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Lesson 1 - Travelling & Space Awareness

Animal Stories in Gymnastics

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Year 1

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Gymnastics

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Big Question

How can we travel like different animals while staying safe and creating interesting movements?

Learning Objectives

To explore travelling movements using the space around you
To link simple actions together in sequence
To develop spatial awareness during movement

Key Outcomes

Students will demonstrate various travelling movements using different body parts
Students will show awareness of space when moving around others
Students will create and remember a simple movement sequence

Equipment & Resources Required

Cones

Scattered around teaching area with safe distances between

Alternative: Bean bags, hoops, or markers

Whistles

For clear stop/start signals

Alternative: Voice commands, tambourine

Key Vocabulary

Travelling

Moving from one place to another using different body parts

Balance

Staying still and steady in one position

Sequence

A series of movements performed in order

Level

How high or low your body is

Direction

Which way you are moving - forwards, backwards, sideways

Space

The area around you where you can move safely

Skill Progression Pathway

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

Prior Learning

Basic walking and running movements
Simple balance positions
Following simple instructions

Current Skills

Travelling on different body parts
Changing direction and level
Linking movements together in sequence

Next Steps

More complex travelling patterns
Longer movement sequences
Partner and group work

Milestone Indicators

Student can travel safely around others

Student demonstrates control in balances

Student can remember a 3-part sequence

Key Teaching Points

Safety first - spatial awareness and controlled movement throughout
Clear demonstration of each new skill before student practice
Emphasis on quality over speed in all movements
Use of gymnastics vocabulary to develop understanding
Progressive building from simple to complex sequences
Positive reinforcement for effort and improvement
Regular checking of balance holds for full 5-second duration

Common Misconceptions

Faster movement is better - emphasise control and quality
All travelling must be at floor level - explore high and low levels
Sequences must be complicated - simple can be beautiful with good quality
Balances don't need to be held - emphasise stillness and control
Everyone must do identical movements - encourage individual interpretation

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries, immediate positive feedback, movement breaks built into lesson

dyspraxia

Break down movements into smaller steps, extra practice time, simplified sequences, larger movement patterns

autism spectrum

Clear routine structure, visual timetable of lesson sections, quiet space available if overwhelmed

visual impairment

Use brightly coloured cones, provide tactile boundaries, buddy system for guidance, clear verbal descriptions of all movements

hearing impairment

Use visual signals and demonstrations, written instruction cards, ensure student can see teacher clearly

physical disability

Adapt travelling methods to suit mobility, use seated balances if needed, modified jumping to stepping

Cross-Curricular Links

English

Following instructions, descriptive vocabulary for movements, giving feedback to peers

Maths

Counting balance holds, sequencing movements in order, spatial concepts of high/low

Science

Body parts and movement, forces in jumping and landing, balance and stability

PSHE

Working safely around others, supporting classmates, building confidence through performance

Teacher Guidance

Positioning

Move around hall perimeter for optimal viewing of all students, central position during demonstrations

Observation Focus

Watch for spatial awareness, movement quality, balance control, and safety compliance

Intervention Points

Step in immediately if unsafe movement occurs, provide individual support for struggling students

Demonstration Notes

Always demonstrate each movement clearly before asking students to attempt, exaggerate key teaching points for visibility

Verbal Cues

•'Eyes up, look for space!'
•'Bend those knees when landing!'
•'Hold that balance steady!'
•'Show me clear changes between high and low!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium minimum 15m x 20m for safe movement

Surface Check

Non-slip surface, free from obstacles and equipment not in use

Equipment Safety

Safety Checks

•Cones checked for sharp edges or cracks
•Equipment stored safely at hall edges
•Clear pathways maintained throughout lesson

Risk Management

Key Risks

•Collisions during travelling activities
•Falls during jumping over cones
•Injuries from poor landing technique

Risk Mitigation

•Clear boundaries and safe space established from start
•Progressive introduction of jumping skills
•Constant emphasis on spatial awareness
•Teaching proper landing technique with bent knees

Supervision & Emergency Procedures

Supervision Points

•Position with clear view of all students during activities
•Monitor closely during jumping activities
•Watch for fatigue during floor-based travelling

Emergency Procedures

Clear stop signal established, first aid kit accessible, nearest exit identified