Lesson 1 - Shapes, Balances, Sequences
Safe Movement Exploration
•Reception
•Gymnastics
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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
One cone per tagger for Flamingo Tag game
Alternative: Bean bags, markers, or chalk circles
Visible to all students for reference during activities
Alternative: Large demonstration poster or teacher demonstration
Key Vocabulary
A curled shape where knees are pulled to chest
A narrow shape with body extended in a line
A wide shape with arms and legs spread apart
Bending at hips with straight legs and back
Sitting with legs wide apart and straight
Staying still and steady in one position
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
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