equipment & Resources Required

Gymnastics Mats

15-20 (1 between 2 students)

Evenly spaced around room with clear pathways between

Alternative: Carpet squares, yoga mats

Ropes

6-8

Laid out straight as 'snakes' on floor

Alternative: Lines of cones, masking tape on floor

Cones

20-30

Create ladder patterns next to snake ropes

Alternative: Bean bags, markers

Tambourine

For teacher to signal freeze commands

Alternative: Whistle, clapping, drum

Measuring Tapes

1 roll

Optional for creating ladder patterns on floor

Alternative: Chalk for outdoor use

Key Vocabulary

Shape

The outline or form your body makes when you position it in different ways

Balance

Staying steady and still without falling or wobbling

Tucked

Making your body small by pulling your knees to your chest

Stretched

Making your body long by extending arms and legs

Stillness

Not moving at all, like a statue

Pathways

The route or direction you travel when moving

Skill Progression Pathway

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

Prior Learning

Basic body awareness and simple movements
Following simple instructions and stopping on command
Understanding of personal space and safe movement

Current Skills

Creating and holding body shapes with increasing control
Balancing on equipment using feet and different body parts
Working cooperatively to form letters and patterns

Next Steps

Linking shapes and balances into simple sequences
Using apparatus to create more complex balancing challenges
Developing rolling and weight transfer skills

Milestone Indicators

Can hold a shape still for 3 seconds without wobbling

Demonstrates controlled walking along equipment

Shows awareness of others when working in pairs

Key Teaching Points

Always demonstrate movements before asking children to attempt them
Emphasise looking forward, not down, during balance activities
Encourage creativity while maintaining safety boundaries
Use freeze commands to develop control and listening skills
Build confidence through achievable challenges and positive reinforcement
Connect physical movements to literacy and numeracy learning
Focus on effort and improvement rather than perfect execution

Common Misconceptions

Children may think balancing means staying completely rigid - teach them to make small adjustments
Some may believe looking down helps balance - emphasise looking ahead for better stability
Children might think faster is better - reinforce that control and quality matter more than speed
Some may worry about making 'wrong' shapes - emphasise creativity and personal interpretation
Children may think they need to be perfect immediately - teach that learning takes practice and mistakes help us improve

SEN Adaptations

ADHD

Build in frequent movement breaks, use energetic activities to focus attention, provide clear, simple instructions

dyspraxia

Break down movements into smaller steps, allow extra practice time, use larger equipment for easier success

autism spectrum

Provide visual schedule of activities, allow breaks if overwhelmed, use consistent routines and clear expectations

visual impairment

Use bright coloured ropes and cones, provide verbal descriptions of shapes, assign peer buddy for guidance

hearing impairment

Use visual signals for start/stop, demonstrate all movements clearly, position child where they can see teacher

physical disability

Adapt shapes to seated or supported positions, use wider balance equipment, focus on achievable movements

Cross-Curricular Links

Maths

Counting seconds for balances, recognising geometric shapes, understanding spatial concepts like wide/narrow

Science

Understanding how the body moves and balances, exploring forces and stability, developing body awareness

PSHE

Building confidence through achievement, working cooperatively with partners, resilience when facing challenges

Teacher Guidance

Positioning

Move around space to observe all children, position centrally for demonstrations

Observation Focus

Watch for control in shapes, balance confidence, cooperation in partner work

Intervention Points

Step in if children struggling with balance, not following safety rules, or excluding others

Demonstration Notes

Always demonstrate from position where all children can see, exaggerate key points, use child helpers when appropriate

Verbal Cues

•'Hold that shape still like a statue!'
•'Look ahead, not down at your feet!'
•'Soft landings, bend your knees!'
•'Work together to make that letter!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 10m clear space

Surface Check

Flat, non-slip surface, check for any obstacles or hazards

Equipment Safety

Safety Checks

•Ensure mats lie flat with no curled edges
•Check ropes have no frayed areas
•Confirm cones are stable and not cracked
•Test tambourine for comfortable volume

Risk Management

Key Risks

•Falls during balancing activities
•Collisions during movement between equipment
•Overexertion during continuous activities
•Fingers caught in equipment

Risk Mitigation

•Establish clear boundaries and pathways
•Teach proper falling techniques (tuck and roll)
•Ensure adequate spacing between groups
•Monitor fatigue levels and provide rest periods
•Adult supervision at each activity station

Supervision & Emergency Procedures

Supervision Points

•Position to observe all equipment areas
•Move around actively during activities
•Give clear, loud instructions
•Watch for signs of fatigue or difficulty

Emergency Procedures

Stop all activity immediately, assess injury, provide appropriate first aid, remove child from activity if needed