Lesson 5 - Apparatus Travel Techniques
Safe Movement Exploration
•Reception
•Gymnastics
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How many different ways can we travel around, over and through our equipment safely?
Learning Objectives
- To develop understanding of travelling around, over and through apparatus
- To handle equipment effectively and safely
- To move confidently using different body parts and levels
Key Outcomes
- Students will demonstrate controlled travelling movements around, over and through apparatus
- Students will safely negotiate space when using gymnastics equipment
- Students will create and remember short movement sequences
Equipment & Resources Required
Position around hall with clear approach and landing areas
Alternative: Agility tables, low balance beams, sturdy PE boxes
Distribute evenly around space, ensuring adequate room for movement
Alternative: Rope circles, chalk circles on floor, cones to mark circles
Place near apparatus for safe landing and rolling areas
Alternative: Blankets, carpet squares, marked floor areas
If using, position with extra matting around for safety
Alternative: Low table, PE box, bench on its side
Key Vocabulary
Moving in a circular path surrounding an object
Moving above and across an object
Moving from one side of an object to the other by passing inside it
Equipment used in gymnastics for movement and exercise
Staying still and steady on different body parts
A series of movements performed one after another
The height at which we move - high, medium, or low
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walking, running, jumping)
- Simple balancing on different body parts
- Following simple instructions and demonstrations
Current Skills
- Travelling around, over and through apparatus
- Creating simple movement sequences
- Using different body parts for balance and travel
Next Steps
- More complex apparatus combinations
- Longer movement sequences with smooth transitions
- Partner work and group sequences
Milestone Indicators
Key Teaching Points
- Always demonstrate apparatus use slowly and clearly before children attempt
- Establish and consistently enforce one-at-a-time apparatus rules
- Use continuous movement between stations to maintain close supervision
- Encourage problem-solving by asking 'how' and 'what if' questions
- Celebrate creative movement solutions while maintaining safety standards
- Break complex sequences into manageable parts for easier learning
- Use spatial vocabulary consistently throughout the lesson
Common Misconceptions
- Travelling 'around' means cutting corners - emphasise complete circular paths
- Moving fast shows better skill - emphasise control and precision over speed
- All children must use apparatus the same way - celebrate individual movement solutions
- Balancing is just about not falling - teach active muscle engagement for stability
- Complex sequences are always better - focus on quality and consistency in simpler patterns
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, offer additional physical support for focus during balancing
dyspraxia
- Simplify sequences, provide additional practice time, offer physical guidance for complex movements
autism spectrum
- Provide clear visual schedules, offer quiet practice space, use consistent apparatus setup and routines
visual impairment
- Use bright coloured equipment, provide clear verbal descriptions of apparatus layout, employ sighted guide system for navigation
hearing impairment
- Use visual demonstrations extensively, employ simple hand signals for safety, provide written sequence cards with pictures
physical disability
- Modify apparatus height, provide additional support surfaces, adapt travelling methods to individual capabilities
Cross-Curricular Links
Maths
Spatial awareness and directions (around, over, through), counting sequence elements, timing balances for specific durations
Science
Forces and motion when travelling over apparatus, balance and centre of gravity in gymnastics positions
Geography
Positional language and directional vocabulary, understanding of spatial relationships
PSHE
Turn-taking and cooperation, building confidence through physical achievement, respecting others' efforts
Teacher Guidance
Positioning
Move continuously between apparatus stations, positioning to see all children while providing close supervision of most challenging activities
Observation Focus
Watch for controlled movements, safe apparatus use, turn-taking, and understanding of spatial concepts
Intervention Points
Step in immediately for unsafe apparatus use, provide support for children struggling with balance, assist with sequence memory
Demonstration Notes
Demonstrate all apparatus use clearly and slowly, showing safe approaches, controlled movements, and proper dismounts. Use child volunteers to show good examples.
Verbal Cues
- •'Soft landings like a cat!'
- •'One at a time keeps everyone safe!'
- •'Hold your balance strong and still!'
- •'Show me your sequence from the beginning!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium with minimum 15m x 10m clear space for apparatus stations
Surface Check
Non-slip surface essential, check for wet areas or debris before lesson
Equipment Safety
Safety Checks
- •Check bench stability and secure positioning
- •Ensure mats are flat with no curled edges
- •Inspect hoops for cracks or sharp edges
- •Verify adequate matting around landing areas
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between children
- •Unsafe apparatus use
- •Equipment-related injuries
Risk Mitigation
- •Establish clear one-at-a-time apparatus rules
- •Maintain continuous supervision of all stations
- •Ensure adequate matting for all landings
- •Teach and reinforce safe apparatus approach
Supervision & Emergency Procedures
Supervision Points
- •Position to oversee all apparatus stations simultaneously
- •Move between stations to provide close supervision
- •Monitor apparatus approaches and dismounts particularly closely
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, ensure other children remain safely positioned away from incident