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Lesson 7 - Apparatus Skills & Balance

Animal Stories in Gymnastics

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Year 1

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Gymnastics

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Big Question

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

Gymnastics Mats

8-10

Place at rolling and jumping stations

Alternative: Crash mats, thin exercise mats

Benches

3-4

Some upturned for balancing, some flat for travelling

Alternative: Low balance beams, planks on supports

SAQ Ladders

2-3

Various heights for jumping challenges

Alternative: Vaulting boxes, sturdy tables

Hoops

6-8

On floor and elevated for travelling through

Alternative: Tyres, rope circles

Agility Trestles

2-3

With planks for inclined travelling

Alternative: A-frame supports, sawhorses

Base Stations

4-6

Various heights for balancing challenges

Alternative: Foam blocks, small boxes

Foam Wedge

2-3

Create slopes for rolling practice

Alternative: Ramps, inclined mats

Cones

12-15

Mark station boundaries and pathways

Alternative: Markers, bean bags

Key Vocabulary

Apparatus

Equipment used in gymnastics like mats, benches, and tables

Control

Moving your body smoothly and carefully

Balance

Staying steady and not falling over

Sequence

Actions joined together in order

Tension

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

Student moves with visible control on apparatus

Actions flow together without stops

Balance held for 3+ seconds consistently

Follows apparatus safety rules independently

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