Lesson 7 - Apparatus Skills & Balance
Animal Stories in Gymnastics
•Year 1
•Gymnastics
•Start Planning Better PE Lessons
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How can we move with control and balance when using different pieces of apparatus?
Learning Objectives
- To explore key skills on apparatus showing quality, control and balance
- To link simple actions together on apparatus
- To demonstrate safe use of gymnastics apparatus
Key Outcomes
- Students will be able to link simple gymnastic actions together with control
- Students will remember and repeat actions and shapes on apparatus
- Students will show awareness of space when travelling around apparatus
- Students will use all apparatus safely and responsibly
Equipment & Resources Required
Place at rolling and jumping stations
Alternative: Crash mats, thin exercise mats
Some upturned for balancing, some flat for travelling
Alternative: Low balance beams, planks on supports
Various heights for jumping challenges
Alternative: Vaulting boxes, sturdy tables
On floor and elevated for travelling through
Alternative: Tyres, rope circles
With planks for inclined travelling
Alternative: A-frame supports, sawhorses
Various heights for balancing challenges
Alternative: Foam blocks, small boxes
Create slopes for rolling practice
Alternative: Ramps, inclined mats
Mark station boundaries and pathways
Alternative: Markers, bean bags
Key Vocabulary
Equipment used in gymnastics like mats, benches, and tables
Moving your body smoothly and carefully
Staying steady and not falling over
Actions joined together in order
Making muscles tight and strong
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic gymnastic shapes (straight, curved, wide)
- Simple rolling actions (forward, barrel rolls)
- Basic jumping and landing techniques
- Understanding of personal space
Current Skills
- Linking actions together on apparatus
- Controlling movements on different apparatus
- Balancing on moving and static apparatus
- Safe apparatus handling
Next Steps
- Creating longer movement sequences
- Adding changes of direction and level
- Partner work on apparatus
- More complex balancing challenges
Milestone Indicators
Key Teaching Points
- Always prioritise safety over skill complexity
- Encourage linking actions together rather than isolated skills
- Use apparatus to enhance skill development, not just for variety
- Maintain constant supervision across all five stations
- Connect apparatus design to its effectiveness for specific skills
- Build confidence through progressive challenges
- Celebrate control and quality over complexity
Common Misconceptions
- Misconception: Faster movement shows better skill. Correction: Emphasise control over speed
- Misconception: Higher apparatus is always better. Correction: Appropriate height builds confidence safely
- Misconception: Apparatus work is just for fun. Correction: Connect to specific skill development
- Misconception: All students should attempt the same level. Correction: Differentiate challenges appropriately
SEN Adaptations
ADHD
- Shorter station times if needed, provide clear boundaries, use movement breaks between instruction
dyspraxia
- Break skills into smaller steps, provide additional demonstration time, use simplified apparatus initially
autism spectrum
- Provide visual schedule of station rotations, establish quiet break area, use consistent apparatus setup
visual impairment
- Use brightly coloured apparatus, provide verbal descriptions of all equipment, establish tactile exploration time before activities
hearing impairment
- Use visual signals for station changes, provide written station cards, demonstrate all skills clearly
physical disability
- Provide seated apparatus options, modify heights for wheelchair access, adapt skills to individual capabilities
Cross-Curricular Links
Maths
Counting seconds for balance holds, counting rotations in rolls, measuring jumping distances
Science
Forces in jumping and landing, friction on different apparatus surfaces, gravity effects during balancing
Design Technology
Understanding apparatus design for specific purposes, stability in construction
PSHE
Taking turns fairly, helping others, showing resilience when challenges are difficult
Teacher Guidance
Positioning
Central position allowing visual contact with all five stations, move continuously between stations
Observation Focus
Monitor control and balance, check apparatus safety usage, watch for linking of actions
Intervention Points
Step in immediately for unsafe apparatus use, support students struggling with skills, manage group dynamics
Demonstration Notes
Always demonstrate on apparatus before students attempt, emphasise safety aspects, show clear starting and ending positions
Verbal Cues
- •'Show me strong body tension!'
- •'Soft landings like cats!'
- •'Arms out for balance!'
- •'Link your actions together!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall minimum 15m x 10m with 2m clearance around all apparatus
Surface Check
Non-slip hall surface checked for wet patches or debris before lesson
Equipment Safety
Safety Checks
- •All apparatus checked for stability before lesson
- •Mats positioned correctly under jumping/rolling apparatus
- •Apparatus heights appropriate for Year 1 students
- •No sharp edges or protruding parts on any equipment
Risk Management
Key Risks
- •Falls from balance apparatus
- •Collisions between students at stations
- •Incorrect rolling technique causing neck strain
- •Apparatus movement during use
Risk Mitigation
- •Constant supervision of all five stations
- •Clear safety rules established and reinforced
- •Appropriate apparatus heights for age group
- •Mats positioned at all potential fall areas
- •Groups small enough for effective supervision
Supervision & Emergency Procedures
Supervision Points
- •Position for visual contact with all stations
- •Prioritise balance and jumping stations for direct supervision
- •Regularly check apparatus stability
- •Monitor student energy levels and adjust as needed
Emergency Procedures
Stop signal established - all students freeze immediately, assess situation, provide appropriate first aid, contact office if needed