Lesson 2 - Gymnastic Shapes and Body Letters
Animal Stories in Gymnastics
•Year 1
•Gymnastics
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How can we use our bodies to create strong, controlled shapes that tell a story?
Learning Objectives
- To learn and perform basic gymnastic shapes with control and quality
- To link simple actions and shapes together in sequence
- To create letters and words using body shapes
Key Outcomes
- Students will demonstrate at least 5 basic gymnastic shapes
- Students will hold shapes for 5 seconds with muscle tension
- Students will work collaboratively to create letter shapes
Equipment & Resources Required
Spread evenly around hall with safe pathways between
Alternative: Yoga mats, carpet squares
Positioned where all students can see clearly
Alternative: Shape posters, tablet with images
Key Vocabulary
A specific body position held still and strong
Making muscles tight and strong to hold a position
How high or low your body is from the ground
Body spread wide with arms and legs stretched out
Body curled up in a tight ball
Body bent at hips with straight legs
Body curved backwards like a bridge
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and personal space
- Following simple instructions and demonstrations
- Understanding of high, medium, and low levels
Current Skills
- Creating and holding basic gymnastic shapes
- Linking shapes with simple movements
- Using muscle tension for control and quality
Next Steps
- Developing more complex shape sequences
- Adding apparatus work to shape practice
- Creating longer sequences with smooth transitions
Milestone Indicators
Key Teaching Points
- Muscle tension is essential for quality gymnastic shapes
- Partner cooperation requires communication and planning
- Shape memory develops through repeated practice
- Letter formation connects gymnastics to literacy learning
- Quality performance includes pointed extremities and held positions
- Safety comes from controlled movements and awareness of others
- Creative problem-solving enhances engagement and learning
Common Misconceptions
- Gymnastic shapes don't require muscle tension - emphasise 'strong like steel'
- Faster is better - stress quality over speed in all activities
- Only arms needed for letter formation - encourage whole-body involvement
- Shapes are easy - highlight the skill required for proper execution
- Partner work means one person does everything - stress shared responsibility
SEN Adaptations
ADHD
- Include movement breaks, clear boundaries, immediate feedback, shorter held positions initially
dyspraxia
- Break down shapes into smaller components, additional practice time, use wall or partner support for balance
autism spectrum
- Provide clear sequence cards, consistent routines, quiet space available if needed, visual supports for instructions
visual impairment
- Use clear verbal descriptions of shapes, provide physical guidance for positioning, partner support for spatial awareness
hearing impairment
- Use visual shape cards and demonstrations, clear visual signals for changes, written instruction sheets
physical disability
- Adapt shapes for seated or supported positions, use available range of movement, focus on achievable modifications
Cross-Curricular Links
English
Letter recognition and formation, vocabulary development, following instructions
Maths
Shape recognition, spatial awareness, counting and timing sequences
Science
Understanding muscle function, body systems, forces and tension
Art
Creating visual representations with body as medium, exploring curves and lines
PSHE
Cooperation, taking turns, celebrating differences, building confidence
Teacher Guidance
Positioning
Move around the space to observe all students, position near mat area for demonstrations
Observation Focus
Watch for shape accuracy, muscle tension, partner cooperation, and spatial awareness
Intervention Points
Step in if unsafe movements, poor cooperation, or students struggling with concepts
Demonstration Notes
Always demonstrate shapes clearly before students attempt, exaggerate muscle tension for visibility, use enthusiastic voice to maintain engagement
Verbal Cues
- •'Squeeze those muscles!'
- •'Make your body strong like steel!'
- •'Point those fingers and toes!'
- •'Hold it... hold it... perfect!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 12m hall space with 15 mats distributed safely
Surface Check
Clean, dry, non-slip surface for mat placement and movement
Equipment Safety
Safety Checks
- •Check mats are flat and secure before use
- •Ensure no torn or damaged mat edges
- •Verify adequate thickness for floor work
Risk Management
Key Risks
- •Collisions during warm-up running
- •Overexertion during sustained positions
- •Falls when attempting challenging shapes
Risk Mitigation
- •Clear pathways established between mats
- •Progressive skill building from simple to complex
- •Partner support during challenging activities
- •Regular breaks between intense positions
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during warm-up
- •Check partner interactions for safety
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, clear evacuation route maintained