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Lesson 1 - Shapes, Balances, Sequences

Safe Movement Exploration

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Reception

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Gymnastics

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40 min

Big Question

How can we use our bodies to create beautiful shapes and move gracefully through space?

Learning Objectives

To create short sequences using shapes, balances and travelling actions
To hold shapes and balances for 5 seconds with control
To link movements together in a simple sequence

Key Outcomes

Students will demonstrate basic gymnastic shapes with correct body position
Students will hold balances for 5 seconds showing control and stability
Students will create and perform a short sequence linking shape, travel and balance

Equipment & Resources Required

Cones

One cone per tagger for Flamingo Tag game

Alternative: Bean bags, markers, or chalk circles

Cards

1 (optional)

Visible to all students for reference during activities

Alternative: Large demonstration poster or teacher demonstration

Key Vocabulary

Tuck shape

A curled shape where knees are pulled to chest

Straight shape

A narrow shape with body extended in a line

Star shape

A wide shape with arms and legs spread apart

Pike shape

Bending at hips with straight legs and back

Straddle shape

Sitting with legs wide apart and straight

Balance

Staying still and steady in one position

Sequence

A series of movements performed one after another

Skill Progression Pathway

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

Prior Learning

Basic body awareness and spatial understanding
Simple travelling actions like walking and running
Following simple instructions

Current Skills

Creating and holding basic gymnastic shapes
Balancing on different body parts
Linking movements in simple sequences

Next Steps

Adding rolls and more complex balances
Creating longer sequences with apparatus
Partner and group work

Milestone Indicators

Holds shapes with correct body tension

Maintains balance for required time

Transitions smoothly between movements

Key Teaching Points

All gymnastic shapes require strong muscle tension to be clear and controlled
Balances must be held for 5 seconds to demonstrate true control and stability
Focus points and squeezed muscles are the two key strategies for successful balancing
Quality and control are more important than speed in all gymnastic movements
Sequences should flow smoothly from one element to the next with clear transitions
Spatial awareness and safety must be maintained throughout all travelling movements
Personal choice in sequences encourages ownership and confidence in performance

Common Misconceptions

That balances are just about not falling over - emphasise the 5-second hold and quality position
That gymnastic shapes can be rushed or sloppy - stress the importance of muscle tension and precision
That some people 'can't balance' - explain that everyone can improve with focus and practice
That sequences must be complex to be good - emphasise that simple, well-executed sequences are best
That physical ability is the only factor in gymnastics - highlight the mental skills of focus and determination

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use energetic travelling to channel movement needs, offer specific roles during tag game

dyspraxia

Allow longer practice time for shape formation, break down complex sequences into smaller parts, provide physical guidance for positioning, celebrate effort over perfection

autism spectrum

Provide visual sequence cards showing the lesson order, allow practice time for new skills, offer quiet space if overwhelmed, use consistent verbal cues

visual impairment

Use verbal descriptions of shapes, provide tactile demonstrations with teacher guidance, use bright coloured cones for better visibility during tag game

hearing impairment

Use clear visual demonstrations, written or pictorial shape cards, hand signals for commands, ensure student can see teacher during instructions

physical disability

Adapt shapes to seated or supported positions, allow shorter balance holds, provide alternative body parts for balancing, use wall support where needed

Cross-Curricular Links

Maths

Counting 5-second holds, recognising geometric shapes (straight lines, wide angles), understanding timing and duration

Science

Learning about muscles and how they work, understanding balance and centre of gravity, exploring how focus affects stability

PSHE

Building perseverance when activities are challenging, developing self-confidence through skill mastery, working cooperatively in shared space

Teacher Guidance

Positioning

Stand at edge of activity area with clear sight lines to all students, move around space during practice time to provide individual feedback

Observation Focus

Watch for correct shape characteristics, balance duration and stability, safe spatial awareness during travelling

Intervention Points

Step in if students attempting unsafe balance positions, provide support for those struggling with 5-second holds, redirect off-task behaviour immediately

Demonstration Notes

Demonstrate: All shapes with exaggerated muscle tension for visibility. Show balance with obvious focus point and strong position. Emphasise the difference between wobbly and controlled movements.

Verbal Cues

•'Squeeze your muscles tight!'
•'Find your focus spot!'
•'Hold it strong for 5 seconds!'
•'Make your shape clear and perfect!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 15m indoor space, clear of obstacles and furniture

Surface Check

Dry, non-slip surface suitable for floor work and balancing activities

Equipment Safety

Safety Checks

•Cones checked for cracks or sharp edges before use
•Basic shapes resource card securely positioned where all can see

Risk Management

Key Risks

•Falls during balancing activities
•Collisions during travelling movements
•Overstretching in pike and straddle shapes

Risk Mitigation

•Clear boundaries established and maintained throughout
•Adequate spacing enforced between students during all activities
•Emphasis on control over speed in all movements
•No forcing of positions - acceptance of individual flexibility limits
•Constant supervision during balance challenges

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during activities
•Move around space to provide individual support and correction
•Monitor fatigue levels during balance holds
•Ensure safe positioning during floor-based shapes

Emergency Procedures

Stop activity immediately on 'STOP' command, assess any incidents, apply appropriate first aid if needed, and record any injuries following school procedures