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Lesson 5 - Apparatus Travel Techniques

Safe Movement Exploration

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Reception

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Gymnastics

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40 min

Big Question

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

Benches

Position around hall with clear approach and landing areas

Alternative: Agility tables, low balance beams, sturdy PE boxes

Hoops

Distribute evenly around space, ensuring adequate room for movement

Alternative: Rope circles, chalk circles on floor, cones to mark circles

Mats

Place near apparatus for safe landing and rolling areas

Alternative: Blankets, carpet squares, marked floor areas

Tables

If using, position with extra matting around for safety

Alternative: Low table, PE box, bench on its side

Key Vocabulary

Around

Moving in a circular path surrounding an object

Over

Moving above and across an object

Through

Moving from one side of an object to the other by passing inside it

Apparatus

Equipment used in gymnastics for movement and exercise

Balance

Staying still and steady on different body parts

Sequence

A series of movements performed one after another

Level

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

Moves confidently around apparatus without hesitation

Shows control when balancing on different body parts

Demonstrates spatial awareness when negotiating equipment

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